Welcome to this course on coaching skills development. By studying this course, you will learn how to assess when coaching is the appropriate development approach, how to engage someone in a coaching conversation, how to conduct a coaching conversation and how to effectively conclude a conversation. In addition, you will learn when coaching is not an appropriate approach, and when people might not to in a position to benefit from a coaching approach. The course includes video clips of coaching conversations that illustrate the points being made.
This course is for you if you are required to assist in the professional development of other people at work. This could be as a manager, or as a business owner who is required to develop the leadership skills of your team members, as an internal coach, or if you are interested in or beginning a professional career in coaching. Equally it will be useful to those in a mentoring role, and to the learning and development professional. This course is aimed at those who want to improve their skills in helping others develop.
At the end of the course, students will be able:
Welcome to this course on Essential Leadership Coaching Skills. By the end of the course you should
Know the advantages and benefits of taking a coaching approach
Know the disadvantages and costs of taking a coaching approach
Be able to identify appropriate situations for coaching
Be able to identify when coaching is not appropriate
Be able to turn other conversations into coaching conversations
Be able to use questions to draw out their resourcefulness
Be able to use questions to help them develop their thoughts and ideas
Be able to ‘roadtest’ their readiness to make changes
Be able to conclude a coaching conversation
Understand the situational indicators that coaching is not an appropriate development process
Understand the personal indicators that coaching is not an appropriate development process
Coaching is about:
· Drawing out resources rather than trying to push them in. This can be particularly useful for young or inexperienced managers working with experienced and knowledge teams. Coaching will help them use their existing resources better, and enable you to learn from them.
· Helping people learn to think. This can be particularly useful with new graduates who need to learn a whole new thinking pattern to do well at work as they discover that exam passing skills are not sufficient for career performance and development.
· Iluminating hidden skills, resources, knowledge, experience, and interest
· Turning potential into capacity
Coaching is generally experienced as motivational and empowering.
It is important to be clear what you are coaching for
Examples might be:
To improve problem-solving skills
To improve emotional intelligence when interacting with customers
To increase confidence in own abilities and so ability to be pro-active and use initiative
To increase team collaboration and mutual support
To develop expert Excel skills
And also what you are not:
For example, while for one person developing expert Excel skills might be key for their job, for another their engagement with Excel may be a very rare occurrence. In this case, other ways of solving the problem might be more effective and appropriate.
If people come to you expecting you to give them the answer, then you need to turn the conversation into a coaching conversation. These questions will help:
a) ‘That sounds interesting/challenging/important, what do you think might be the way forward? What ideas do you already have?’
b) If that is what you are worried about, what do you want to see happen instead?
c) If I wasn’t here, what would you do about this?
d) I can see you are looking for help with this, what is the most helpful question I ask you to help you with your thinking in the 30 seconds we have here?
This is a crucially important part of the process where you are testing to see how committed, ready and energised they are to make this happen. To explore this you might ask questions like:
a) What’s your first step?
b) Who else do you need to talk to?
c) How will I know you are making progress?
d) On a scale of 1-10 how ready are you to get going on this?
e) What else needs to happen to increase your readiness?
f) How can I support you to make this happen?
Offer encouragement and support, express belief, and agree a ‘progress check’ process.
Coaching is not suitable for every occasion. Sometimes people do need to be told. Examples of when it is appropriate to give advice might be when:
They don’t know enough to even start to engage with the challenge
They are missing a vital piece of information, and need telling it
It’s an emergency, you have the answer and speed is of the essence
It’s not worth the time or energy e.g. it is doesn’t fit the criteria of lecture three
Blocking types of behaviour that makes it hard for them to engage in coaching, for instance:
It's your job to think, not theirs
They are still smarting about some previous managerial behaviour (this can go on for years)
They have zero confidence in themselves and their ability and are highly dependent on others
They are severely depressed, anxious or otherwise cognitively incapacitated
They are fully preoccupied with other challenges, maybe outside of work, and have no capacity to engage with being creative.
In this case you need to address these challenges before you can hope to get very far with coaching.
So - be aware that coaching isn’t for everyone and every situation. Beyond that though, on the whole, once people genuinely believe that you want them to contribute and you will support them in their adventures of learning, they relish it; and they will grow in ability, confidence, initiative and general switched-on-ness before your very eyes!
At Skill Boosters we work with leading subject matter experts to design, develop and deliver training for the workplace. We are passionate about delivering behavioural training which helps to build productive, tolerant and inclusive individuals, teams and workplaces and which improves lives and life chances.
Our courses combine video drama, expert analysis, documentary sequences and interactive study to provide flexible, cost-effective training that engages, informs and inspires our learners.
Skill Boosters courses and resources are trusted by many of the world's leading organisations to develop and improve the skills and behaviours of their people.
Initially a social worker, Sarah built her expertise in helping people change their ways of thinking and behaviour by working in child protection. Since then she has worked for over 20 years with organizations from production and service sectors as well as with higher education, not-for-profit and local and central government. A chartered psychologist, Sarah is an experienced facilitator with special expertise in creating individually designed large or whole system interventions based on Appreciative Inquiry, Open Space and other key collaborative transformation methodologies. She works in the areas of socio-technical system implementation, team development, whole system change and organisational development. She helps organizations to address their issues, meet their challenges and achieve their desires in areas of organisational life such as performance, change, strategy, relationships, morale, engagement and motivation, working together, process improvement, leadership, co-ordination, and effectiveness. She is often asked to help when things are ‘stuck’ or dysfunctional at a team, organisational or individual level, yet is equally able to help make good better.
She is the author ‘Positive Psychology at Work’ and ‘Positive Psychology and Change’ and lead author of ‘Appreciative Inquiry for Change Management’. She is a recognised expert in these areas and speaks regularly at National and International Conferences.