LEADERSHIP COMPETENCIES
AND COACHING SKILLS FOR
HEALTHCARE PROFESSIONALS
Planner: Dr. Mohamed Attalla, P.Eng.
Ryerson University, Canada
Agenda
Agenda
Objectives
Objectives and
and Contents.
Contents.
Leadership
Leadership Competencies.
Competencies.
Leadership
Leadership Behaviors
Behaviors and
and Attitudes.
Attitudes.
Coaching
Coaching and
and the
the Coaching
Coaching Process
Process
Cycle.
Cycle.
Coaching
Coaching Relationships.
Relationships.
Different
Different Leadership
Leadership and
and Coaching
Coaching
Skills.
Skills.
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1
Contents
STRENGTHEN THE HANDS OF THE STRONG
What is Leadership?
The 10 Leadership Competencies
SelfSelf-Awareness: Personal
Mission
SelfSelf-Awareness: What are our
strengths?
Action Plan
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Objectives
Enhance Leadership Ability.
Acknowledge that personal values and leadership styles
are unique and diverse.
➢ Identify the 10 Competencies of Leadership.
➢ Influence and build relationships within and across the
healthcare profession.
➢ Recognize the importance of Coaching Skills as a
Leadership Competency.
➢ Develop Coaching Skills .
➢ Coach and develop others for motivation and
performance.
➢ Foster Employee Commitment, Involvement and
Teamwork.
➢
➢
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2
LEADERSHIP THEORIES
“Leadership is a process of persuading and
influencing others towards a goal”
Theories
Born or Made ?
5
Theories of Leadership
Great Man
Charismatic
Inspirational / emotional Commitment
Super humans and Blind followers
Trait
Autocratic, Democratic, LaissezLaissez-faire
Situational
Trait differ according to situations
Contingency
L/F Relationship, Task , Power
Path Goal
Expectancy. Staff associates as a
variable. facilitation, rewards
Born with necessary Characteristics
3
LEADERSHIP Styles
•Authoritarian Leader, Control
•Democratic Leader, Less Control
•Laissez-faire Leader, No Control
•Transformational leader
•Transactional leader
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LEADERSHIP Styles
Transactional
Hierarchy
Competitive
Task Focus
Exch. for performance
Mutual benefits
Caretakers
Set goals
Day-day operation
Day
Day-day
Manage by exception
Transformational
Networing
Cooperative
Process Focus
Change perception
Stimulation/Creativity
Role Model
Individualize consideration
Provide sense of direction
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Self management
4
A Great Leader
A great leader needs to know how to
leverage the strengths she already has,
and to surround herself with others to
fill in her own gaps.
A great leader realizes that each of his
people is unique and coaches them to
leverage their own strengths.
Therefore, leadership is about :
Releasing the potential that is already
there.
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Why Is Leadership Essential to
Healthcare?
Healthcare
is driven by
speed to Knowledge, new
technology and efficiencies
to produce new talents and
innovations. These cannot
be done without leadership.
Security,
stability and safety
start through the gateway
of leadership.
10
5
How is Leadership Unique?
The ““why”
why”
why” of an institution
or a team is critical for
initiatives and resource
prioritization but generally
unknown.
Leadership development is a
paradox. It must be
practical and immediate.
However, to be able to ““do,”
do,”
do,”
leaders must find quiet time
to develop selfselfunderstanding. There is a
strong tension between the
need to act quickly and the
need to stop and think.
Leadership requires both.
both.
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10 Leadership Competencies
SelfSelf-Assessment
SELFSELFUNDERSTANDING
UNDERSTANDING
Customer
Orientation
Resiliency
Relationship Skills
Business Acumen
Project Leadership
Managing Change
ALIGNMENT
ALIGNMENT
LEADERSHIP
IN THE MIDDLE
Communication
Coaching/Mentoring
Actualizing Vision
WORKING
WORKINGWITH
WITHOTHERS
OTHERS
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6
The Six Attitudes Measured
PIAV , Personal Interests, Attitudes, and Values
Theoretical
Social
Utilitarian
Individualistic
Aesthetic
Traditional
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Master Strategies
Living in a World of Permanent Whitewater
Operating in our world of rapid, tumultuous,
unrelenting change has been compared to running a
raging, white water river. Here are some things to
remember for navigating the river of change without
getting swamped …
Remember to pack your attitude.
Don’
Don’t look where you don’
don’t want to go.
Go with the flow.
Explore what’
what’s around the next bend.
Take time to eddy out.
Life is change.
Growth is Optional.
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7
Coaching
GAP
What is reality
What is desired
Facts, no interpretation
Aligned with institution's goals,
DISC, PIAV
Observable behaviors
Employee’
Employee’s feelings
Measurable and achievable
Desirable by all
Focus on growing talents, not fixing weaknesses.
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Definition of Coaching
Coaching Focuses on Improving
Skills of Team Members.
Provides support in areas such as the
know How, When, Why, Motivation, Time
Management and Prioritization.
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8
Why Leaders Need to Coach?
➢ When leaders coach they improve the
productivity and performance of their
teams.
➢ Team members need to be coached to
improve their potential within the
institution.
➢ Institutions and universities gain the
increased overall outcome.
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Coaching Steps
INSTITUTIONAL COACHING:
Focus on institution changes, not personal growth.
“Therapy looks back, coaching looks forward.”
forward.”
3
Awareness
Personal
Improvement
Transformation
LEVELS
Take people from
where they ARE to
where they can GO.
Establish
an Action Plan
Establish
Individual Goals
Name the Gap
Agree to
measurements,
milestones, dates =
ACCOUNTABILITY
Reconcile personal
and institution goals
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and values
9
Coaching Process Cycle
22- Set
SetGoals
Goals
11- Prepare
Prepare
33- Plan
Plan
55- Review
Review- -Future
Future
Steps
Steps
44- Coach
Coach
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Coaching Process Cycle (1)
1. Prepare in advance
➢Requirements.
➢Opportunities.
➢Motivations.
➢History and information gathering.
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10
Coaching Process Cycle (2)
2. Goal Setting
➢Goals should be specific, measurable,
achievable, relevant & timely.
➢Goals should include small & large
outcomes.
➢Predict the outcome of the process.
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Coaching Process Cycle (3)
3. Planning
➢Plan the route and determine the
milestones.
➢Direct the process towards the pre set
goals.
➢Discuss motivations and opportunities.
➢Define process.
➢Set time constraints.
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11
Coaching Process Cycle (4)
4. Coach
➢Coach Privately.
➢Build Rapport.
➢Build trust.
➢Clarify roles.
➢Listen, ask questions and Acknowledge.
➢Create levels of success that can be
rewarded.
➢Stress time lines and Milestones.
➢Build positive expectations.
➢Share ideas, know how, wisdom,
experience and direction
➢Motivate with encouragement
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Coaching Process Cycle (5)
5. Review - Future Steps
➢ Measure progress towards goals at
scheduled intervals.
➢ Adjust the plan as necessary.
➢ Dissolve the current relationship with a
method to re-start on a new target.
re
re-start
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12
Personal Characteristics of a
Coach (1)
Coaching Leaders need to possess
certain Personal Characteristics.
➢ Evolutionary elder
➢ Visionary
➢ Partner
➢ Director
➢ Champion
➢ Radar
➢ Guide
➢ Beacon
➢ Reality checker
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Personal Characteristics of a
Coach (2)
➢ Evolutionary elder, the coach has
more experience than team members.
➢ Partner, Coach benefits when the
team achieves.
➢ Champion, Coach leads the
supporting cheers.
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13
Personal Characteristics of a
Coach (3)
➢ Guide, Coach shows the team the right
steps to take, which pitfalls to avoid.
➢ Reality checker, Coach helps the
team evaluates progress towards goals.
➢ Visionary, Coach and the team
envision what success would look like.
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Personal Characteristics of a
Coach (4)
➢ Director, Coach directs the team as to
what actions to take.
➢ Radar, Coach often can see &
understand what the rest of the team
cannot.
➢ Beacon, Coach can sometimes sound
an early warning.
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14
Characteristics of Coaching
Relationships (1)
➢The Relationship Between the Coaches
and their Teams Should Possess Certain
Characteristics
➢
➢ Specific
➢
➢ Opportunistic
➢
➢ Continuous Process
➢
➢ Supportive
➢
➢ Motivating
Objective
➢ Performance oriented
➢ Supports institution’
’s
institution
institution’s
competencies
➢ A leveraging strategy
➢
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Characteristics of Coaching
Relationships (2)
➣ Specific, Coaching can focus on what is needed
most.
➣ Opportunistic, Coaching can produce immediate
beneficial effects.
➣ Continuous Process,
➣ Motivating, Coaches motivate via stimulation,
inspiration and help fulfilling unsatisfied needs.
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15
Characteristics of Coaching
Relationships (3)
➢ Supportive, Coaches help their teams to use
existing skills more efficiently.
➢ Objective, The coach’
’s experience helps them to
coach
coach’s
see the opportunity with more clarity.
➢ A leveraging strategy, Coaching focuses on
specifics i.e. just enough learning to help the right
people make precise changes.
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Characteristics of Coaching
Relationships (4)
➢ Oriented
to performance, Coaching focuses
on finding or prescribing the right actions that the
team can take to change conditions.
➢ Supportive
of institution
’s
institution’s
competencies, Coaching is a tool to cultivate
specified competencies.
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16
Undesired Coach
’s Behavior (1)
Coach’s
➢ Avoid aimless assessments,
observations, judgments and opinions.
➢ Avoid vague wording that are easily
misunderstood.
➢ Avoid giant steps.
➢ Don
’t allow transference, Recognize the
Don’t
abilities of your team members. Don’
’t project your
Don
Don’t
abilities on them.
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Undesired Coach
’s Behavior (2)
Coach’s
➢ Avoid Negative Reactions, Emphasize the
positive and recognize failure as learning opportunity.
➢ Don
’t perform the work for the team,
Don’t
Together the coach and the team think, plan and
implement.
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17
How Do We Communicate?
PREFERRED METHODS OF TAKING IN
INFORMATION (MODALITIES)
MODALITY
AVERAGE
Visual
60 - 72%
Auditory
12 - 18%
Kinesthetic
18 - 30%
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Coaching Language
Avoid directing the discussion.
NOT “No,
that’s the wrong goal.”
Avoid analysis and interpretation.
NOT “Yes,
I know which part bothers you the most!”
Phrase future in the present state.
NOT “What
will your relationship be like?”
Push to the end result, not just next step.
NOT “Promotion
is what you want.”
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Feedback Pointers
GIVING
Be specific,
descriptive,
actionaction-oriented,
nonjudgmental
RECEIVING
Be open,
take notes,
ask for examples,
seek to understand,
triangulate
information later
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Giving Effective Feedback
WIN/LOSE
“You
and I need to talk.
You just don’
don’t care about
this initiative. I assumed
with your background this
would happen.”
happen.”
WIN/WIN
“Do you have a minute? I’
I’m
concerned about the quality of the
analyses you just turned in. It had
a lot of uncertainties. Your work is
usually great—
great—did something
different happen this time?”
Use “ I ”
Focus on behavior,
not the individual
Be specific
Be timely
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19
Accepting Feedback
SORT
FOG
What have I
Would you like a
done to make
cup of coffee
it hard to work
while we talk
for me?
about this?
REPEAT
DISTANCE
I’m a pain to
work for?
Let’
Let’s talk about
this tomorrow
after we’
we’ve had
a chance to
calm down.
TRUTH
• Avoid DEFENSE
• Acknowledge their feelings
• Express regret
• Find a point of agreement
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• Suggest alternatives, solutions
How To Disagree
WIN/WIN
WIN/WIN
“I appreciate your
“I think I
need to
spend more
time on this
report.”
report.”
offer, but I’
I’m
feeling some
schedule pressure.
What did you have
in mind?”
mind?”
SYMPTOMS
Attack problem
Use “I”
Ask for/offer to help
Seek to understand (Covey)
Seek WIN/WIN
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A Difficult Conversations Checklist
What Happened?
Where does your story come from?
Facts? Past Experience? Rules?
Theirs?
What impact has this had on you?
What might their intentions have
been?
What have you contributed to the
problem?
Differences
Describe the problem in terms of the
differences between your stories.
Share your purposes.
Invite them to join as a partner to solve
the problem.
Explore the Stories
Listen to understand their perspective.
Share your viewpoint.
Reframe, reframe, reframe to keep on
track.
Emotions
What are you really feeling? Why?
Identify
What’
What’s at stake for you about you?
Problem Solving
Purposes
What do you hope to accomplish? Shift
to support learning, sharing,
problemproblem-solving.
Is this the best way to address this
issue?
Invent options that meet each side’
side’s
concerns.
Look to standards for what should
happen.
Talk about how to keep communication41
open going forward.
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