Welcome to the BEST Consulting

1. Welcometo theBEST Consulting Successful Consulting, Level II Workshop Series Presentation by Rick Sell Team Oriented Coaching and Mentoring

2. Facilities • Location of: • Restrooms • Telephones and Messages • FAX Machines • Smoking Areas • Water and Sodas • Snacks

3. Workshop Groundrules • This is a workshop and is designed to be informal, however: • Respect others and their opinions; give them the space to successfully learn and grow. • Turn those phones off and put your beepers on vibrate - PLEASE? • Resist those that are trying to summon you until the break.

4. Workshop Overview Caveat • We will not severely differentiate between coaching and mentoring due to the reasonable assumption that there are no overriding major fundamental differences between the two. • For the purposes of this workshop the following semantic rules will apply: Synonymous words: • Performer, worker, co-worker, employee, team member, individual • Project team leader, team leader, supervisor, manager, management

5. Introductions • Who am I? • Rick Sell • Now it’s your turn!

6. Introductions • …and you are? • How long with BEST Consulting, how long in consulting in general? • Current assignment and skill sets • Hobbies/outside activities or interests • Last movie seen;would you recommend? • Important: What are your expectations of this course?

7. Workshop Agenda • Work, Learn, Have Fun! • Session: 4 hours • Introductions • Course Overview • Discuss Topics • Breaks - What Breaks!!!

8. Workshop Overview • What this workshop is: • A practical and pragmatic approach to coaching and mentoring team members in a performance environment . • What this workshop is not: • This workshop will not make you an expert coach/mentor, although it will lay a foundation for continued improvement.

9. Workshop Overview Workshop Objectives Upon completion, you will be able to: • Define a workplace performance environment. • Explain the need for coaching and/or mentoring in a variety of organizational settings. • List a variety of situations where coaching and/or mentoring can be effective. • Apply strategies to improve interpersonal communication in the workplace. • Implement techniques to improve your success when giving and receiving performance feedback.

10. Workshop Overview Workshop Objectives (con’t) Upon completion, you will be able to: • Define the steps of an effective Coaching and Mentoring Model that can be used in hierarchical and team-driven environments. • Execute strategies for dealing both with substandard performers. • Develop or improve a system for accurately documenting all team member coaching and mentoring activities.

11. Instructional Materials • Student Manual is provided as a valuable desk-top reference. • Case Studies and Student Exercises are an integral part of this course, and essential events in your learning process - Please Participate?

12. Student Activity: Self-Assessment Goal: • To provide you with an idea of how well you perform in each area. • An opportunity to define your style • Provide a baseline for improvement.

13. Why Coach/Mentor? Learning Objectives After completing this subject, you will be able to: • Define the performance environment • Define performance coaching and mentoring • Describe the characteristics of an effective coach/mentor. • Explain the importance of coaching/mentoring in improving workplace effectiveness. • Identify and eliminate excuses for not coaching or mentoring.

14. Examining The Performance Environment • Formal evaluated, defined, and documented organizational program containing: • Project Management Plan • Project performance goals (expected outcomes) • Performance baseline criteria • Continued Performance Improvement Plan • Individual (Team Member) Performance Plan: • Performance behavior expectations • Education and Training plan

15. Why Coach/Mentor? Shifts in Behavioral Expectations Axiom Change is inevitable; people are adverse to change • Roles and behavior are changing to match new demands in the workplace. • Organizations are moving from Hierarchical to Team Structure.

16. Why Coach/Mentor? What is Coaching and Mentoring? • It’s what we do all the time - we just don’t put a name to it! • Influencing, helping, instructing, motivating, leading.

17. Why Coach/Mentor? What does Coaching and Mentoring Involve? • Any activity in which a coach/mentor and an individual work toward individual performance improvement. • Influencing, helping, instructing, motivating, leading. • What are some other skills practiced by successful coaches and mentors?

18. Why Coach/Mentor? Characteristics of an Effective Coach/Mentor • Excellent communication skills • Motivated • Enthusiastic • Goal oriented • Creative • Patient • What are some other characteristics of successful coaches and mentors?

19. Why Coach/Mentor? Benefits of Coaching/Mentoring? • Success, Success, Success • Win-win situation • Improved perception of the consultants who take on active roles of coach and/or mentor. • Increased business opportunities through success.

20. Why Coach/Mentor? Excuses for Failing to Coach/Mentor • Excuses are used by “others”, not consultants. • Excuses are nothing more than internal roadblocks. • Excuses are a roadmap for failure.

21. Opportunities for Coaching/Mentoring Learning Objectives Upon completion of this subject, you will be able to: • Realize the cost of failing to coach/mentor. • Recognize opportunities for coaching and/or mentoring team members. • Develop a strategy for orienting new team members. • Explain the importance of developing team members performance.

22. Opportunities for Coaching/Mentoring • When: • Anytime a new team member comes on board. • You (team leader) are off-site • The individual appears to be too dependent on you and other team members. • When changes take place in the workplace. • New processes, policies, procedures implemented. • A team member is failing, or is displaying the behavior to potentially to fail.

23. Opportunities for Coaching/Mentoring • Goal: • Build teams. • Coach/mentor yourself “out of a job”. • Empower team members; allowing them to be independent. • Minimize impact of changes in the workplace. • Smooth implementation of new processes, policies and procedures. • Eliminate the need for formal counseling and retraining.

24. Opportunities forCoaching/Mentoring Develop and Document an Orientation Process • The program has to be used to be effective. • Show genuine personal interest in new people. • Publish the Orientation Procedures. • Develop and Use an Orientation Checklist. • Evaluate, Train, and Assign “buddies”, then continually re-evaluate.

25. Opportunities forCoaching/Mentoring The Cost of Failing to Coach/Mentor • Failure, Failure, Failure • Lost team members • Lost revenues • Lost time • Lost confidence in your credibility by management and other team members

26. Coaching/Mentoring Process Learning Objectives Upon completion, you will be able to: • Develop a systematic approach to coaching and mentoring, using the formal eight-phase model. • Set effective goals and objectives with your team members. • Identify resources for individual development. • Construct an Action Plan for individual development.

27. Coaching/Mentoring Process The Model: Eight-Phased Approach • Phase 1 - Establish Goals • Phase 2 - Collect Performance Data • Phase 3 - Analyze Performance • Phase 4 - Review and Modify Performance Goals as Needed • Phase 5 - Identify Developmental Resources • Phase 6 - Develop an Action Plan • Phase 7 - Implement Strategies • Phase 8 - Evaluate Performance

28. Coaching and Mentoring for Better Relationships Learning Objectives After completing this subject, you will be able to: • Apply the Communication Process. • Explain how coaching and mentoring can aid in building better relationships. • Use your knowledge of communication to improve interpersonal relationships in the workplace. • Learn to avoid the “Nine Deadly Sins” that affect relationships. • Build stronger relationships with your team members, peers, and boss.

29. Coaching and Mentoring for Better Relationships The Communication Process • Communication is the transmission of information and meaning from one individual or group to another. • Contains the Communication Model. • Building solid two-way communications in your team cannot be overemphasized.

30. Communication Model Sender has idea

31. How may the sender encode a message? • Verbally or nonverbally • By speaking, writing, gesturing Sender encodes message Sender has idea

32. What kinds of channels carry messages? • Letter, memo, telephone, TV, report, computer picture, voice, body--Others? Sender encodes message Sender has idea Channel carries message

33. How does a receiver decode a message? • Hearing, reading, observing Noise Receiver decodes message Sender encodes message Sender has idea Channel carries message Noise

34. What is noise? • Anything that disrupts the process Noise Receiver decodes message Sender encodes message Sender has idea Channel carries message Noise

35. ? Noise Receiver decodes message Sender encodes message Receiver understands message Sender has idea Channel carries message Noise

36. Feedback travels to sender How can a communicator provide for feedback? • Ask questions, watch responses, don’t dominate exchange. Noise Receiver decodes message Sender encodes message Receiver understands message Sender has idea Channel carries message Noise

37. Feedback travels to sender What kind of feedback is better? • Descriptive rather than evaluative. Noise Receiver decodes message Sender encodes message Receiver understands message Sender has idea Channel carries message Noise

38. Feedback travels to sender Noise Receiver decodes message Sender encodes message Receiver understands message Sender has idea Channel carries message Noise Possible additional feedback travels to receiver

39. Feedback travels to sender Noise Receiver decodes message Sender encodes message Receiver understands message Sender has idea Channel carries message Noise Possible additional feedback travels to receiver

40. Feedback travels to sender Receiver understands message When is communication successful? Sender has idea Possible additional feedback travels to receiver

41. Feedback travels to sender When the message is understood as the sender intended it to be. Receiver understands message Sender has idea Possible additional feedback travels to receiver

42. Try your skill ... Select the definition or explanation of the following parts of the communica-tion process. 1. Encoding is the process of: a. Creating a meaningful dialogue. b. Selecting and organizing symbols to represent a message. c. Understanding the meaning of a message.

43. Try your skill ... Select the definition or explanation of the following parts of the communica-tion process. 1. Encoding is the process of: a. Creating a meaningful dialogue. b. Selecting and organizing symbols to represent a message. c. Understanding the meaning of a message.

44. Try your skill ... 2. Decoding is the process of: a. Avoiding noise and interference. b. Selecting and organizing symbols for feedback. c. Interpreting the meaning of communicated symbols.

45. Try your skill ... 2. Decoding is the process of: a. Avoiding noise and interference. b. Selecting and organizing symbols for feedback. c. Interpreting the meaning of communicated symbols.

46. Coaching and Mentoring for Better Relationships Learning Objectives After completing this subject, you will be able to: • Apply the Communication Process. • Explain how coaching and mentoring can aid in building better relationships. • Use your knowledge of communication to improve interpersonal relationships in the workplace. • Learn to avoid the “Nine Deadly Sins” that affect relationships. • Build stronger relationships with your team members, peers, and boss.

47. Coaching and Mentoring for Better Relationships Nine Deadly Sins that Affect Relationships • Failing to Communiciate Effectively. • Playing Games. • Playing Favorites. • Getting Involved with Individuals Personal Problems. • Becoming Personally Involved with Team Members. • Ignoring Performance Gaps. • Treating Team Members Unfairly. • Failing to build a Sound Foundation. • Displaying a Lackadaisical Attitude.

48. Coaching and Mentoring for Better Relationships Peer Relationships • Do: • Be very sensitive to the individual and their needs. • Allow an individual to correct their own mistakes, but monitor closely. • Do Not: • Stand idly by while an individual is making a mistake. • Jump in and try to help too quickly, but don’t allow the problem get out of hand. • Set yourself up as a “know it all”. • Reminder: An individual does not necessarily have to be on your immediate team for you to help.

49. Effective Feedback Strategies Learning Objectives Upon completing this subject, you will be able to: • Recognize various types of feedback. • Identify strategies for giving and receiving feedback. • Give praise effectively. • Give criticism constructively. • Develop an environment that encourages the use of feedback.

50. Effective Feedback Strategies Importance of Feedback? • Positive communication; review the communication model. • An effective tool for building relationships. • Potentially destructive if not used carefully. • Team members must be coached and mentored in feedback strategies. • Know what message you are trying to send. • All important: Timing, Timing, Timing!