Malta 2017

1. 11/21/17
1
COACHING &
MENTORING
Loraine Kennedy
Work-related coaching dilemmas (from needs analysis)
1. How to motivate teachers or staff to new ways of working
2. How to get people to appreciate the business strategy
3. How to get people interested in professional development
4. How to get people to improve their performance and work harder
5. How to get people to take on more responsibility
6. How to get teams ( or members) to work cooperatively with each other
7. How to get younger staff to take their work seriously
8. How to get people to engage and listen properly
9. How to get people to stop being so difficult
10.How to get people to see that I’m right and they are wrong! (Joke!)
Course content
■ Coaching in the workplace
■ From manager to coaching manager – focus on ‘you’ and
leadership
■ People
■ Core coaching skills - listening and questioning
■ Coaching model(s)
■ Coaching practice
■ Exercises, role plays, discussion, case studies
This is a 2-day introductory workshop on
coaching and mentoring.
If you would like to continue learning about
being a coaching manager after the
workshop, feel free to contact me again
after the conference at:
info@lorainekennedy.com
Coaching managers lead by example.
To be an effective coaching manager, you
need to understand yourself as others see
you.
Having your own coach helps you to deepen
your own self awareness and build your
emotional intelligence.
Work-related coaching is focused on
individuals and inter-personal relationships
in the workplace.
Life coaching is also important because you
are working with the whole person, and
their life outside work comes into the
picture as well.

2. 11/21/17
2
COACHING IN THE
WORKPLACE
A Work Coaching Definition
■ The purpose of workplace coaching is to develop a person’s skills and
knowledge so that their job performance improves, which in turn
contributes to the achievement of organisational objectives.
■ It focuses on ‘potential’ and growth at work, although it may also have an
impact on an individual’s private life. A coaching cycle typically lasts for a
time bound period with an agreed agenda and goals.
■ For managers nowadays, coaching skills are considered to be an essential
part of effective leadership for roles at all levels across an organisation.
‘Coaching is the art of facilitating the development, learning and
performance of another’
The conditions for coaching
■Culture
■Connection
■Context
Dimensions of Work-related Coaching
ORGANISATIONAL
q Vision, Mission, Values
q Business context paramount
q Goals reflect future strategic direction
q Feedback processes
MENTORING
q Knowledge transfer
q Greater knowledge of mentor
q Tough individual challenges
q Action driven and focused
agenda
INDIVIDUAL
q Person and role
q Goals linked to organisation and
person
q Development and growth
q 360 feedback
COACHING
q Equal stake in diagnosis
q Agenda driven by person being
coached
q Supportive feedback
q Emergent process
OPERATIONAL
ROUTINE
TACTICAL
MANAGEMENT
STRATEGIC
GOALS
STRATEGIC
GOALS
TACTICAL
MANAGEMENT
OPERATIONAL
ROUTINE
MANAGEMENT ……………………………………………………………………………….STAFF
STAFF …………………………………………………………………………………………MANAGEMENT
Coaching always puts the emphasis on a
person’s future potential over their past
performance

3. 11/21/17
3
LISTENING
We can all listen well, but we can all listen better with practice
High Level Listening Skills
■ Intend to really understand
■ Pay close attention
■ Defer judgement
■ Explore for meaning and feelings
■ Understand what lies behind the words - agenda, concerns, values, beliefs
■ Concentrate
■ Don’t interrupt inappropriately
■ Get inside another person’s frame of reference
■ Listen with your eyes and mind, not just your ears
■ Beware of your body language signals
Paradox - in order to have influence you have to be influenced
The Ladder of Inference
■ The ladder of inference is the
thinking process we go through
to understand information,
deduce meaning and then draw
conclusions in order to take
action or make decisions. It is a
natural, often unconscious,
process we go through - and
sometimes we draw the wrong
conclusions!
WHY, OH WHY, CAN’T WE GET PEOPLE
TO DO WHAT WE WANT THEM TO DO??
J
Everyone wants to feel valued and respected at
work, regardless of position, role or power
When asked, people will say they feel valued
when they are listened to, when their ideas are
sought, when they are included in decision-
making
So, change the focus from telling, to listening
and seek people’s ideas and contribution
The adult need for self direction
(Malcolm Knowles)
■ Self concept - dependent to independent (intra-dependent?)
■ Experience (resource for learning)
■ Readiness to learn – involved in planning and evaluation
■ Orientation to learning (immediate application – problem
resolution)
■ Internal motivation
■ Need to know

4. 11/21/17
4
You cannot force people to change
People only change of their own free will
But you can change yourself. Think about
how you can change in order to make a
better connection with other people
What motivates people to try something
new?
■ They enjoy the ride
■ They see the benefits
■ They see the consequences
So what’s the strategy?
■ They enjoy the ride
■ They see the
benefits
■ They see the
consequences
■ Get them going asap! Lead the
way!
■ Make the benefits clear
■ Make the consequences clear
Case study - Felix
■ Felix has not lived up to your expectations. You recruited him
three months ago and he was an excellent candidate in
interview. You offered him the job straight away. He started out
well, but since then things have gone rapidly downhill. He is not
meeting his targets (objectives), and it looks like you are
heading towards an unsatisfactory interim performance review.
His attitude is all wrong. He’s not fitting in as we hoped he
would. Clearly, we got him all wrong. He was obviously very
clever at convincing us in interview that he was better than he
actually is.
■ What shall we do with him? See options on next slide
What would you do with Felix?
– Ignore him
– Sack him
– Discipline him
– Give him an
ultimatum
– Take something away
from him
– Talk to him
– Make something clear to
him
– Listen to him
– Bargain with him
– Offer him something
So, you need to listen to people, again, even
more, even better, and get to the heart of
the issues that are holding them back.
Believe in their potential. Discover their
strengths, interests and how they want to
make a contribution.

5. 11/21/17
5
What causes people to underperform or to
be difficult?
1. Unrealistic tasks
2. Personal competence
3. Confused expectations
4. Different perceptions
5. Professional differences
6. Hidden agendas / personal issues
7. Misuse of information
Listen for what underpins
a person’s difficulties
or resistance QUESTIONS
Using the right questions, at the right time, will provide you
with deeper understanding
Questions - handout
■ Open
■ Closed
■ Detail questions
■ Areas of interest
■ Blind spots
■ Leading questions
■ (Reflecting back)
■ Listen to the answers
to your questions. You
don’t know your next
question until you’ve
heard the answers!
See handout for list of questions for the stages of the GROW model
Johari’s window
Tools and models: GROW Model of Coaching
This is not a linear
process.
You might, e.g.
start with reality
(R).
You might go back
and forth between
reality and goal
setting before you
get the goal right
(G). But all stages
are important.
The objective is to
set action points
towards achieving
the goal (W). But
all options need
to be explored
and all obstacles
removed (O).
G = GOAL
1. Identify the goal
a) End goal / destination / visualise it / describe it / feel it
b) Performance goals (objectives & strategies)
2. Goals are IMPORTANT, MISSION-BASED, IMPACT-FOCUSED
3. If possible, let the coachee set the goal. If it’s an organisation goal, mesh it
with the individual’s goal. Agreement and buy-in are essential.
4. Ensure it is within coachee’s own control, and own capabilities
5. By when do you want to achieve the goal?
6. Relate it to a value
7. Aim for stretch and challenge
8. Milestones, measures and daily actions – what does success look like?
9. Be SMART
10. Don’t worry yet at this stage about the ‘how’

6. 11/21/17
6
31
The “SMART” Test
M
R
S
A
T
pecific
easurable
chievable. Agreed
elevant
ime-bound
R=REALITY
1. Don’t rush the reality part!
2. The Coach needs to be ‘detached’
3. Focus on objectivity (but absolute objectivity does not exist)
4. Seek facts and descriptions, incidents, actions, obstacles, resources, people
5. Follow the coachee’s train of thought - don’t lead
6. Pick up on all the clues
7. Be mindful to opinions, judgements, prejudices, concerns, hopes, fears
8. Explore below normal level of conscious awareness. “Plumb new depths” to
retrieve information
9. Stop for thinking time
10.Relate the reality to the goal
O=Options
1. Explore all options
2. Gather as many options as possible
3. Now review all options equally
4. Weigh up benefits and costs, pros and cons
5. Scale, rank, prioritise
6. Focus on action over talking/thinking – e.g. what have you tried
already?
7. Support
8. Decide on the best option(s), aligned to the goal
0=Obstacles
■ The other person must change for things to get better
■ The limited resources I have now are the only ones available
■ There is an external circumstance that I’m stuck with and
can’t change
■ There is something about myself that I can’t change
■ I have a belief or principle that I can’t let go of
SEVEN STRATEGIES TO OVERCOME
OBSTACLES
1. Visualise life without the obstacle
2. Consider what worked in the past
3. Brainstorm options
4. Talk about it
5. Face it; go through it
6. Use hypothetical scenarios
7. Explore the underlying reason
W=WAY FORWARD
1. Pin down the action points - act, date
2. Who else is involved? Needs to know? Will help?
3. Check on motivation/commitment level
a) On a scale of 1 to 10, how important is it for you to reach this goal?
b) OPUS – the test of goal achievement
I. Ownership
II. Passion
III. Urgency
IV. Significance
4. By when will you have achieved this goal?
5. When will you start? What is the first step?

7. 11/21/17
7
Summarising points
■ Problem-solving: Coaching is an excellent process for problem-solving or
seeing how to overcome challenges, obstacles and resistance
■ The GROW model says start with the goal – but often you start with the
problem, decide on actions points to solve the problem and then establish
goals for a more effective future
■ Coaching believes the coachee has the answers to problems within
themselves. You don’t need to give them the solutions, unless their ask.
Support them in solving their own problems, in the way they want to solve
them.
■ Goal setting lies at the heart of coaching. It is focused on the future.
■ Coaching style leadership is increasingly important nowadays compared to
directing, in order to engage and empower staff to be their best.
■ But remember, a person cannot be coached if they are not willing or ready
to engage with the coaching process!
Good luck with practicing your coaching
skills at work!
If you have any questions, or need any help,
please drop me a line
info@lorainekennedy.com