Performance Coaching For IIA VI - Chapters Site...This long, rich history of coaching in sports has led to research findings that suggests that organizations have not fully utilized

Dr. Mark Colgate

Performance Coaching For IIA VI

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Outline of Course

Context of Coaching

How to be a Great Coach

How to be a Great Coachee

The book

The Context

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Links to Performance Management

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Power of feedback!

#1 Capability of a great leader at GoogleBy examining data from employee surveys and performance reviews, Google’s people analytics team identified eight key behaviors demonstrated by the company’s most effective managers.

A good manager: Is a good coach Empowers the team and does not micromanage Expresses interest in and concern for team members’ success and proposal well-being Is productive and result oriented Is a good communicator-listens and shares information Helps with career development Has a clear vision and strategy for the team Has key technical skills that help him or her advise the team

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Coaching versus Mentoring versus Counselling

Coaching – in the present, consistent, performance-focused

Counselling – looking backwards

Mentoring – advice based, informal, infrequent

Becoming a Great Coach

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Steps to giving high quality feedback

1. Coaches drive ‘purposeful practice’

2. Athletic Approach to Coaching

3. Feedback model

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4 parts to purposeful practice1. Very defined, specific goals2. Purposeful practice is focused. Coachees

must give it their full attention, your job is drive that focus

3. Purposeful practice requires leaving one’s comfort zone. If coachee’s aren’t pushing themselves beyond what is comfortable and familiar, they will not advance.

4. Purposeful practice involves feedback. Immediate, specific feedback on where coachee’s can improve that is your job

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#2 - The athletic coaching approach

Using the athletic coaching approach to implement great coaching

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The link between delivering feedback and athletic coaching?

FirstAthletic coaches and organizational coaches share many commonalities of practice, including analyzing coachee performance & creating a supportive climate for development

SecondAthletics and sports are a central part of our lives—many of us are first exposed to the notion of a coach through sports and athletics.

ThirdThis long, rich history of coaching in sports has led to research findings that suggests that organizations have not fully utilized athletic-based, high-performance coaching practices and that business can learn from these activities

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3 types of athletic coaching

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Characteristics of athletic coaching

Coach observes coachee performing in their roleWhen a new skill or technique is introduced, the coach

does a good job at demonstrating itCoach gives regular time to coachee so employee can

practice new skillsCoach gives feedback at earliest opportunity to the

coachee, rather than waiting for formal job evaluationCoach gives valuable performance feedback

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The coach helps the coachee set goals The coach helps the coachee evaluate goal progress

through feedback The coach obtains goal commitment from coachee The coach encourages, believes, and connects with the

coachess The coach provides strategies to improve the coachee’s

mental focus

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A good coach improves a coachee’s physical fitness A good coach improves the coachee’s ability to stay

relaxed and manage stress A good coach improves the coachee’s ability to prevent

injuries A good coach helps the coachee to have healthy eating

habits A good coach encourages the coachee to stay hydrated

Feedback model

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#3 - Feedback model

Receiving high quality feedback

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Feedback: Why would we need it?

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Takeaways

There 3 amazing takeaways from this video for me..

What are yours?

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3 Paths to receiving feedback expertly

Organizations can coach all they want, but if the coachee does not feel accountable for their own learning, the feedback will be a wasted.

Employees and their coaches need to have a growth mindset—those people who have this mindset see effort, coaching, feedback, and learning goals as the path to mastery.

The coachee must be able to use and receive feedback in the right way. If employees know how to receive feedback and how to use it to develop their skills, then coaching is much more likely to stick.

1. Taking responsibility for feedback

2. Requesting feedback through growth mindset

3. Receiving feedback well

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Path 1: Take responsibility

Feedback is 100 percent the responsibility of the receiver After all, you will lose out the most from

not being coached effectively and not using the feedback to their advantage. It is a magical moment when the you

feel accountable for taking the next steps, as determined from the coaching session.

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Path 2: Mindsets

Requesting feedback through growth mindset Employees and their coaches need to

have a growth mindset People who have this mindset see

effort, coaching, feedback, and learning goals as the path to mastery.

Your mindset is about you looking at your ability as something inherent that needs to be demonstrated or as something that can be developed.

MAEMAC CONSULTING INC. © 2016 23

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Fixed mindset


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Growth mindset


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Set of 6 studies of children


Praised for effort Praised for ability

Goals90% of the group created learning goals

66% of the group createdperformance goals

Enjoyment continued decreased

Persistence continued decreased

Performance improved declined

Lied about scores one individual 40%

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What does this mean?

Coachee’s with a fixed mindset are:

Less likely to use the feedback

Less likely to take risks

Less likely to rise to the

challenges posed by the

coaching sessions.

Less likely to put in the effort

from the commitments that

arise from the coaching

sessions.


Coachee’s with a growth mindset will:

Take on challenges posed

through feedback

Desire further feedback as they

determine their own hopes for

learning, rather than being

focused on the outcome.

Learn to focus on mastery

goals, rather than performance

goals

FixedG

row

th

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Path 3: Receiving feedback well

We need feedback to grow, but feedback is tough

Even though we know the feedback will help us grow,

the outcome is that serious effort will be required.

If you know how to receive feedback—how to use it to

develop their skills—then the habit of receiving is much

more likely to continue.

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How to receive well

Clarify feedback Ask for specific examples

Don’t shoot the messenger Disassociate the messenger from

the message Thank them for the feedback,

whether you agree with it or not

Manage your identity Feedback is about your behavior

or performance, not who you are

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3 Paths to receiving feedback expertly

Organizations can coach all they want, but if the coachee does not feel accountable for their own learning, the feedback will be a wasted.

Employees and their coaches need to have a growth mindset—those people who have this mindset see effort, coaching, feedback, and learning goals as the path to mastery.

The coachee must be able to use and receive feedback in the right way. If employees know how to receive feedback and how to use it to develop their skills, then coaching is much more likely to stick.

1. Taking responsibility for feedback

2. Requesting feedback through growth mindset

3. Receiving feedback well

Questions?

��Performance Coaching �For IIA VIOutline of CourseThe ContextLinks to Performance Management Power of feedback!Coaching versus Mentoring versus CounsellingSlide Number 7Steps to giving high quality feedback4 parts to purposeful practice#2 - The athletic coaching approachThe link between delivering feedback and athletic coaching?3 types of athletic coachingCharacteristics of athletic coachingCharacteristics of athletic coachingCharacteristics of athletic coachingFeedback model#3 - Feedback modelSlide Number 18Feedback: Why would we need it?Takeaways3 Paths to receiving feedback expertlyPath 1: Take responsibilityPath 2: MindsetsFixed mindsetGrowth mindsetSet of 6 studies of childrenWhat does this mean?Path 3: Receiving feedback wellHow to receive well3 Paths to receiving feedback expertlyQuestions?

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Performance Coaching For IIA VI - Chapters Site...This long, rich history of coaching in sports has led to research findings that suggests that organizations have not fully utilized