IT at LU - ATSiP at the University of Hertfordshire

Report
Coaching in the Workplace
Peter Beaman BSc
Social Psychology Technician/Academic Related
Loughborough University
Email [email protected]
Web Site http://wwwstaff.lboro.ac.uk/~sspeb/index.htm
Coaching in the Workplace - Summary
 Why? (Certified course available, ILM Award level 3, my post has high
contact time with students/special needs, researchers, other support staff).
Also National Survey found nearly 20% of us have a welfare/pastoral role
 What’s its use? (Learn about potential of improving one’s own work
performance, attitudes, understanding, self awareness/reflection)
 Who can benefit? (Oneself, others at work, family/friends)
 How did I find it? (Great, a real boast in terms of seeing coaching LIVE in
action, (not just theory and role played based) and see tangible results with
those I had coaching sessions with. Confidence grew with using the tools
and resources that are available. Overall, gained (a) Knowledge, (b) Skills
and (c) Techniques
 Next? Possible to progress to Level 5 as Level 3 is the starting point!!
Coaching in the Workplace – Useful?
What its use? Just a passing fad? Time off work?
No it is part of my CPD and Personal Development
Improve one’s own work performance?
(Yes definitely, feel challenged, invigorated, knowing more about
how people tick through knowledge acquisition, experiencing
coaching (role play) and using coaching tools)
Improve other people’s performance?
(May be! Motive is a key, with self awareness of concern and
sense of responsibility (not blaming) for one’s own actions)
Improve the overall department's performance ?
(who are you kidding- this is less likely, but miracles can happen.
I try to micro-coach people now in my work – subtly of course,
more open minded, look for alternatives, unpack issues, etc).
Coaching in the Workplace – Course Details
So what is the Institute of Leadership and Management Course in
Workplace Coaching?
Answer : Vocational Related Qualification & transferable
http://www.i-l-m.com/learn-with-ilm/1053.aspx?tab=2
Course divided into five units, three theory/practice days and two
supervision and feedback periods.
Course completed with 2 assignments (Work Based Outcomes
(mainly theory) and a Coaching Diary (mainly practice) –
including supervision/feedback on our coaching experience).
Also gain one year’s e-Membership of ILM through their Website
which provides support/information/online courses/e-resources.
https://www.i-l-m.com/
NB: Can progress to Certificate level for Professional Workplace Coaches.
Coaching in the Workplace – Me a Coach?
What makes a good Coach? Can anyone be one?
The characteristics of a good coach are extensive
but should include these abilities/skills:
Being an active listener, able to empathise, build good rapport
and trust, being open and genuine, a good observer of body
language and NVCs (non verbal cues), use intuition and insight,
ability to raise self-awareness and responsibility in the coachee,
and challenge self limiting beliefs and also use a range of
coaching models (e.g. GROW = Goal, Reality, Options, Wrap
Up) and assessment tools (VAK = Visual, Auditory and
Kinaesthetic preference).
Coaching in the Workplace – How’s it done?
 How I did my Coaching in the Workplace
(1) Found individuals that I got on well with. These ranged from a
third year undergraduate student (with special needs), two
International Masters Students and one PhD Student.
Strangely those chosen for coaching were all 1) mature youngest
24, oldest 33, 2) were keen to participate and 3) perhaps
identified with me as I have also been a mature student.
No one was forced into the coaching arena, purely voluntary and
coachee’s given the option to withdraw throughout the
coaching process.
Coaching in the Workplace – How’s it done?
(2) Next to send by email all coachee’s preliminary information
about coaching (gave websites for them to familiarise themselves)
e.g. http://www.coachingnetwork.org.uk/resourcecentre/WhatAreCoachingAndMentoring.htm
and to mutually arrange a suitable time/date, length of session,
and place for the coaching to happen. The idea is that Coachee’s
should feel in control of the whole setup situation not the coach.
(3) The first meeting/session. Check to see if the venue is okay,
how they feel, again stress they are free to stop at any time,
confidentiality guaranteed and that the process is based on nonjudgmental attitude, equality, respect for diversity, good work
practice (competence, boundaries, ethics).
Coaching in the Workplace - How’s it done?
 (4) Start with basic introduction (i.e. not trained coach but
trainee coach) background to coaching itself, what’s it like
and what its not like – forward thinking. Check that body
language/posture is relaxed and restful (i.e. making sure
NVCs are okay (tone of voice, eye contact, friendly
gestures).
 (5) First pre-coaching questions to test the water and elicit
some facts about the person (values, beliefs, motives,
achievements, strengths and weaknesses). The stress on
active listening and not interrupting crucial for the person to
take on the conversation with occasional paraphrases and
clarifications and for the coach to develop rapport and trust.
Coaching in the Workplace - How’s it done?
 (6) Next when enough useful information gained to
move onto the actual coaching plan which might
reveal itself in different ways depending on the
approach used and the coachee’s own ideas.
I mainly started with a baseline assessment tool
called the Job Performance Wheel (show Picture)
which allows exploration of the person’s world at this
moment in time and can be quite enlightening.
NOTE: This is a behaviour change or performance
indicator and may not always be useful.
Coaching in the Workplace - How’s it done?
 (7) Also used the VAK Learning style and/or Learning
Preference Questionnaires which look at the way in which
a coachee engages with the world (visually, auditory,
kinaesthetic) and if they are theorists, reflectors, activists,
or/and pragmatists.
These tools are only to allow the coach and coachee to
understand better and communication on the same level.
There are many others, including motivation level
(Maslow), Emotional Intelligence, Personality assessments
(EPI, 16PF) to name a few options to consider.
Coaching in the Workplace – Next Stage
 Therefore with all these tools at one’s disposal does this make
coaching merely a form of psychological assessment?
 Not really, they are only some resources to help find and show
the coachee how they function in their world.
 The next step is to find out what the coachee would like to work
on (the goal, target, task, dream). Build the coaching
relationship using the different coaching models (or
combination of models : - I preferred using Egan’s Skilled
Helper as it is very useful in counselling = empathy>action.
 This is the interesting part!!! But it must be stated the first
coaching session is really just the beginning. It would be
advantageous to have the person moving towards not just the
first thing on their mind (ST) but looking further ahead (LT).
Coaching in the Workplace – Goals/Targets
 Seems that most of my coachee have ‘immediate’ goals
(dissertations, essay deadlines, exams).
 However, these were what I call immediate P ‘target or task’
goals, I also wanted to see what else there was.
 Seems most students don’t have the BIG PLAN/PICTURE
which I discovered is common in the 25-35 age group. CHOICE
 Also Values (culture, family, peers), Beliefs (can be SelfLimiting, inaccurate/not true), are important which were elicited
in the pre-coaching questioning.
Finding the real potential of the coachee is paramount. Also
knowing when ‘to push’ and when to ‘back down’.
Coaching in the Workplace - Thoughts
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1.
2.
3.
4.
5.
6.
Thoughts on being a coach/technical support use?
Some changes noticed in my work routine.
More emotionally ready to be tolerant with staff and students
(keep calm and be reflective, use Visual Imagery)
Less judgmental, more mindful of what I am saying (with
tone, speed + information – especially with International
Students)
Look for alternative solutions to problems/situations.
When helping students ASK rather than TELL them.
Provide clear and timely feedback/answers on Email and
other correspondence.
Going from ignoring the main problem to tackling it first thing
daily!
Coaching in the Workplace – The Sage Speaks
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Words of Wisdom
“Its not the tool it’s the way that you use it.” Meaning you can
use any assessment or resource tool you like but it is how you
engage it with the coachee that determines its success.
Don’t suggest or give advice rather do brainstorming and allow
the person to be creative (What would you do if you had
enough money/resources?) and only act ‘can I put an idea into
the equation?’ as a last resort.
Coachees can generate very good solutions to what they need
to achieve (through self reflection/awareness/insight/questions)
The Past has happened, the Future is more important/Key.
Coaching in the Workplace – At the end
At the end of the coaching process (total time 7 hours)
A lot of self-reflection and supervision was needed with the
tutor of the programme and one to one tutorials to understand
what ‘went well’ and what ‘didn’t go so well’.
Self Reflection as some emotional content needs to be looked
into (anger, frustration felt by coachees’)
Supervision as one needs to talk to a more experienced coach
to understand the coachee’s view of the world.
This was important as I felt in one instance I ought to check
some information out about what one student was saying
during the session. My Coach/supervisor said ‘get permission
first’ or you are breaking confidentiality.
Coaching in the Workplace – So?
Therefore
 Coaching is not mentoring, training, counselling, therapy
although it can have elements of them within it. Each coach is
different and has different abilities to use at his/her disposal
 The best results I found were when one was relaxed, fully
aware/reflective, mindful, asking open ended questions,
insightful, being 100% honest and truthful and,
 When the coachee has agreed to work towards a goal, a task,
and understands that you (coach) are going to support them
with it and be there for them when they need it. Coaching is a
mutually exclusive equal partnership.
 Remember in coaching the Coach doesn’t have to be the
expert. Just guide the coachee along the right path/s
Coaching in the Workplace – So where’s my Coach?
Good Question.
Well I believe there is a coach for everyone. I just happen to know
one called MY WIFE.
Because?????
• Very good at listening/encouraging/pushing/Okay I’ll do it!
• Very good at role play/feedback/assertiveness/Okay I’ll do it!
• Very good at saying what is going wrong/right ‘yes/no Dear’
Point is here a coach could be your best friend, a minister, brother,
professional development member of staff/PE Coach
Coaching in the Workplace - Summarising
Summary
 Coaching is a way of motivating (encouraging, supporting,
empowering) and challenging people’s performance
 Coaching is being genuine (empathy, open, honest) with people
 Coaching is using good communication skills (‘asking’
‘summarising’ ‘paraphrasing’, actively listening – being full on)
 Coaching is also psychological (reflecting, insight, intuition)
process and uses resource tools from both psychometrics
(Personality, Maslow) and management backgrounds (Job
Wheel) to allow people to be more effective and productive.
 Coaching can be done face to face, by email or by telephone.
 It is EMPOWERING as it gives the person choice/responsibility
 So are you ready to be coached? If not why not?
Coaching in the Workplace – Those Refs
References
 http://www.coachfederation.org/ICF/For+Coaching+Clients/What+is+
a+Coach/FAQs/
 http://www.mentoringforchange.co.uk/ Useful resources to increase
your coaching effectiveness
 http://www.dynamictransformation.co.uk/executive-coach.htm Job
Performance Wheel
 http://www.businessballs.com/ Free career training, learning, selfdevelopment ideas, materials, tips and tools for ethical personal and
organisational development
 http://www.i-l-m.com/ The Institute of Leadership and Management
is the UK's premier management organisation PLUS Coaching
Pychologist through Athens Website available at most HEIs.
Coaching in the Workplace – Books Qus
Books
 Starr, J (2008) The Coaching Manual. Edinburgh: Pearson
Education Limited (EXCELLENT)
 Whitmore, J (2002) Coaching for Performance. London,
Nicholas Brealey Publishing (GOOD).
 Zeus, P and Skiffington, S (2007) The Complete Guide to
Coaching at Work. Australia: McGraw-Hill. (TEXTBOOK –
AVERAGE)
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