Victorian TAFE HR Conference Tuesday 13 th October 2009 Presentation by Jim Grant, Dattner Grant

1. Victorian TAFEHR ConferenceTuesday 13th October 2009Presentation by Jim Grant, Dattner Grant

2. HR Manager as coach

3. Coaching defined • “Coaching is the single most important part of expanding others’ capabilities … (It) is the difference between giving orders and teaching people how to get things done. Good leaders regard every encounter as an opportunity to coach.” • Bossidy & R Charan, 2002, p. 74.

4. The big coaching ideas • You must pay attention to emotion, feelings, conscious thought and action • You need to think holistically about the coachee • You need to be clear about what it is that you are being asked to do, not what you want to do or you think is the right thing to do • You need to know about people generally and care about them, their growth and their capability and relationships • You need to know about the contexts in which you are coaching – organisationally, culturally and structurally • You need to listen, hear, understand and engage in healthy dialogue while resisting inferences and premature judgments • You need to shape thinking, release unimagined possibilities and frame capacities • You need to shift people from problem to solution mode so that the solution will be evident in changed behaviour. Success in coaching is expressed, and only expressed, in action

5. Types of coaching

6. Coaching paradoxes • The use of power • Coaching is not for everyone, every situation • Coaching is psychological, yet pragmatic • Self-awareness can be elusive • We are not all the same

7. Coaching model Leader as Coach Workbook. Jim Grant 2009

9. It’s all about behaviour change Intention andDesire I want/need to change this I want to build on this How will I ‘pulse check’ my progress? Trusting and supporting relationships Preparation Detailed goals and learning plans Maintenance Practice How I will build neural pathways to mastery - soft wired to hard wired How and where I will experiment – new behaviour, thoughts and feelings – safely

10. Environment Situation Gender Generation Behaviour

11. About Tony the lawyer

12. RUUM – Susan David

13. Emotion – scenarios • Recognising: • How would you go about recognising the mood of a coachee in a session? • Using: • What ideas do you have for shifting mood in a coaching session? • Understanding: • Discuss the issues of the relevance of understanding ‘changes’ and ‘blends’ in coaching • Managing: • What recent experience do you have in coaching (or working with a team member) where you had to: • Carefully manage your own emotions? • Carefully manage the other person’s emotions?

14. Circuit breakers

15. Rethink- reframe

16. Rethink – reframe exercise • I don’t seem to get any projects done properly • I hate this program I am doing. It is a waste of time • My manager obviously thinks I am not worth investing in • Ken always gets the most interesting work

17. Exception questions – case study • David is often seen as being harsh and rudely judgemental - mean spirited. When he is anxious he lashes out accusing people of being stupid or incompetent and always finding fault - even abusing people who work for him. He is aware he does this - he has feedback over many years of this behaviour and its negative impact; but he cannot understand why it occurs even though he knows it is far from a good thing. He talks about how tough and uncompromising his father was - even cruel - and he expresses concern about failure and the risk of losing his job and the impact on family. He thinks some of his team are not up to the task and are self indulgent, and that this might justify his behaviour. There are a lot of possible causes in fact.

18. Solution focus – de Shezer • Stressed the importance of ‘what’ rather than ‘why’ and the ‘present’ and ‘future’ rather than the past • The emphasis is on language, which ‘creates and is reality’. Therefore, for the person you are coaching, their problem is their reality; to change, one must change the reality by changing the language • A shift from problem talk to solution talk is critical to this change - focuses on the positive and the potential as well as on empowering the person you are coaching • “The problem or complaint is not necessarily related to the solution” and, “the solution is not necessarily related to the problem” • Looking for causes and grasping for meanings of problems are viewed as little more than problem talk. And, problem talk can perpetuate one’s obsession with and immersion in their problems and get in the way of developing solutions

19. What do you want?