Coaching for Performance: The Ultimate Way to Learn!

Presented by Rob Straby

www.LifeWorks-By-Design.com Rob@Straby.com (519) 846-1056

Rob Straby, 2006-2007

Agenda
Learning goals What are your experiences? The foundation of performance coaching The coaching process Adaptations Practice session Summary

Learning Goals
To introduce you to a proactive performance development model To provide an orientation to learning through self-assessment To encourage a selfdirected learning orientation

What Are Your Experiences?

Identify a leader, teacher or peer who has inspired or helped you. What are the kinds of things they did and the behaviours they exhibited? Write down what it was about that person that inspired or helped you. Share your results with a partner.

What Everybody Knows

1. Learning &
2. 3. 4.
development Challenging work Work-personal balance Quality relationship with their leader $$$ matters when the above are not met!

5.

What Are The Risks?

Learning on-the-job is critically important Prevents loss of knowledge Increases satisfaction & crossfunctional capability

The Foundation To The Process

Non-judgmental observing Descriptive language use Self-initiation

Descriptive Language Use

What are the characteristics of a great team player? What are the characteristics of a poor team player?

Coaching Process
1.Pre-Observation 2.Observation 3.Post-Observation

Pre-Observation
The learner asks to be observed The learner informs the coach of the intent of the activity and, if desired, specific areas for the coach to observe The coach can assist the learner to identify the specific outcome

Observation
The learner carries out the activity with the coach making detailed written observations

Sample Observation Notes

Invites the individual to outline their concerns Uses paraphrasing & open-ended questions Invites individual to suggest solutions Paraphrases solutions offered Offers two additional solutions Raises their voice when the person frowns with second solution Voice returns to quiet tone Reaches agreement on course of action Identifies areas of mutual responsibility Reaches agreement on dates for all actions

Post-Observation
The learner undergoes self-analysis, describing things that went well and things they would reconsider - the coach records the self-analysis The learner asks for the coachs observations, discussing these notes as they are reviewed The learner requests general statements from the coach, whereby the coach reviews the areas of expertise and points for consideration If the learner requests, the coach and learner discuss plans for further development

Adaptation Of The Process

What if I have to coach a peer / learner on something I have not observed?

Adapting the Process

The key is to identify the core behaviours The coach drills into the details of the process It is important that the coach help the learner walk through the activity The standard way of debriefing a process is to have the learner describe it in chronological order However, greater detail can be achieved if the learner is facilitated through the sequence of events in reverse chronological order

Understanding the Adaptation

The coach's role is to facilitate a debriefing process The learner should be conducting their own self-assessment with the support of the coach

Practice Session
Please find a partner One will be the coach, the other the learner The learner is to identify a previous performance / action and the coach is to guide them through a debrief process

Summary & Questions

Self-initiation Self-assessment Proactive

For More Information:

Rob Straby LifeWorks By Design Box 615, Elora, Ontario N0B 1S0 (519) 846-1056 rob@straby.com www.lifeworks-by-design.com