Lecture 2: The coaching style of management

Stage 2 Session 2

Introduction to Management 1

2

Overview

• Styles of management – linked to Situational Leadership (Blanchard)

• Management situations – what the manager does• Update to focus on coaching – study from SEB that indicates

the sales impact of coaching• What it is, what it is not and how it works• Critique of GROW model, offer alternatives

Learning Outcomes of this lecture

• To understand how to effectively manage through others – how to tailor management behaviour to situations and contexts

• To appreciate more the ‘state’ of the recipient of the ‘management’ and how to best influence their behaviour

• To provide a deeper understanding of what coaching is, how to apply it, and and why it is crucial for success in business

LIS580- Spring 2006 4May 2, 2006

Situational Theories

• Hersey–Blanchard Situational Leadership Model (1960’s)– A model aims to provide a practical way to decide how to

adapt his or her style to the task.– Model focuses on four styles:

• The delegating style lets the members of the group decide what to do.

• The participating style asks the members of the group what to do, but makes the final decisions.

• The selling style makes the decision but explains the reasons.• The telling style makes the decision and tells the group what to do.

LIS580- Spring 2006 5May 2, 2006

Situational Leadership

• Situational theory • Managers should adjust their leadership styles—telling,

selling, participating, and delegating—in accordance with the readiness of their followers

• Acceptance: effectiveness reflects the reality that it is the followers who accept or reject the leader

• Readiness: A follower’s ability and willingness to perform• At higher levels of readiness, managers respond by reducing

control over and involvement with employees

6

Summary of the Situational Model

7

Applying the Situational Model

May 2, 2006

Coaching Style Video – is this coaching?

http://www.youtube.com/watch?v=WO4tIrjBDkkhttp://www.youtube.com/watch?v=WO4tIrjBDkk

Consider what is effective and less effective about the behaviours you observe

8

Coaching definition

Ongoing and dynamic

Behaviors Between two employees

Job embedded

interactions

Specific to the receiving

individual

To diagnose, correct and

reinforce

10

What is involved in Coaching

Style

Mindset

Skills

• Mutual respect• Willingness to influence and be influenced• Safety to share personal vulnerabilities• Empathy for individuals challenges, fears and persona l

obstacles• Full attention to how the other person is being as well

as what they are doing• Demonstrate personal interest in the success of the

other person• Space to see, hear and be truthful• No judgments

• Observing/attending• Questioning/probing• Constructive challenging• Holding to account• Seeing different perspectives• Encouraging and supporting• Trusting• Paraphrasing• Giving and receiving feedback

effectively• Recognizing and expressing feelings

• Push v Pull

11

Directing Supporting/Facilitating

The Coaching Continuum

(Prescribing, Informing, Confronting)

Demonstration and (some) telling

Giving specific recommendations

Imparting knowledge to individual

Directing individual to specific areas that need attention

Solving someone’s problems

(Cathartic, Catalytic, Supporting)

Encouraging, exploring issues in open-ended two-way discussion

Supporting low levels of confidence

Asking questions

Helping someone to solve own problems

Delegating

“Push”

Good coaches flex continually between these different styles, depending upon the needs of the coachee

“Pull”

What Style, When?

12

Under performers When coachee has poor self-insight

and is unaware of negative impact When it is unclear to the coachee

what constitutes success When significant risk to the business Time is limited When you possess a lot more

knowledge and experience

DIRECTIVE SUPPORTIVE

High performers, self starters When coachee has good self-

insight Where “successful” performance

is clearly understood When the coachee is already

highly skilled When commitment from coachee

is critical for success

Coaching Is Both The Manager Activity Most Closely Associated With Rep Success…

90% 92%

107%

80%

100%

120%

Low (< 2 Hours perRep per Month)

Average (2 to 3 Hoursper Rep per Month)

High (3+ Hours perRep per Month)

Perc

en

tag

e o

f G

oal

13

Source : Sales Executive Council n = 2,400.

Team Percentage to Goal by Coaching Time per sales person per Month

Teams not receiving coaching underperform by a significant margin.

On average, teams that report receiving more than three hours of coaching per month exceed their goals by 7%.

…And The Key To Maximising Value Of Training Efforts…

100%

13%

Day 1 Day 30

14

22%

88%

Training Alone Training and Coaching

Retention of Sales TrainingWithout Systematic Coaching

Without on-the-job reinforcement, reps lose 87% of training within one month…

Productivity Impact of TrainingCombined with Coaching

…but combining training with coaching improves returns four-fold relative to training alone.

…It Is, Regrettably, Also The Activity That Managers Perform Least Well

Custo

mer

and M

ark

et

Know

ledge

Rew

ard

ing I

ndiv

idual S

ale

s P

erf

orm

ance

Pro

duct

and S

erv

ice K

now

ledge

Ability t

o G

ath

er

Sale

s R

esourc

es

Sale

s E

xperience

Ability t

o P

rovid

e D

irection

Fair A

llocation o

f S

ale

s O

pport

unitie

s

Eff

ective D

ecis

ion M

akin

g

Cre

ativity/I

nnovation in I

mpro

vin

g P

erf

or.

..

Coachin

g-0.1

-0.05

0

0.05

0.1 0.090.06 0.05

0.02 0.02

-0.01 -0.02 -0.03

-0.08 -0.09

Dif

fere

nc

e f

rom

Av

era

ge

Ma

na

ge

r S

kil

l In

de

x

Relative Strengths/Weaknesses of Sales ManagersManager Skill Index

Sales managers repeatedly underperform in the critical skill area of coaching their reps.

Why Coaching For High Performance?

* Sales Executive Council

“Intention to Stay at Company “ by Sales Performance & Coaching Effectiveness

(0.80)

0.00

0.80

Dif

fere

nc

e i

n “

Inte

nti

on

to

Sta

y a

t C

o”

co

mp

are

d t

o m

ea

n

(0.53)

(0.07)

(0.60)(0.63)

0.49

0.70

(0.27)

0.57

0.26

0.58

Star Perf.Ave/Star Perf.Ave. Perf.Low/Ave Perf.Low Perf.

How Do I Coach? The GROW Model (Whitmore)

TOPIC:INITIAL

UNDERSTANDING

GOAL FOR SESSION

REALITY: WHO, WHAT,

WHEREHOW MUCH

OPTIONS: WHAT IS

POSSIBLE

Will TO EXECUTECLARITY,

COMMITMENT,SUPPORT

Topic

This is setting the boundaries for the discussion:• Scale• Importance• Emotional significance• Understand specifically what the person wants to talk

about

Goals

• Establish the desired outcome of the conversation• Identify and agree to a number of achievable

outcomes within the session, and maybe longer

Reality

• Get an accurate picture of the problem• Discuss and become more aware of all aspects of the

topic• The goal for the coach is simply to UNDERSTAND (not

to fix it, offer guidance, advice or conclusions!)

Reality

21

: affected by everything underneath

Above is what you observe

Underneath is how you explain

PerformancePerformance

ExperienceExperience

SkillsSkills

SituationSituation

MotivationMotivation

Temperament/Temperament/

Self EsteemSelf Esteem

Options

• Draw out a list of possibilities that address the goals• Encourage the person to think. Do not think for

them• Do not judge or evaluate the options• Like a brainstorming session

Will to execute

• Have the person being coached select the most appropriate option

• Agree to the next steps• Check commitment

Some Coaching Questions?

• Can anyone coach?• Can a good coach coach anything?• Do you need subject matter expertise?• What does it feel like coaching?• What does it feel like being coached?• How much should a coach ask questions and how much

tell?• What questions does it raise about the receiver of

coaching?• How much coaching do you observe in Willis?

Coaching problems – from the literature, though limited research

1. The coach may have a tendency to prescribe simplistic solutions to complex organisational or life/balance issues. 2. People being coached may have major interpersonal difficulties. 3. The coach may share his/her opinion too early. (Coaches need to remember that coaching is 80 per cent listening and 20 per cent talking.)4. The coach may fail to follow through on monitoring and homework5. The coach may respond to self-imposed pressure or perceived pressure from the person being coached and his/her organisation to achieve quick results, andthe outcome will be superficial rather than sustained.6. If either party lacks particular self awareness then there is a likelihood that the relationship will be unproductive. The discussions may be enjoyed, but nothing happens.

Movie

End of Lecture

Note: This recording is for your personal use only and not for further distribution or wider review.

© Pearson College 2013