EXERC I SES AVA I LABLE INSIGHTS FROM THE PYGMALION EFFECT Gives clear and practical strategies to achieve positive outcomes
INSIGHTS FROM TOWER BUILDING EXERCISE
The game demonstrates the importance of empowering juniors so that they deliver superlative performance. INSIGHTS FROM JAMIE’S KITCHEN Five key learning points backed up by real examples. INSIGHTS FROM THE GRAND CANYON This exercise adds a twist to the standard decision-making by asking for a consensus determination of which supplies available to a team are most important. .
Do you often hear statements like this in your organisation? “I feel so lost and confused sometimes and I can’t see anyone I can turn to. I fear being judged” “When my manager coaches me once a week, newness comes into me. New energies, new goals and a whole new sense of achievement” Coaching is the quickest and the most effective method of developing teams. Good coaching and Performance Management leads to self motivation and an attitude that is oriented towards solutions and continual improvement rather than problems and avoidance. The need of the hour is becoming effective coaches from being a manager. Coaching is a process of enhancing skills and competencies for achieving organisational objectives and individual goals/objectives in the most ethical way. It has to adhere to organisation mission, vision and values
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A coach should have a strategy for change as people don’t accept new beliefs easily. Facing trouble to drop a paradigm is human tendency. A coach has to be persuasive and should be able to provide clarity to his protégé but in order to do that he himself should be able to see a clear picture. The coach has to have different mechanisms to approach that clarity. In these turbulent times coaches should help their protégé’s refine their goals and strategies, reassess their assumptions, and develop their leadership style. Goal and competence orientation are keys to successful coaching. The following are the competencies that a Coach should ideally demonstrate: People Orientation Risk Taking Accountability and Ownership Motivator Change Catalyst Consistently Climbs up the Pyramid Takes Control Transfers his Experience Make the Protégé: Feel uncomfortable; Increase complexity if you see your protégé capable of more and see him operating from his comfort zone Communicate Get yourself involved in the process Convey the result Create a vision
Personal Gain in becoming a Coach: You may actually start delivering your KRA’s
Work life balance Move up the ladder Branding Visible Credibility increases Find time for your own growth
SITUATIONAL LEADERSHIP The Situational Leadership method from Kenneth Blanchard and Paul Hersey holds that managers must use different leadership styles depending on the situation. The model allows you to analyze the needs of the situation you're in, and then use the most appropriate leadership style. Depending on employees' competences in their task areas and commitment to their tasks, your leadership style should vary from one person to another. You may even lead the same person one way sometimes and another way at other times.
S1: TELLING / DIRECTING Leader: High task focus, low relationship focus
S3 High relationship and low task S4 Low relationship and low task
S2 High task and high relationship S1 High task and low relationship
When the follower cannot do the job and is unwilling or afraid to try, then the leader takes a highly directive role, telling them what to do but without a great deal of concern for the relationship. The leader may also provide a working structure, both for the job and in terms of how the person is controlled. The leader may first find out why the person is not motivated and if there are any limitations in ability. These two factors may be linked, for example where a person believes they are less capable than they should be may be in some form of denial or other coping. They follower may also lack self-confidence as a result. If the leader is focused more on the relationship, the follower may become confused about what must be done and what is optional. The leader thus maintains a clear 'do this' position to ensure all required actions are clear.
M4 A great deal
M3 Quite a bit
S2: SELLING / COACHING Leader: High task focus, high relationship focus
M2 On occasion
When the follower can do the job, at least to some extent, and perhaps is over-confident about their ability in this, then 'telling' them what to do may demotivate them or lead to resistance. The leader thus needs to 'sell' another way of working, explaining and clarifying decisions.
the causes are found then they can be addressed by the leader. The leader thus spends time listening, praising and otherwise making the follower feel good when they show the necessary commitment.
The leader thus spends time listening and advising and, where appropriate, helping the follower to gain necessary
skills through coaching methods. Note: S1 and S2 are leader-driven.
S4: DELEGATING / OBSERVING Leader: Low task focus, low relationship focus
When the follower can do the job and is motivated to do it, then the leader can basically leave them to it, largely trusting them to get on with the job although they also may need to keep a relatively distant eye on things to ensure everything is going to plan. Followers at this level have less need for support or frequent praise, although as with anyone, occasional recognition is always welcome. Note: S3 and S4 are follower-led.
S3: PARTICIPATING / SUPPORTING Leader: Low task focus, high relationship focus
When the follower can do the job, but is refusing to do it or otherwise showing insufficient commitment, the leader need not worry about showing them what to do, and instead is concerned with finding out why the person is refusing and thence persuading them to cooperate.
There is less excuse here for followers to be reticent about their ability, and the key is very much around motivation. If
SITUATIONAL LEADERSHIP The GROW (Goal, Reality, Options, Wrap-up) model is one of the most common coaching tools. It enables the coach to structure a coaching conversation and deliver a meaningful result.
A Simple Four-Step Structure can be followed: The framework provides a simple four-step structure for a coaching session:
Step 1: Goal. Coach and protégé agree on a specific aim, objective and topic for the discussion. This goal is not the longer-term objective that the protégé has. This desired outcome is to be achieved within the limits of the discussion. Step 2: Reality. Both coach and protégé invite self-assessment and offer specific examples to illustrate their points and achieve the most accurate picture of the topic possible. Step 3: Options. In the options stage the coach’s intention should be to draw out a list of what all is possible for the protégé to do without judgment and evaluation. Coach elicits suggestions from the protégé by asking effective questions and guides him/her towards making the right choices. Step 4: Wrap-up. In this stage the coach’s intention is to gain commitment to action. Coach and protégé select the most appropriate options, commit to action, define the action plan, the next steps and a timeframe for their objectives and identify how to overcome obstacles.
Tell your subordinates: 1) He has to be ready for the next job 2) Start from giving feedback based on the potential of the person and what he is capable of 3) Stop the detrimental behaviour 4) Continue the good work
A Coach can make use of the GE’s performance grid while selecting his protégé’s. The Model is a two by two matrix which positions the protégé into different quadrants and makes it easy for the coach to identify the strategy of coaching for each protégé.
HAND HOLD CHUCK OUT
Such systems form the foundation to the manager’s ability not only to manage, but also to coach people. It is clearly essential to have a clear, and commonly agreed, view of what a particular job entails before you can look at a person’s ability to carry out their responsibilities, and whether training of some sort is necessary or would help them perform better.
NON DIRECTIVE COACHING Non-directive coaching is where you as a coach, simply ask questions to allow protégé’s to find their own solutions. This will help them see their situation from a different perspective, gain clarity, uncover options, challenge inconsistencies and hold themaccountable to their actions. Through this approach they will feel a sense of empowerment to make changes in their life and with confidence bolstered.
HOW FEEDBACK OCCURS What is generally happening here is that a message is being filtered as it is given and received. Any message is more likely to be listened to and accepted if how it affects people is spelt out.
The following filters are used: 1) Right or Wrong 2) Who is giving it? 3) Relevant or Irrelevant 4) Minority or Majority
The questions you ask can check understanding, or prompt discussion, and make the group explore a point, building their understanding. They will retain information better if there is an element of finding out involved in its acquisition rather than only ‘being told’. Questions must be put precisely. The idea is to be careful to ask the question in the right way, or you may not obtain the answer you want. Two things will add power to this kind of activity. First, a continuing dialogue, which implies the manager, must make efforts to commit things to memory, or better still make a note, so that one exchange can be linked to the next, which will prove more effective than an ad hoc approach. Second always using two-way dialogue: it will work better if people feel able to be involved, consulted and indeed feel that the whole process is something fromwhich you intend them to gain. Therefore, coaching your subordinates is a key management responsibility. Good people, good performance and hence good development are vital to success in a fast-changing and competitive world.
Based on these filters one decides whether to accept or reject the feedback which is a wrong feedback technique.
If you criticize it is subjective and evaluative 1) Focus on what you see, not what you believe 2) Focus on behaviour, not on personality 3) Keep your feedback neutral, don’t make judgements
4) Use feedback to inform not to advise 5) Keep feedback simple, don’t overdo it
The sequence and structure of communication is very important. If people know what it is, understand why it was chosen and believe it will work for them, then they will pay more attention. Conversely, if it is unclear or illogical then they worry about it, and this takes their mind off listening.
INSIGHTS FROM JAMIE’S KITCHEN The multimedia tool covered five key learning points backed up by real examples from Jamie's journey • Lead the way Jamie shows how a good leader makes sure everyone is clear about what is expected of them. He also has a clear vision of where he wants the project to go and can communicate this in a way everyone can understand. • Show them how Jamie is a highly visible leader who sets a great example to his team. He knows that when it comes to leadership, actions speak louder than words. He demonstrates how a good leader is prepared to tackle the unpleasant tasks as well as the pleasant ones. • Believe in them Jamie shows total belief in his team. His positive approach to coaching, always looking for things to praise really pays off. Even when his team mess up, he gives them the message that they can and will get it right. He is not afraid to delegate. • Deal with it Jamie shows enormous responsibility throughout the project, personally, professionally and financially. He understands that if things go wrong, he - and no one else - will carry the can. His honesty in sharing how this affects him will strike a chord with all leaders. • Learn and adapt Jamie learns continually throughout the project. He learns about himself and about his team, discovering which techniques of leadership work best for each team member. If one way of tackling a problem doesn't work, he tries another. This real example of the pressurised role of a leader in action not only reflects real life for today’s leaders, but inspires and motivates oneself in his/her own personal leadership roles. INSIGHTS FROM TOWER BUILDING EXERCISE • Demonstrates the Pygmalion effect “ What you believe is what you deliver” • Shows we consistently underestimate our performance heavily • The game demonstrates the importance of empowering juniors so that they deliver superlative performance • It is important to accept constraints and yet deliver INSIGHTS FROM THE GRAND CANYON This exercise adds a twist to the standard decision-making by asking for a consensus determination of which supplies available to a team are most important. This simulates the real-life dilemma of sorting what is important from a flood of information. INSIGHTS FROM THE PYGMALION EFFECT • Gives clear and practical strategies to achieve positive outcomes • Understand how positive/negative expectations create self-fulfilling prophecies • Develop the skills to positively influence coworkers and subordinates • Raise the expectations they have for their staff members • Believe more in their own ability to positively influence and lead others • Demonstrates how expectation drives performance • Helps leaders develop their staff • Lifts productivity overall
KEY TAKEAWAYS FROM THE WORKSHOP
Thorough understanding of the principles of coaching Taking ownership of staff development and continuous improvement Learning “What to say” and “How to say” while providing feedback Importance of non verbal communication when performing a coaching activity Experiencing the impact of coaching and assessing the effectiveness of one’s coaching efforts Assessing your coaching potential - Knowing Your Coaching Style Practising Developmental Coaching Bringing about a culture of Coaching Imbibing new paradigms on coaching Creating an Individual Development Plan Drawing Employee Commitment to development and contribution Provide life skills to your protégé instead of business skills Apply Pygmalion to all spheres of life Be very clear in terms of your expectations Be a non directive coach and empower your protégé - people are the strength of the organisation Each person has to be treated differently One is answerable to oneself, to the team and the organisation Apply situational model logically instead of intuitively Understand other persons shortcomings
‘It is never too late to be what you might have been’
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