Quotes

1. Quotes The function of leadership is to produce more leaders, not more followers. Ralph Nadar Oh it is excellent to have a giant’s strength, but it is tyrannous to use it like a giant. William Shakespeare To lead people, walk behind them. Lao Tzu As we look ahead into the next century, leaders will be those who empower others. Bill Gates

2. The Four Propositions People Have Immense Potential

3. The Four Propositions People Have Their own Map of Reality People Have Immense Potential

4. The Four Propositions People Have Their own Map of Reality People Have Immense Potential People have good intentions

5. The Four Propositions People Have Their own Map of Reality People Have Immense Potential And are achieving their own objectives, perfectly, at all times People have good intentions

6. The Coaching Spectrum NON-DIRECTIVE LISTENING TO UNDERSTAND PUSH REFLECTING PARAPHRASING solving someone’s problem for them SUMMARISING PULL ASKING QUESTIONS THAT RAISE AWARENESS helping someone solve their own problem MAKINGSUGGESTIONS GIVINGFEEDBACK OFFERINGGUIDANCE GIVINGADVICE INSTRUCTING TELLING DIRECTIVE

7. The Ladder of Inference I take actions based on my beliefs I adopt beliefs about the world I draw conclusions I make assumptions based on meanings I add meanings I select data from what I observe I observe the world

8. The Inner Game INTERFERENCE POTENTIAL PERFORMANCE POTENTIAL - INTERFERENCE = PERFORMANCE

9. The Inner Game 1 “A tennis player first confronts the Inner Game when he discovers that there is an opponent inside his head more formidable than the one across the net. He then realises that the greatest difficulty in returning a deep backhand lies not in speed and placement of the ball itself, but in his mind’s reaction to that ball: his thinking makes the shot more difficult than it really is. The Inner Game is that which takes place in our mind, and is played against such elusive opponents as nervousness, self-doubt and lapses of concentration. It is a game played by your mind against its own bad habits. Replacing one pattern of mental behaviour with a new, more positive one is the purpose of the Inner Game” - W Timothy Gallwey

10. The Inner Game 2 “It takes years to change behaviour if that’s what you’re looking for. But behaviour comes out of how a player sees things. If he sees a tennis ball as a threat, he swings as if he’s defending himself, and he does 33 wrong things. In this way, you can make radical changes in performance with only a few sentences on perception. See what he sees before you start coaching. In business, if someone turns in a lousy report, first find out what his objectives were. The great coaches look behind behaviour and address what drives behaviour. They use conversation to change perceptions in a way that shifts their organisation’s behaviour to new levels of power and effectiveness.” - Tim Gallwey author of ‘Inner Game of Tennis’

11. F.O.E. Factor

12. Listen

13. The GROW Model

14. The Four Cornerstones The Bigger Picture The Client’s Issue Histories Consequences Assumptions

15. 2 3 4 Coaching Competencies Developing the Coaching Relationship Working within an agreed ethical code 1 Managing Self Initiating the Coaching Relationship 10 5 Thinking & Understanding Communicating 6 9 8 7 Having a flexible Approach Working with a set of beliefs Striving for Excellence Focusing on Goals

16. Guidelines for Performance Feedback 1 Establish a track record of acceptable behaviour

17. Guidelines for Performance Feedback 1 Consider your part and the work environment Establish a track record of acceptable behaviour

18. Guidelines for Performance Feedback 1 Consider your part and the work environment Establish a track record of acceptable behaviour Link Coaching Agenda to Clients Importance Factors

19. Guidelines for Performance Feedback 1 Consider your part and the work environment Establish a track record of acceptable behaviour Link Coaching Agenda to Clients Importance Factors Know when to abandon the original agenda

20. Guidelines for Performance Feedback 1 Consider your part and the work environment Establish a track record of acceptable behaviour Link Coaching Agenda to Clients Importance Factors Know when to abandon the original agenda Structure your feedback

21. Guidelines for Performance Feedback 1 Consider your part and the work environment Establish a track record of acceptable behaviour Link Coaching Agenda to Clients Importance Factors Know when to abandon the original agenda Structure your feedback Behaviour vs. Consequences

22. Guidelines for Performance Feedback 2 Ask the Client to comment first

23. Guidelines for Performance Feedback 2 Ask the Client to comment first Use “I” Statements as opposed to “You” Statements

24. Guidelines for Performance Feedback 2 Ask the Client to comment first Ask Questions such as “What did you have in Mind when…?” Use “I” Statements as opposed to “You” Statements

25. Guidelines for Performance Feedback 2 Ask the Client to comment first Ask Questions such as “What did you have in Mind when…?” Use “I” Statements as opposed to “You” Statements Give balanced Feedback (Strengths & Areas for Improvement)

26. Guidelines for Performance Feedback 2 Ask the Client to comment first Ask Questions such as “What did you have in Mind when…?” Use “I” Statements as opposed to “You” Statements Support your comments with observable behaviours Give balanced Feedback (Strengths & Areas for Improvement)

27. Guidelines for Performance Feedback 2 Ask the Client to comment first Ask Questions such as “What did you have in Mind when…?” Use “I” Statements as opposed to “You” Statements Support your comments with observable behaviours Give balanced Feedback (Strengths & Areas for Improvement) Agree what feedback is being called for before starting.

28. ORCE O - Observation Watching what is actually happening. R - Recording Taking notes of actual behaviour (said and done). C - Classifying Classifying the behaviours that were visible. E - Evaluating Deciding if the observations are positive or negative evidence of the desired behaviours.

29. NIP N - Negative The Coach states objectively, what was negative about the performance. I - Interesting The Coach would then give comments on an interesting observation of the performance. P - Positive The Coach would state what was positive about the performance after observing.

30. Non Directive Counselling +ve What went really Well What went Well Slightly Higher Differently Next Time -ve Duration of Feedback Session

31. The Skill/Will Matrix High Will Low Will Low Skill High Skill

32. The Skill/Will Matrix High Will Low Will Excite Low Skill High Skill

33. The Skill/Will Matrix High Will Delegate Low Will Excite Low Skill High Skill

34. The Skill/Will Matrix High Will Guide Delegate Low Will Excite Low Skill High Skill

35. The Skill/Will Matrix High Will Guide Delegate Low Will Direct Excite Low Skill High Skill