Developing Coaching Skills
Training Session
1
Learning objectives





Understand what makes a team effective
Develop motivational coaching skills
Develop consulting coaching skills
Develop an understanding of when and how
to intervene in student team performance
by using the team diagnostics instrument
and intervention process chart.
Develop communication, performance
feedback and active listening skills
2
Introductions and ice breaker




Get into pairs and introduce
yourselves to each other
Who was the best coach you ever had.
Why were they good?
Have you had a negative coaching
experience? If so, what happened?
Share your experiences with the
larger group
3
What is coaching?

Coaching is


Direct, time-appropriate interaction with
a team that is intended to shape team
processes to produce good performance
(Wageman, 2001).
It helps students perform more
effectively in team-based
assignments
4
Where Does Coaching Fit in With
Team Effectiveness
Supportive Organizational Context
Enabling
Structure
Compelling
Direction
Student
Team
Effectiveness
Real Team
Expert Coaching
(Hackman, 2002)
5
Two Types of Coaching
Motivational Coaching

Coaching teams to form and set goals;
communicating in a motivating manner,
and encouraging commitment to their
project.
Consultative Coaching

Coaching teams to develop more
effective ways of performing their work
together and giving feedback on their
performance.
6
Expert Coaching: Temporality
Team life cycle
Focal
Beginning
Midpoint
End of Cycle
Effort
Performance
Knowledge
Strategy
& Skill
Consultative
Educational/
Performance
Process
Coaching
intervention
Motivational
Reflective
(Hackman, 2002)
7
Motivational Coaching
 Help students to form a team
 Learn how to debrief the
team contract
 http://www.managementmarketing.unimelb.e
du.au/ttr/pdf/team_contract.pdf
8
Helping Students Form a Team

During Team Formation Tutorial:

Brief discussion about team work



Encourage students to talk about positive and
negative experiences.
Be honest about negatives
Discuss the importance of working in a team:



Employers want teamwork skills
Our subject helps students develop team skills
and such skills can be added to their CV.
We will provide students with support in working
in teams
9
Helping Students Form a Team
Tutorial Exercises:




All of those students who are keen to work
extremely hard and get a high grade move to
the right hand corner of the room.
All of those who are looking forward to a
really easy semester and just getting by move
to the left hand corner of the room.
All of those who wouldn’t have a clue what
they can accomplish and are prepared to work
hard and reap the rewards cluster in the
middle.
10
More Ideas for Forming Teams

Move to the left/right of the room if:







You spend more than 3 hours a day on SMS or MSN
You have a Flickr/Myspace profile
You can speak at least two languages
You work (outside Uni) more than 25 hours a week
You think that the subject is going to be really interesting
You’ve lived in another country
Give students the following directions:



Find somebody in the room that is NOT in the same degree as you.
Find somebody in the room that is NOT in the same degree as you
and NOT from the same country.
Find somebody in the room that is NOT in the same degree as you
and NOT from the same country AND is in the same grade
expectation group.
11
The Team Contract





Teams must agree a team contract
before meeting with their coach
Teams must bring the answers to the
five questions with them to the meeting
All team members must attend the meeting
Coaches work with teams about what they
want to achieve in order to establish goals
Coaches work with teams about how they
will deal with problems in order to establish
norms and rules
12
Exercise: Managing the Team
Contract

Compare the following videos



http://www.managementmarketing.unimelb.edu.au/ttr
/coachingteams/negteamcontract_part1.cfm
http://www.managementmarketing.unimelb.edu.au/ttr
/coachingteams/howteamcoach_part1.cfm
Answer the following questions
Who is the most effective coach? Why?
 What did you learn? Which of their
behaviours would you repeat/avoid?

13
Consultative Coaching
Be able to identify team performance
problems and make recommendations
to manage them.
Resolve team conflict.
Learn how to use the team diagnostic
http://www.managementmarketing.unimelb.ed
u.au/ttr/pdf/student_team_diagnostic.pdf
14
Improving Team Performance: The
Team Diagnostic
1.
Problem Identification
2.
Solution Generation
3.
Action plan and follow-up
15
Problem Identification
 Acknowledge a problem exists
 Maintain a neutral position
 Manage discussion to ensure
fairness
16
Solution Generation

Explore options by focusing on the
interests behind stated positions.




Explore the ‘whys’ behind students’ claims.
Help students see commonalities among
their goals, values and principles
Use commonalities to generate multiple
alternatives
Use brainstorming
17
Action plan and follow-up

Ensure that all members of the team
support the agreed upon plan



Verify understanding of, and commitment
to, specific actions.
Identify a short term goal that they
need to achieve.
Establish a mechanism for follow-up

Usually an e-mail verifying that the goal
has been reached.
18
Exercise: Intervening to
Improve Team Performance

Watch the first video: what should Christina
do now?


Watch the second video: how does Christina
manage the intervention?


http://www.managementmarketing.unimelb.edu.au/
ttr/coachingteams/dealmembercompl_part1.cfm
http://www.managementmarketing.unimelb.edu.au/
ttr/coachingteams/dealmembercompl_part2.cfm
What does Christina do well/not so well?
19
Coaching On The Run Exercise

Instructions





Break into groups of three and collect your
scenarios
Select an observer who will keep time and jot
down your “one liners”.
Each person should read a scenario and has 60
seconds to come up with a “one-liner” to give
the student
Read out the alternative one-liners
In plenary, debrief your experiences


Contribute new one-liners
Warn of one-liners that haven’t worked
20
Team Role Play
 This activity has been developed to
practice your observation, communication &
conflict resolution skills.
 Read the role play and follow the
instructions:
 http://www.managementmarketing.unimelb.edu.
au/ttr/pdf/role_play_and_observation.pdf
21
Role Play Plenary Debrief

Effective Coaching Behaviours
What behaviours characterize
active listening?
 What behaviours characterize
supportive communication?
 Which behaviours are most difficult
for you? What can you do to try and
employ them?

22
Effective Coaching Communication –
Active Listening








Make eye contact
Exhibit appropriate body language
Avoid distracting actions and gestures that
suggest boredom
Ask questions
Paraphrase
Avoid interrupting
Make smooth transitions between the role of
speaker and listener
Deflect, probe, reflect
23
Effective Coaching Communication –
Supportive Communication







Stay problem oriented
Congruence between thinking and
feeling
Avoid making judgments
Do validate the student
Keep Specific
Smooth flow
Take ownership
24
“Buddying up”



New tutors should find a “buddy” – a more
experienced tutor they can work with
during their first semester
Arrange a meeting to discuss how to
prepare for team coaching meetings
Arrange to meet after the meetings to
debrief how they went.
25
Session evaluation


This section includes the completion of
knowledge quiz and training evaluation
form.
http://www.managementmarketing.unimelb.
edu.au/ttr/pdf/evaluation_for_coaching_t
raining.pdf
26