5. Coaching in the Workplace:
改善職場人際關係
提供啟示, 澄清, 鼓勵, 動力向前進
發展職員最大潛力及資源去達到更高峰
推動領導者去達到機構目標, 但保持工作及
生活平衡
因職場關係改善, 減少人力更替
擴張職員的視野, 接受更多可能性及改變
創造及保持士氣及推動力
CAROL LEUNG/ ASUP SMPIT 5
6. Individuals report experiencing the following
outcomes as a result of working with a coach:
1. Increased self-awareness 67%
2. Lower stress levels 57%
3. Setting better goals 62%
4. Self-discovery 53%
5. More balanced life 60%
6. Self-confidence 52%
Source: 1998 International Coach Federation
CAROL LEUNG/ ASUP SMPIT 6
37. Openings…blind spots
問題1 問題2 問題3
問題4 問題5
問題6 問題7
已知 不知
CAROL LEUNG/ ASUP SMPIT 37
38. 教練技巧(2a) : 0penings
1. 不明白的
抽象
=>歧義
=>含糊
2. 多次重覆的
3. 自相矛盾的
CAROL LEUNG/ ASUP SMPIT 38
39. 教練技巧 : 練習(20分鐘)
3人一組(每round 5分鐘)
A : THE COACH
B : THE CoachEE
C : THE OBSERVER
報告發現/經驗(大組)
CAROL LEUNG/ ASUP SMPIT 39
40. 教練技巧(2b) : 0penings
4. HESITATION
5. 扭曲
6. 局限
7. 錯覺
CAROL LEUNG/ ASUP SMPIT 40
41. 教練技巧 : 練習(20分鐘)
3人一組(每round 5分鐘)
A : THE COACH
B : THE CoachEE
C : THE OBSERVER
報告發現/經驗(大組)
CAROL LEUNG/ ASUP SMPIT 41
42. 教練技巧(3) : T-Model of Questioning
CAROL LEUNG/ ASUP SMPIT 42
43. 教練技巧(4) : POWER QUESTIONS -
Motivating Coaches to Learn & Act!
What happened?
What worked?
What didn’t work ?
What were the blocks?
What will you do differently next time?
What now;
how(have done);
Not do;
When (for how long)
CAROL LEUNG/ ASUP SMPIT 43
48. …
or參與練習小組(公開)
請電郵到
carolsyleung@gmail.com
只想瀏覽一般coaching資訊
香港教練學(coaching)討論區
RCC(Registered Coporate Coach) 2006 同學會
http://coaching.3forum.hk/index.php
CAROL LEUNG/ ASUP SMPIT 48
49. Douglas K. SilsbeeDoug
Establishing a Coaching Relationship with Subordinates
By Doug Silsbee
Most people agree that coaching is an essential part of managing and leading people,
but doing so can be fraught with difficulties. The authority of the coach/boss over the
employee, and the potential for the supervisor’s interests to differ from the individuals’
interests are critical factors to consider. Dealing in a straightforward and realistic fashion with
these difficulties is essential to establishing the trusting relationship within which real learning
and development can take place.
Performance Management vs. Developmental Coaching
Prior to doing any coaching, be careful to distinguish between performance
management and developmental coaching. Performance management is an effort to maximize
the employee’s contributions to organizational goals by measuring their performance as
objectively as possible, providing feedback, and developing strategies together to improve this
performance. Developmental coaching is an effort to develop the employee’s capacity to meet
his/her own goals, where the coach operates in service to the employee’s interests.
When the employee is highly motivated to succeed within the organization,
performance management and developmental coaching will often look similar. On the other
hand, when the employee is dealing with significant personal issues, seeking better work/life
balance, or considering alternative career paths, performance management and developmental
coaching diverge, and can even conflict. Here, the organization’s goals (e.g., keep the
employee, get the employee to model commitment) may conflict with the employee’s goals
(get a different job, be home with kids in the evening.) When we also consider the authority
and power the supervisor has over the employee, the potential for misunderstandings and
mistrust is even more apparent.
How to Succeed in Developmental Coaching
In order for developmental coaching to be successful in a supervisory relationship, the
coaching must meet four conditions:
• The goals of the boss must not be in conflict with the personal and professional goals
of the subordinate, or the boss must be able to place other considerations
temporarily in the background in order support the dedication of the coaching, in
good faith, to the best interests of the subordinate.
Doug Silsbee
828-254-2021 • ds@dougsilsbee.com • dougsilsbee.com
53. The Manager as Coach: Tools for Teaching
By Jill Geisler (more by author)
Leadership & Management Group Leader
Think about the best teachers in your life. Who were they? Your list may include
traditional schoolmasters, but it may also draw from other areas: family, clergy,
athletic coaches, friends, work supervisors, or military leaders.
There was something each of your best teachers did that connected with your
needs and interests. And chances are, those best teachers had styles that were
not identical to one another. But what they had in common was the ability to
reach you.
What is the secret to good teaching? The best teachers help us discover, then
celebrate the discovery with us. That process takes longer than simply telling
people to listen, take notes, memorize, then parrot back the words.
The secret is coaching.
By its very nature, coaching is personal. And that is what makes it powerful. It is
teaching tailored to the uniqueness of each student; a prescription, if you will,
for their healthy growth.
Coaches are teachers who know their material well, and know their students
equally well. They have an understanding of the student's current grasp of the
subject. They know because they have asked questions. They have listened.
Managers have many responsibilities; coaching is among the most important.
Coaching does not simply correct today's problem; it helps keep the problem
from resurfacing. The employee not only understands the goal, but can teach it
to others. Coaching may take longer than correcting, which is a quot;quick fix,quot; but it
is longer-lasting. It builds a body of understanding, and, if done well, helps build
a workplace culture.
How does a manager shift from quot;corrections officerquot; to coach? It can be easier
than you think. Here are some of the things coaches do:
1. Coaches know their students. They pay attention to their work and to
them as human beings. They never make assumptions about the motives
that drive the student's words or actions. They take time to learn the
54. person's hopes, fears, and history.
2. Coaches check their egos at the door. They resist trying to impress a
student with their knowledge. Their satisfaction comes not from hearing
someone say quot;how do you know so much?quot; but in seeing the student grow
his or her skills. When coaching is done well, learners believe they
personally have discovered ideas and answers, hence, they may never
acknowledge the coach's contribution. And that should be just fine with
the coach.
3. Coaches ask questions. What are we aiming for in this story? What did you
see out there? What did you like most about the assignment? What's causing
you concern? How would you like to approach the problem? Who else might
we want to include? Is there another way to look at this? What would
happen if we turned things upside down?
4. Coaches listen completely. They resist the temptation to give instant
advice or answers, even if they have them at the tip of their tongue. They
give the student time to get a point out fully, and only then work to
develop a coaching conversation. They resist phone calls, door knocks, and
the errant material lying atop their desks. When coaching is underway, the
most important gift a coach gives is complete attention.
5. Coaches are positive. They emphasize growth and goodness. They catch
people doing things right and reward them with praise. Coaches are not
insincere or flattering; they are genuine and specific in their praise. They
give the student details about what is being praised and why. They do not
shy away from honest feedback about things that need strengthening, but
even critical feedback is framed in a non-threatening manner.
6. Coaches look for quot;teaching moments.quot; Coaches are always on the alert for
opportunities to reinforce values and skills. These are quot;teaching moments.quot;
They may happen in formal meetings or casual conversations; in bringing
people together, in calling upon a person to share the quot;how I did itquot; of a
success story with others, through department-wide memos or personal
notes. But when it comes to quot;teaching moments,quot; coaches are careful: they
praise in public, and criticize in private.
7. Coaches inspire. Don't be frightened by that notion. You may not think of
yourself as an inspirational figure, and your humility is laudable. But even
the most humble leaders were known for their values. People around them
knew what they stood for. What do you stand for? It can take courage to be
inspirational, to overcome your own fears. You may fear public speaking,
fear contradiction, or fear failure. If so, then seek out a coach to help you
55. achieve the goal of inspiring others by your words and deeds.
8. Coaches are responsible risk-takers. Coaches know the rules of the road
so well that they don't fear an occasional detour. They celebrate creativity
that respects values but tries things a different way. They reward
innovation. They aren't afraid to laugh at themselves or look foolish to help
get an important point across. While helping others grow, they are always
challenging themselves to do the same. They do not fear change or
challenge. They do not hesitate to say quot;I'm sorryquot; when they make
mistakes. And even the best coaches do.
Coaching, properly done, is immensely rewarding.
The student or employee is excited about learning, has greater mastery of
material, and has enhanced self-confidence. A workplace with a coaching
culture can be a better place to work; more positive, more value-and-quality
driven, more humane.
There is no greater gift we can give to colleagues than the confidence that we
believe in them and that they have earned it.
That is the coach's gift
56. The Manager As A Coach
By Ninive Badilescu
Feb 9, 2005
In an effort to attract and retain talent, companies are employing new approaches to managing
their employees. More and more we see a shift towards offering employees the opportunity to
achieve professional growth through self-awareness, clear and detailed career plans and a
coaching management style approach.
Sean McPheat , CEO of the Executive Coaching Studio describes the Coaching Management
Style as: “Directed towards professional growth of employees. Manager focuses on helping
employees identify their strengths and weaknesses, improvement areas and set development
plans that foster career goals. (The) manager creates an environment that supports honest
self-assessment and treats mistakes as learning opportunities in the development process.”
When acting as a coach, the manager has to remember that coaching should be a continuous
process. As such he/she should avoid employing it solely for dealing with an acute problem.
While coaching can deal with the odd issue such as: absenteeism, low productivity, etc,
managers should use coaching as part of their talent management activities.
All managers who successfully use coaching as a management style base their actions on a few
principles/beliefs:
Know your employee: the more you know your employee the easier it will be to help them on
the path to self-awareness. Knowing their strengths and weaknesses will pave the way to better
development planning increased performance on the job, job satisfaction and recognition. All
these translate into a happier and more loyal employee.
Listen: the managers successful in employing a coaching management style have great
listening skills. It is more important to listen and understand the other person than it is to think
of immediate solutions. These managers listen to what it is said and also to what is it left out.
Sometimes discovering what is not put into words holds the key to a successful coaching
session.
Ensure commitment: both parties (manager and employee) have to be fully committed to the
process. Lack of commitment on either side will result in failure. The International Coach
Academy has introduced the term UAC which stands for Underlying Automatic Commitments.
According to this principle people are always committed to something whether it is something
57. beneficial or not, whether on a conscious or unconscious level. Therefore our experiences are
based on what we are committed to at the time and on our core individual commitments.
Developing and ensuring commitment to the coaching process will result in a successful
coaching process.
Offer structure: a successful coaching program needs a cohesive structure. Building
appropriate structures is sometimes half of the work offering the work frame for the process,
ease of results monitoring and clear parameters to work with.
Inspire trust: a coaching relationship cannot exist without trust. The employee should feel
supported, enthused and safe in his/her coaching relationship. There are no shortcuts for this.
Lack of trust will lead to lack of communication, lack of commitment and ultimately failure.
Don’t judge: a good coach is non-judgemental. The manager as a coach should avoid judging.
A safe and supportive coaching environment cannot be built on judgements.
Give feedback: feedback should be neither positive nor negative but simply state facts. While
you would be happy to have your client read positive feedback in your praise you do not want
to imply criticism when the feedback can be seen as negative. Stick to the facts and they will
send the right message.
Follow-up: following up on results reinforces commitment and creates the right environment
for continuous improvement. There are no substitutes to a consistent and structured follow-up.
Be fair, be consistent, be open and supportive in your follow-up and the changes will follow.
Author's Bio
Ninive Badilescu CPC, the founder of UAchieve Coaching, is an Executive & Career Success
Coach specialised in helping individuals achieve excellence in their jobs through the design and
implementation of successful career strategies. A successful outcome is based on careful
planning, consistent action, timely feedback and continuous improvement. Ninive can help
make your journey easier, faster and more fulfilling. For information on her programs and to
receive a FREE Career Assessment please visit her website at:
http://www.uachievecoaching.com or send her an email: ninive@uachievecoaching.com.
