LEADER AS COACH

Build a Story

PARADIGM SHIFT
FROM MANAGEMENT TO LEADERSHIP

Inventories can be managed but people

needs to be led.
So
Listen, Learn and Lead

21st Century Concept of Leadership

Warm Heart and Cool Head

Four Challenges Pushing the

Evolvement of Manager to Leader
Globalization
Multiple stakeholders
Technology
Social media and people power

Skills Needed to be a Successful

21st Century Leader

Management by E-mail might work

but Leadership by E-mail wont

Managers Vs. Leader

Manager
Focus on things
Do things right
Plan
Organize

Leader
Focus on people
Do the right things
Inspire
Influence

Direct
Control
Follows the rules

Motivate
Build
Shape entities

How can a Leader respond to

an under-performing staff member?

Dismiss the employee

Increase staffing for the employees position
Change the employees role or tasks
Create incentives through salary or benefits
Do the employees work
Will these responses
Train or re-train the employee
solve the problem
completely,
effectively?

Why not use coaching

to improve the
employees
performance?

What is coaching?
Coaching is the provision of guidance and encouragement
to help people to learn for themselves by doing the job.
Coaching is an on-going process designed to help the
employee gain greater competence and overcome
barriers to improving performance.

What is coaching?

a training method whereby

a less-skilled person (i.e. the learner) is

guided (on a one-on-one basis)

by a skilled person (i.e. the Coach)

to implement specific skills and knowledge

to be able to perform a certain task and sub-tasks

according to certain performance standards/
assessment criteria

Origin of Coaching
Coach, meaning personal private tuition, was originally

university slang. It was based on the metaphor that to

move from one point to another swiftly you would ride on
a coach, (then a horse-drawn coach), which would require
the help of a coachman. (Chambers dictionary says)
Coach was first recorded in the sense of a private tutor in
1848, and in the sense of an athletics coach in 1861.

Degrees in Coaching
Coaching may have different degrees

of formality and structure, for example:

Coaching can be very informal and very loosely

structured, or
Quite formal and heavily structured,
and anything between these extremes.

But !!!!!
It only happens when there is mutual agreement between

Coach & learner

You can coach When

Others MUST have

-- Trust You! (Knowledge)
-- Have Faith in You! (Self Discipline
and Organized)
-- Believe in You! (Self- Sacrifice)

Difference between coaching &

training?
Training
Coaching

Takes place on the job

Is usually at your normal

place of work
Is integrated into the
normal work and when
done best, is not
distinguished as a
separate special activity
Is led by your manager or
a close colleague who will
normally be a member of
your work group

Takes place off the job

Is usually in a

classroom, away from

your normal place of
work
Is conducted as a
course, seminar or
workshop
May be led by a
professional trainer or
someone who
specializes in the subject
The trainer is not a
member of your work

Benefits of coaching
1. Makes your job easier because employees have
2.
3.
4.

5.

the right skills for the job.

Enables you to delegate responsibilities and
empower your employees.
Builds your reputation as a manager who drives
for results and develops people.
Increases employees commitment to results
because they know what the performance
expectations are and how to achieve them.
Develops collaboration between team members
because they have to coach each other.

Benefits of coaching
6.

7.
8.
9.
10.

Increases employee motivation and initiative

because positive recognition and feedback are
given.
Helps improve the quality of your employees
work.
Helps avoid surprises and defensiveness
during performance appraisals.
Helps increases creativity and innovation.
Increases team cohesion due to clarified goals
and roles.

When to use coaching

The manager may use coaching when the
employee:
Does not know how best to perform the job
Needs to develop critical skills
Has little experience with a particular job
Lacks the confidence needed to solve

problems and work independently

Fails to do a job as required.

The EDAC model

Explain

Consolidate

Demonstrate

Apply

Explain

Explain the purpose

Explain the process

Demonstrate
Demonstrate each step that must be taken
Identify key steps or ideas
Provide criteria for assessment
Respond to employees questions
Share past experiences

Apply
Help the employee repeat the process
Give the employee opportunities to practice the

new skills
Follow up with the employee to monitor progress

Consolidate
Achievements
Room for improvement
Plan of action

Providing additional support

Explain

Consolidate

Demonstrate

Apply

Here are some common mistakes that may limit a coachs

effectiveness:
Teaching too little or too much at one time
Providing inadequate demonstration
Lack of patience
Incomplete preparation
Tense learning environment
Inadequate encouragement
Insufficient feedback

THE 4PS:
HELPING EMPLOYEES SOLVE PROBLEMS

The 4P model
What is your position?

Position

What problem are you encountering?

Problem

What are some possible solutions?

How do you plan to solve the problem?

Posibilities

Plan

What is your position?

What is your position with respect to the
problem?
What could be attained?
What should be attained?
What must be attained?

What problem are you encountering?

What is the problem?
What is its impact?
What are its causes?

When evaluating the

problem, strive to be:
Objective
Specific
Open-minded

What are some possible solutions?

What are some ways to solve the problem

and meet your objectives?

Two ways of thinking:

Logical thinking
Creative thinking

How do you plan to solve the problem?

Is there more than one possible solution?
Is one solution less costly than others?
What are the consequences, risks, and

limitations of each solutions?

Do the solutions require outside support?

The 4P model
Activate the employees thinking

What is your position?

What problem are you encountering?

Listening and
questioning skills
are essential
What are some possible solutions?

How do you plan to solve the problem?

Problem solved

Questioning skills
Closed-ended questions
Confirming
Checking knowledge
Probing for specific details
Open-ended questions
How? Why?
Eliciting in-depth information

Questioning skills
Ask clearly and precisely
2. Allow time for the listener to consider
the response and present it fully
3. Rephrase the question if the listener
does not understand the question or
does not answer the question
adequately
1.

Questioning skills: Dos & Donts

Do

Dont

Ask clear, precise

questions
Concentrate on one
issue
Pose suggestive
questions that trigger
the learners thinking
Give questions suited to
learners knowledge

Ask vague or
unnecessarily broad
questions
Pose simplistic
questions
Give a question that the
learner cant answer
Try to trick the listener

Listening skills
Common problems when listening:
1.
2.
3.
4.

We are not listening actively;

We do not fully understand the
speakers idea;
We are affected by emotion;
We pay more attention to our own
thoughts than the speakers words.

Listening skills: The LACE formula

L isten: Listen to what people say
A cknowledge: Demonstrate understanding
C heck: Verify mutual understanding
E nquire: Ask for more information

Tactics for directing discussion

Pose open-ended
questions
Pause
Rephrase questions
Summarize main ideas
Pose closed-ended
questions to conclude

Four steps to successful coaching

4. Follow up and provide

feedback
3. Implement coaching
2. Plan
1. Identify needs

1. Identify needs
Observe the employee
Identify areas for improvement
Prioritize the employees needs
Consider the role of coaching

2. Plan
Identify the coaching objectives
Establish the implementation period
Prepare for implementation (review skills,

knowledge, and attitude requirements)

Select the coaching tool(s) and the activities to
go with it
Meet with employee to set objectives and
method

Coaching objectives

The coaching objective is the outcome attained by the

employee as a result of the coaching process.
The objective should specify:
The desired outcome
The criteria for a successful
outcome
The conditions for
implementation

Agreement with the employee

Purpose of coaching
Coaching methods
Expected outcome
Time for implementation

3. Implement coaching
Create a learning environment

that is open and encouraging

Use skills and tools for coaching
Remain flexible and choose
activities that fit the employees
learning style

4. Follow up and provide feedback

Check progress
Provide feedback
Give guidance, advice, and encouragement

What is mentoring?

caring relationship

a person with more experience (i.e. the Mentor)

works with a less experienced person (i.e. the mentee)

to promote the professional and personal development

of mentee

Who mentors?

A Mentor

Mentoring and Coaching

4
9

Who is mentored?

a mentee (or protg)

Mentoring and Coaching

5
0

What are the advantages of mentoring?

Advantages to Mentors

Creates opportunity
for Mentors to share
their experience and
thus enriches
Mentors.

Advantages to mentees

Creates opportunity to
be recognised.
It provides an
opportunity to do
something different
(than normal duties).

Mentoring and Coaching

Advantages to

Provides professional
recognition and
affirmation.

organizations

Improves integration of
new employees.

Increases communication,
networking and openness/
transparency in
organisations.

Improves employee
satisfaction.

Enhances career
development.

Creates a learning culture.

Reduces isolation.
Provides meaningful
learning experiences
and an opportunity for
personal and
professional growth.

5
1

Types of Mentor
Friend or peer
mentor

Someone at
the same level as
you, where
normally you are
mentoring each
other

General mentor

Someone with more

experience and
maturity
than you who can
help you
in a wide range of
areas.

Specialist mentor

Someone with special

knowledge
of an aspect of life or
ministry, or
with special skills such
as
coaching or counseling.

52

Difference b/w coaching and mentoring

Coaching

Mentoring
Relational

Functional

Takes place outside of a line

Required as part of the

job
Interest is functional,
Developing individuals
within their current jobs
Finite

manager-employee relationship
May be outside a mentorees
area of work
Relationship is personal, may
cross job boundaries
Finite in formal setting, but may
continue in informal setting
Mentor can provide guidance
both at professional and
personal level

Difference coaching and mentoring

Coaching
concerned with task
focuses on skills and

performance
primarily line manager role
agenda set by or with coach
emphasizes feedback to the
learner
typically addresses a shortterm need
feedback and discussion
primarily explicit

Mentoringg
concerned with implications

beyond the task

focuses on capability and
potential
works best offline
Agenda set by learner
emphasizes feedback and
reflection by the learner
typically a longer-relationship,
often for life
feedback and discussion
primarily about implicit, intuitive
issues and behaviours