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Executive Coaching for Senior Leaders. Day 2 Welcome. Welcome and Day 2 Introductions. Anna Wright & Di Smith, The Staff College. Agenda. Objectives of this course are that participants will:. understand what coaching is
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Executive Coaching for Senior Leaders Day 2 Welcome
Welcome and Day 2 Introductions Anna Wright & Di Smith, The Staff College
Objectives of this course are that participants will: understand what coaching is understand their own values and personal style and see how these might differ from others use the GROW model as a framework for coaching and become a skilled and competent executive coach use motivational interviewing and solution-focused tools for creating change run coaching in a group to foster reflection and learning (action learning) use coaching to improve performance and quality in their service use coaching to help others increase their influence and build positive relationships use coaching to help others build their resilience understand the importance of supervision and how to arrange it use strategies to embed coaching in their organisations and in the region
Objectives for session 2:Coaching for limiting beliefs To reflect and extract learning from feedback on coaching To understand what limiting beliefs are and how they affect emotions and behaviour To learn how to challenge limiting beliefs in coaching To coach to unpack limiting beliefs
Learning from coaching practice Each person shares their experience of coaching and the group reflects on the learning
Prompting event After effects How I interpret it Action 6 part cycle of an emotion Physical response Urge to act
In pairs fill in the 6 part emotion cycle on page 3 with your view on what happened at each stage
Listening for the song beneath the words GOALS What does this person want? VALUES Who does he/she want to be? BELIEFS Does this person have beliefs which are limiting what they believe they can achieve at work?
Is the song limiting or enabling? • I’ve coped with tougher things than this before • I can make a difference here • People will respect a different point of view • This is good learning for me • People around me have good intentions • Perseverance pays off • Bad behaviour does not mean a bad person • No one listens to me • I can’t succeed so no point in trying • If I disagree I will be rejected • Others are much more skilled than me • I can’t do politics • People are basically selfish • That person is bad because they behaved badly
Counternarratives • Be your wisest friend and ask: • Is this belief still meaningful to me? • Is it accurate in the given situation? • Is it overly rigid? • Is it useful? On page list at least one limiting belief that constrains you from time to time. How real is it?
Teasing out beliefs in coaching • Tease out the beliefs that underpin behaviour • Avoid “Why” – much better to ask – • What led you to think that? • When you did that - what did you want? • What is particularly important about this situation? • What’s the story you are telling yourself about this? • What internal barriers might be stopping you? • What is the real issue here? What is really at stake? • Put yourself in that person’s shoes – what do they really feel? Mindset What we think and feel beliefs fears values identity
Verbal akido Based on the idea that when you fight you use the opponents energy to assist you Verbal akido sees every attack or negative statement as a call for help Verbal akido means that when someone attacks you or is negative, you turn to see things from their point of view Someone attacks you, but you are not there being attacked; you are seeing things from their point of view, hearing their words, and showing them that you understand their feelings. It is important to note that you do not have to agree; all you need to do is to acknowledge that your attacker’s feelings are valid.
Verbal akido Yield. Acknowledge the statement, modifying it slightly to attribute the opinion to him or her. For example, you would receive “You are wrong!” saying, “You think I’m wrong?” Blend. Join the person in a positive intention. Stand by him or her, looking in the same direction to see what (s)he sees. “I want to see this from your point of view” Extend. Inquire about the reasoning that leads the conclusion. “What leads you to think that?, What negative consequences do you see if you do that?”
Verbal Akido practice As a group, for each of the statements made in coaching on page 9, suggest a different way the coach could have responded
Putting yourself in other’s shoes Takes courage To unlace your shoes and cross the bridge to the world of the other To see in their eyes, your real rather than your ideal self To listen to the minority voice, when the dominant discourse is against it
Putting yourself in the other’s shoes In pairs taking turns Each person imagines they are a colleague or member of their staff who they find tricky You are that person The other person asks you • How do you feel about work at the moment • What do you feel about your colleague/manager? You then reflect on what that felt like
Coaching practice circle 2 Form into threes Agree roles: coach, coachee, observer Coach coaches coachee for 20 minutes using GROW model with limiting beliefs questions Observer asks for feedback from coachee first, then coach, then gives own feedback Use the reflection sheet on page 10 to record the reflections Repeat twice more changing roles
Objectives for session 4Using team coaching To understanding how coaching can work in a team Understand the benefits of team coaching Use the GROW model in a team coaching session
Why team coaching? Everyone in public service is an explorer, trying to find new ways to improve people’s lives. Good leaders sustain and nurture this process of exploration. At the moment they are trying to do so within delivery systems that are outdated and over-controlled, and without a theory of leadership which properly understands either the problems they face, or the capabilities they are developing to respond. Sue Goss
Definitions A continuous process of learning and reflection that happens with the support of a group or set of colleagues, working on real issues, with the intention of getting things done McGill and Brockbank (2004)
people, who accept the responsibility for taking action on a particular issue; • problems, or tasks that people set themselves; and • a team of four to six who support and challenge each other to make progress on problems. What does team coaching involve?
Participants commit to undertaking regular team coaching • They agree a frequency for the coaching sessions which can be one session for one person per meeting, or one 3 hour session every six weeks • Each person presents an issue to the group • They take turns to help each other with their issues through questioning and exploration • The presenter commits to action as a result. How does team coaching work?
What makes team coaching work? Discuss in pairs What psychological mechanisms are taking place in a team coaching session? What causes team members to learn?
What does team coaching enable? • Through team coaching people: • develop insight through good questioning and deep listening • identify their problems (and opportunities) more precisely, • specify more clearly what action they will take • continuously learn to improve their performance • make and implement better decisions
Facilitator • establish contract and ground-rules • build trust and rapport amongst the group • help supporters listen well and ask helpful questions • Help the team evaluate its work Roles in action learning • Supporter • Pay attention and listen with curiosity • Help the presenter to think through his or her issues • Provide challenge and support • Enable the presenter to define or redefine the problem/issue and their relationship to it • Help them identify steps towards solving it • Presenter • Bring a problem or issue for which you do not have a clear course of action • Use supporters to help you reflect open an honestly on the issue • Take actions that you commit to at then end
The team coaching process we use The presenter describes their issue and what they want to achieve The facilitator evaluates the set The group ask open questions to get a deeper perspective on the problem The presenter reflects on what they have heard and says what they will do Each group member affirms the presenter’s approach so far The group discuss perspectives on the problem and ways forward
Don’t • Get lost in the content • Forget the time • Allow people to suggest solutions when asking questions • Forget the affirmation stage • Come in first with solutions in the discussion stage Do’s and don’t in facilitation • Do • Trust the process and the people • Challenge any questions framed as solutions • Give everyone a turn • Come back to people who pass on a question or idea • Make sure the presenter says what action they will take • If people are agitated, start with a 3 minute meditation • Get supporters to reflect on their learning afterwards
Ground rules for practising Follow the process One person speaks at a time Really listen Humour is good but don’t make fun when I’m trying to be serious Accept there may be limits on what I feel ok to disclose All issues raised during the coaching are confidential to the team unless the presenter agrees further sharing is helpful
Team coaching practice • Groups of 5-6 people • Agree roles , facilitator, presenter, supporters • Follow the team coaching process on the card • Repeat the process once with new roles selecting facilitator and presenter from the supporters • Identify learning points from both sets • You have 45 minutes per session
Homework Run second coaching session with coachee using the GROW model Get their feedback Complete coaching diary in booklet to reflect on the session Run at least one team coaching session and use evaluation in Annex 1 Complete coaching diary to reflect on the session.
Executive Coaching for Senior Leaders Safe Journey
