Module 4:

Managing
Performance
and Coaching
for Results
Day 2
• Day 1
• I. Introduction
– Core description and behavioral
Indicators
• II. Performance Management
– Planning
– Monitoring & Evaluation
– Development & Recognition • What struck me the
– The SPMS most, among
• III. Supportive Leadership in a yesterday’s lessons?
Coaching Culture
– Adjusting from Directing to • Why is this
Empowering significant?
– Providing support
• IV. Coaching
• How can I use this in
– What it is / is not my office?
– Identifying the coachee’s needs
– Coaching techniques
Workshop Objectives
Terminal Objective

By the end of the 2-day session the

participants will be able to use coaching
tools in their work setting to enhance
performance of their unit and
subordinates.

4
Enabling Objectives
1. Discuss performance management
2. Describe the SPMS, its framework and its use
3. Describe the GROW model of Coaching
4. Describe the factors that aid successful coaching, and
5. Engage in coaching skills practice sessions involving
a. Active listening
b. Asking questions
c. Goal setting
d. Giving feedback
e. Building rapport
f. Demonstrating empathy
g. Using intuition
5
Workshop Outline
 Workshop Outline
Day 1 Day 2
I. Introduction V. Coaching (Cont’d)
• Core description and behavioral • One more look at: what is a coach?
Indicators • Creating a Coaching Climate
• Practicing Non-Judgmental and
II. Performance Management Facilitative Actions
• Planning • Empathy
• Monitoring & Evaluation • Listening
• Rich and high-gain questions
• Development & Recognition • Skills Practice
• The SPMS
III. Supportive Leadership in a Coaching VI. Personality Styles Review
Culture VII. Continuous Learning and
• Adjusting from Directing to Improvement
Empowering VIII.Action Learning Project Plan
• Providing support continuation
IV. Coaching IX. Summary and Integration
• What it is / is not
• Identifying the coachee’s needs
• Coaching techniques
Why Coaching?

Personal
experience:
Coaching: trying out
Confidence and
building reflecting on
Training: and the new
necessary support behavior is
but not the Key.
enough

8
Why Coaching?
70%

20% Personal
experience:
Coaching: trying out
Confidence and
10% building reflecting on
Training: and the new
necessary support behavior is
but not the Key.
enough

9
Trust in Coaching
Relationship
TRUST

TRUST
 In the final analysis, we discovered
that there are hundreds of behaviors
that constitute great leadership, but all
of them are enabled by just one
concept.

“That concept is TRUST.”

Building Trust

Examples

• Do what you say you are going to do

• Admit mistakes
• Coach in private
• Act in the interest of others
Another Look: What is a
Coach?
1. Examine the images in the next slide.
2. Select the image you like most that for you
describes what coaching is and/or what a
coach does. Write down the letter of your
chosen image.
3. With the people who chose the same image,
huddle together and prepare to share views.
A B

C
D
What is a coach?
In your small group, take turns answering
to the following questions & write on
easel paper. (5 min)
1. What is it with the photo that for you
represents what coaching is or what a
coach does?
2. Given your ideas about coaching.
What would you like to
learn/gain/acquire on this 2nd day of
the workshop?
Coaching Concepts

Coach Roles
• Confidante • Role model
• Catalyst for change • Adviser
• Sounding board • Guide
• Link Mentee to other
resources
Ann Rolfe
Mentoring: Mindset,
Skills and Tools
Coaching Concepts
Coachee Roles
• Discuss issues and ideas
• Ask for feedback or advice or express self
• Make decisions and/or take actions

Ann Rolfe
Mentoring: Mindset, Skills and Tools
Coaching Concepts
Coach-Coachee Agreement
• Explicit Agreement
• Learning Objectives
• Frequency and Medium of Conversations
• Confidentiality
• Norms and Ground Rules
• Target Completion
• Review and Evaluation
Providing Resources

• Day to day contacts

• Brief Interactions
• Individual or group
• Written, personal or
phone
communication
• Follow through
v
21
 Case for
Discussion
At a previous coaching session with a
direct subordinate, you had both
agreed that he will present the project Providing
proposal for approval at the next resources:
ExeCom meeting. • Day to day
contacts
• Brief
He is now expressing fears about his Interactions
• Individual or
readiness for it, and is now asking if
group
you could do the presentation instead. • Written,
personal or
phone
As a coach, communication
• Follow through
• How would you handle the situation?
• What, specifically, would you do?
Resources Support / resources Psychological
/departments that coachee will need support / resources
coachee can ask from his/her project that your coachee
support from sponsor/supervisor will need from you

Individual Activity
Practicing Non-
Judgmental and
Facilitative Actions
OBJECTIVE NON-
JUDGMENTAL
JUDGMENTAL
Sample Statements

1. “You interrupted other group members

four times in the last ten minutes.”
2. “You always dominate our meetings.”
3. “When you’re in charge, you always shut
down other’s ideas.”
4. “Your meeting was a waste of time.”
5. “Your assigning action items during this
meeting is very helpful.”
Sample Questions

Note the tone, body language, etc.

Sample of a question that has an implied

judgment in it

Sample of a question that has no implied

judgment in it
Sample Statements

6. “You talk too much.”

7. “You started the meeting with your solution
and didn’t ask others for their ideas.”
8. “You respond so fast, I’m not sure you are
listening to what others say.”
9. “Do you remember the situation I’m
referring to?”
10. “You wanted to know whether you kept
the meeting on track.”
EMPATHY SYMPATHY
 Empathy Sympathy

Understanding what someone Acknowledging a person’s

else is feeling because you have emotional hardships and
experienced it yourself or you can providing comfort and
put yourself in their shoes. assurance.

EXAMPLE

I know it is not easy to lose some When people try to make

weight because I have faced the changes like this (e.g. losing
same problem myself. weight) at first it seems
difficult.
Empathy
• Empathy begins with
awareness of the other
person’s feelings and
develops naturally out of
active listening.
• It will have an effect on the
level of rapport the coach
is able to create.
Review: Listening
• Removing all distraction
• Listening to the speaker’s signs
and sounds
• Feedback that you have
understood
Review: Ways to Show You
Are Listening
• Body language and posture
• Non-verbal signs
• Use of questions
• Clarification and feedback
Review: Types of Questions

• Open - Closed
• Probing
• Reflective
• Leading
• Hypothetical
• Paraphrasing
Managing Performance
and Coaching
Conversations
How can you say that a
coach is able to
accomplish the goal of What do you
the coaching session? consider as an
effective coaching
session?

Group Activity

v
How can you say that a
coach is able to
accomplish the goal of What do you
the coaching session? consider as an
effective coaching
session?

Group Reporting
v
Coaching Journal

Coaching Session No. ______

Coachee: Date:

Goal:
Realities:
Note: Please include in
Options: the journal the specific
questions asked to the
Coachee during the
Way Forward: coaching process
under the
Review: Creating a Coaching
Climate
INSPIRE Framework

1. Interpersonal connection
2. Nurturing Feedback
3. Sense of Belonging
4. Positive Future
5. Individual Differences
6. Recognizing Competencies
7. Emotional Expressions
 Quick Review

Content
Clarifying What
Feelings,
emotions
Reflecting
Mirroring
How
Paraphrasing
41
One Final discussion: Coaching a
lawyer (you are not a lawyer)
• I need help. My boss
asked me to change • Use GROW model
the recommendation • Clarify
in the legal opinion – Content
that I prepared. I feel – Feelings
strongly about the • Reflecting
opinion I rendered. – Mirroring
– Paraphrasing
• What do I do?
SIMULTANEOUS SKILL
PRACTICE
ROLE ASSIGNMENTS
Role Round 1 Round 2 Round 3
players

PROCESS
A COACH COACHEE
OBSERVER

PROCESS
B COACHEE COACH
OBSERVER

PROCESS
C COACHEE COACH
OBSERVER
1st Rnd Skills Practice:
Info
A recent transferee from another bureau has been
struggling to keep pace with your veteran staffers. For
every 10 reports of the veterans he is only able to do 6.
Surprising because he came highly recommended by a
trusted peer.

Your unit is ISO certified. The unit where he came from

was not. You wonder if this could be a cause

You do not have an on-going coaching relationship with

this transferee

How would you coach him?

Skills Practice
Planning
How will you initiate discussion?

What objectives might you explore in the

coaching session with him?
How will you encourage the coachee to describe
and accept the current reality?

How will you draw out his/her options?

How will you get him/her to identify next steps?

Learning from the
Experience
Coach
• How do you feel about the way you handled your role?
• Were you able to follow your planned script? If not, please
elaborate.
Coachee
• If this were for real, what would your reaction have been at the
way the boss raised the issue with you?
Observer
• What did the coach do well?
• Suggestions for improvement?
SIMULTANEOUS SKILL
PRACTICE
2nd Rnd Skills Practice:
Info
A section head has come to you for help. She says she is
having problems with this team members’ sense of
urgency. She has been pushing as hard as she could, but
to no avail.

The project they are working on is now 2 months behind

schedule. They only have 4 months to go before their
absolute deadline,

You do not yet have a coaching relationship with this

section head

How would you coach her?

Skills Practice
How will you initiate discussion?

What objectives might you explore in the

coaching session with him?
How will you encourage the coachee to describe
and accept the current reality?

How will you draw out his/her options?

How will you get him/her to identify next steps?

Learning from the
Experience
Coach
• How do you feel about the way you handled your role?
• Were you able to follow your planned script? If not, please
elaborate.
Coachee
• If this were for real, what would your reaction have been at the
way the boss raised the issue with you?
Observer
• What did the coach do well?
• Suggestions for improvement?
SIMULTANEOUS SKILL
PRACTICE
3rd Rnd Skills Practice:
Info
One of your section heads has come to you for help. He
had joined the agency’s choir. You have received excellent
feedback about his participation in it. He obviously loves it
there. However, this has led to some problems
He is now struggling to keep up with his workload. You did
notice that recently a few assignments from him have
been late

You already have a coaching relationship with this

subordinate

How would you coach this section head?

Skills Practice
How will you initiate discussion?

What objectives might you explore in the

coaching session with him?
How will you encourage the coachee to describe
and accept the current reality?

How will you draw out his/her options?

How will you get him/her to identify next steps?

Learning from the
Experience
Coach
• How do you feel about the way you handled your role?
• Were you able to follow your planned script? If not, please
elaborate.
Coachee
• If this were for real, what would your reaction have been at the
way the boss raised the issue with you?
Observer
• What did the coach do well?
• Suggestions for improvement?
Optional Skills
Practice: Information
On your way to your office, you pass a hallway
where you notice your section head berating a
subordinate. Although she spoke in a hushed tone,
it was very obvious she was castigating the staffer.

Your office has been trying to build a collaborative

working environment although no formal rules have
been announced yet.

How would you coach the section head?

 Skills Practice
How will you initiate discussion?

What objectives might you explore in

the coaching session with him?

How will you encourage the coachee to

describe and accept the current reality?

How will you draw out his/her

options?

How will you get him/her to

identify next steps?
Learning from the
Experience
Coach
• How do you feel about the way you handled your role?
• Were you able to follow your planned script? If not, please
elaborate.
Coachee
• If this were for real, what would your reaction have been at the
way the boss raised the issue with you?
Observer
• What did the coach do well?
• Suggestions for improvement?
 Review

At Work

David Kantor, William Isaacs, World Bank

59
In Team Collaboration

Mover Opposer
Four
Styles

Follower Bystander
Mover – Follower -
Voice Listening
• What needs • How does this
to be feel?
said/done?

Opposer - Bystander -
Respecting Suspending
• How does this • How does this
fit? work?
Movers: not necessarily the leaders,
but shouldn’t you be?

Followers: not necessarily weak

Opposers: Not necessarily ‘devils’

Bystanders: Not necessarily wasted

resource; Big picture synthesizers
Potential Impact of
each Player
Without Movers, no direction

Without Followers, no
implementation

Without Opposers, no correction

Without Bystanders, no perspective

 Strengths -->-->
Derailers
Confidence Consults

Arrogance Paralyzed
The Derailing Side of Each
Player

Mover Follower
• Uses intimidation • Hides behind the
techniques views of others
• Hijacks the agenda • Feels obliged to flatter
• Unilaterally imposes • Perpetuates faddish
rules and pandering
• Claims to be the thinking
expert • Abandons critical
thinking
The Derailing Side of Each
Player

Opposer Bystander
• Dismisses other’s • Sits in the sidelines
views with a smug sense of
• Mock & belittle superiority
• pretend to praise • Zones out
• Derail other's • Refuses to be
contribution accountable
• Refuse to acknowledge • Acts as referee
merit
• Steer conversation to
self serving ends
How do you Coach each
Type?

Opposers Followers

Movers Bystanders
To
maximize
the value-
added of
67
Coaching
World Cafe

Mover Opposer Follower Bystander

 “Flexing your style means being
versatile in how you lead, communicate
and motivate.”

Vivian Giang

69
Continuous
Learning and
Improvement
Developmental Activities as a
Coach

• “A User’s Guide to You”

• Use of available coaching
tools and resources
• Coaching Subordinates
and Non-subordinates
• Formal Coaching
Certification
Developmental Activities as a
Coach

• “A User’s Guide to You”

• Use of available
coaching tools and Can you name a
resources coaching tool or
• Coaching Subordinates resource that was
and Non-subordinates used during our role
• Formal Coaching plays?
Certification
 Developmental Activities as a
Coach
• “A User’s Guide to
You”
• Use of available
coaching tools
and resources
• Coaching
Subordinates and
Non-subordinates
• Formal Coaching
Certification
Developmental Activities as a
Coach
• “A User’s Guide to
COACHING SUBORDINATES
You”
• Use of available • From performance feedback to
coaching tools and progress to a coaching
resources conversation, the subordinate will
• Coaching need to want to improve
Subordinates and
• Allowing the subordinates to self-
Non-subordinates assess their presentation by asking
• Formal Coaching them questions about it, rather than
Certification stating your observation can
increase their ownership and make
it more likely that they will want to
improve.

Source: CSC Coaching Guidebook

Developmental Activities as a
Coach
• “A User’s Guide to COACHING NON-
You” SUBORDINATES
• Use of available
coaching tools and • Coaching opportunities may often
resources arise with peers and friends.
• Coaching
Subordinates and • A peer may ask if you can advise
Non-subordinates them or they may just want you to
• Formal Coaching listen as they talk through a
Certification problem.

• Creating a thinking environment

and giving your complete
attention.
Source: CSC Coaching Guidebook
Developmental Activities as a
Coach
• “A User’s Guide to
You” • Associate Certified Coach
• Use of available (ACC)
coaching tools
and resources • Professional Certified Coach
• Coaching (PCC)
Subordinates and
• Master Certified Coach (MCC)
Non-subordinates
• Formal Coaching • Certified Coaches Alliance
Certification (CCA)
A final look: what coachees want to know

• Relatedness • What is my role? What

is your role? How will
we work together?
• Expression • Are we safe to
express our thoughts
and feelings?
• Leading the Pack • What are the desired
goals and outcomes
• Interpersonal of this process?
Connection • Do I really understand
you? Do you
understand me?
• Seeing the Facts • How will we know if
we are learning and
making progress?
• Hope for the Future • How can we move
forward? What is the
bigger picture?
Individual Discovery Statement

• Individual Work: Write your Discovery Statements:

• “I discovered that…”
• “I learned that…”
 After-Action-Review (AAR)
Lessons Actions Dissemination
How do you plan to Who needs to know?
Learned apply the things that How will you
What are the lessons you’ve learned? communicate?
learned from this
experience?

Page 65
Advanced Level
1
Adjusts style/stance from directing to
Promotes empowering, based on the capabilities and
performance- motivation of the employee, providing
based culture examples of behavior consistent with goal
achievement.
2
Guides a coachee to propose and choose
Nurtures a
coaching
performance improvement solutions given
culture the organizational goals, priorities,
outcomes and the coachee’s work context.
 Advanced Level
3 Applies
appropriate Tailor-fits the coaching and performance
coaching management process/practice to the
techniques unique needs of the coachee, mentee or
confidently and employee.
flexibly
4

Demonstrates Encourage coachees and provides them

supportive adequate support and resources for them
leadership to become coaches.
 Advanced Level
5
Builds a respectful,
egalitarian climate Practices non-judgmental and facilitative
during performance actions (e.g., empathetic listening, asking
management and
coaching conversations
rich and high-gain questions).

6
Commits to Undertakes developmental activities to
continuous
learning and enhance one’s competencies as a coach
improvement and performance development partner.

v
CLOSE OF THE FORMAL
SESSION
Action Learning Project (ALP)

• See RASCI and Stakeholder map. How can

you apply what you learned about
performance management and coaching In
your ALP?
• Who will you coach?
Action Learning Project

• Identify how you

can apply each
element to your
Action Learning
Project.
Action Learning Project

In your ALP -

• Who are the people

who could benefit from
coaching by you?
• Develop a coaching
plan (use templates)