An Introduction to Coaching Conversations

1. An Introduction to Coaching Conversations Ed Tempest & Rebecca Williamson East Midlands Leadership Academy 14th July 2014

2. Aims for the day….

3. What is coaching? European Coaching and Mentoring Council Coaching is a process limited to a specific period of time that supports individuals, teams or groups in acting purposefully and appropriately in the context they find themselves in. The coach supports clients in achieving greater self-awareness, improved self-management skills and increased self-efficacy, so that they develop their own goals and solutions appropriate to their context Or simply… “Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them” Sir John Whitmore

4. Coaching Vs Mentoring… European Coaching and Mentoring Council Mentoring is a developmental process in which a more experienced person shares their knowledge with a less experienced person in a specific context through a series of conversations. Occasionally mentoring can also be a learning partnership between peers. “Coaching is primarily focussed on performance within the current job and emphasises the development of skills. Mentoring is primarily focussed on longer term goals and on developing capability.” David Clutterbuck

5. A brief (and factually debateable) history of coaching in the workplace… + + • “The Inner Game of Tennis” 1974, Tim Gallwey • “The Inner Game of Golf” 1981, Tim Gallwey • “Coaching for Performance” 1982, Sir John Whitmore

6. Today, how many people are practising coaches? The International Coaching Federation (ICF) estimates that it has in excess of 20,000 members worldwide Based on this figure, there are likely to be in excess of 80,000 coaches in total in an industry that is worth over $1 Billion Dollars a year

7. Coaching as a Leadership Style • The consultancy firm The Hay Group categorise leadership into six styles. These are: • Coercive: gaining immediate compliance from employees • Authoritative: providing long term vision and leadership • Affiliative: creating trust and harmony • Democratic: reaching group consensus and generating new ideas • Pacesetting: leading by example and accomplishing tasks to high standards • Coaching: focusing on the professional growth of employees.

8. Pace-Setting Leadership Recent research has found that managers and leaders in Healthcare settings have favoured the pacesetting style. The King’s Fund report ‘Leadership for Engagement in the NHS’ (2011) argues that leaders need to shift their style more towards a predominantly coaching style. In groups, think about the six different styles and discuss examples of when it has been necessary to utilise different approaches with your staff and trainees. 10 Mins

9. The Business-Case for Manager-Coaches Impact of manager coaching - 10 main areas: • changes the culture or helps to embed a coaching culture • improved management skills and capability • behaviour change in the coaches • benefits for the coachees as a result of receiving coaching • greater employee engagement and commitment • improvements to business indicators or results • savings in HR time/costs • achievement of external awards and recognition • unexpected spin-offs • accelerated talent development CIPD, 2013

10. Coaching to Reinforce Training The Xerox Corporation showed that in the absence of follow-up coaching 87% of the skills change brought about by the training program was lost. However good skills' training is in the classroom, most of its effectiveness is lost without follow-up coaching. For example: Most sales people try out the new skills for a few calls, find that they feel awkward and the new method isn't bringing instant results, so they go back to their old ways

11. What are Coaching Conversations? • Start with the end in mind • Outcome & Learning focussed • Open Questions – What & How • The Perfect Question…. “Being an effective coach requires a continuously expanding portfolio of MDQs -- Massively Difficult Questions. These are what stimulate the client to reflect and gain personal insight. Equally important, however are the MDQs we ask ourselves. For example: For whose benefit am I asking this question? Can I do more here by saying nothing? What am I afraid of in this conversation or situation? What can I learn from this person? What emotions am I feeling and to what extent are these influencing my approach the client's issue?” Clutterbuck 2006

12. The GROW Model

13. Exercise In groups of 3, take it in turns to play the role of Coach, Coachee, and Observer. Each Coachee is to think of a situation that they would like help with and it’s the coach’s job to try and come up with an MDQ to help them learn. Try to use the GROW model to structure the conversation and find a SMART objective to take away. The observer feedbacks back at the end of the session. 30 mins, 10 mins each role including feeding back. Think about how it feels to be in each role? What are you seeing? What are you hearing? How are you feeling?

14. Break…

15. Coaching Tools

16. The Disney Method

17. Exercise… In pairs, one person take the role of coach and the other coachee. The coach takes the coachee through the 3 different perspectives, focussing on finding a solution to a specific issue. 5 minutes each.

18. Perceptual Positioning 1st Perspective See the situation through your own eyes. Run through the meeting or interaction as if you are there in it. Pay attention to your own thoughts and feelings. Consider your own needs. 2nd Perspective Imagine what it is like to be the other person. Put yourself in their shoes - as if you are looking back at yourself, seeing, hearing, and feeling as the other person. How is 'that you over there' coming across to you. Are they in rapport with you? Are they respecting you? Is he/she taking your views into account? 3rd Perspective Take a detached viewpoint. Imagine you are looking at yourself and the other person 'over there' - seeing the two of them speaking, gesturing etc. Pay particular attention to non-verbal behaviour such as the body language and the sound of their voices. Then consider, as a result of taking this view, what advice you wish to give 'yourself' about how you are handling the situation

19. Exercise… In pairs, one person take the role of coach and the other coachee. The coach takes the coachee through the 3 different positions, remembering a specific conversation. The coach should focus on asking questions that allow the coachee to recognise what they are seeing, hearing and feeling in the different positions. 5 minutes each.

20. Group Discussion What went well? What did you find tricky?

21. The Coaching Environment What things should you consider? What makes a good coaching environment?

22. The Coaching Conversation In Pairs, 20 minutes per pair, take it in turns to play the role of coach and coachee. Have a coaching conversation drawing together the tools and techniques we’ve learned. Think about what you see, hear and feel at different points as coach and coachee

23. Questions?

24. Thank you! Edward.tempest@nottshc.nhs.uk www.leadershipeastmidlands.nhs.uk