CoachingandFacilitatingProfessionalDevelopment

KevinR.ThomasManager,Training&Development

x3542kevin.r.thomas@williams.edu

Objectives

Youlllearnto: Useactivelisteningskills Facilitatelearningconversationsthatincreaseemployeecompetenceandcapacity

Helppeoplelearnfromexperience Evaluateemployeepotential Shaperolesandassignmentsaroundstrengths Providechallengingassignmentstofacilitateindividualdevelopment

Conductastayinterview Helpemployeescreateaprofessionaldevelopmentplan

Coaching and Professional Development Page 1

Agenda

ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

Agenda

ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

Coaching and Professional Development Page 2

CreatingAListeningContainer

Confidentialspace Timeboundaries Minimizedistractions Agreeonnorms

Confidentiality(alwayslimited)? Whatkindofhelpareyoulookingfor? Oktointerrupttoaskclarifyingquestions?

BasicListeningSkills

IncreasingEmpathyandTrustlynda.com,CommunicationFundamentals,JohnUllment

Coaching and Professional Development Page 3

ActiveListeningSkills MinimalEncouragements

Nonverbalcuesthatyouarelistening VerbalcuesthatyouarelisteningOh?,Mmhmm,Right.

etc. Paraphrasing EmotionalLabeling

IgetthesensethatyouarefeelingX.AmIrightaboutthat? Mirroring(orReflecting)

Echoingwordsorphrases Openendedquestions Pauses

DangersofAdviceGiving

Mostpeoplewhoaskforadvicefromothershavealreadyresolvedtoactasitpleasesthem.KhalilGibran

Whenwehonestlyaskourselveswhichpersoninourlivesmeansthemosttous,weoftenfindthatitisthosewho,insteadofgivingadvice,solutions,orcures,havechosenrathertoshareourpainandtouchourwoundswithawarmandtenderhand.HenriNouwen

Coaching and Professional Development Page 4

ListeningExercise1. PairOff2. Decidewhowilllistenfirst3. Agreeonanynormsyouwanttohaveforthe

conversation,whichmayincludeconfidentiality4. Speaker:

TalkaboutachallengeyouarefacinginyourjobListener:a) Howcanyoukeeptheotherpersontalking?b) Howcanyoucontainthetemptationtogiveadvice?Howcan

youshowthatyou:i. Getthepersonii. Getthesituationiii. Getthepathtoprogress

Agenda

ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

Coaching and Professional Development Page 5

ChangeYourQuestions,ChangeYourLife

AskSwitchingQuestions

IfyouremanagingsomeonewhoisinJudger,ask:

Wherewouldyouratherbe?

Whatelsecanyouthinkaboutthis?

Whatistheotherpersonthinking,feeling,andwanting?

Isthisthehillyouwanttodieon?

Whatchoicesdoyouhave?

Whatarethefacts?

Howcanyougetwhereyouwanttogo?

Coaching and Professional Development Page 6

QStorming

Whenyouremployeeisstuckonachallenge: Introducethemtothechoicemap PickagoalfortheQstorm Askthemtogeneratelearnerquestionsaboutthechallenge

Clusterandanalyzethequestions Whichquestionshavethemostpunchtothem?Whichonesseemmostworthexploring?

QStormingExample

ReadQStorminginPractice

Coaching and Professional Development Page 7

Q-Storming in Practice

Jane, a senior manager at an IT firm, attended a Q-Storming workshop. She was quick to

volunteer when I asked who needed a breakthrough. She described a situation with Leslie, a

highly-paid employee in her department. Leslie had been underperforming for almost two years

in a position the company had created three years earlier in response to an emergency.

Jane had excellent coaching skills. She had worked hard with Leslie to improve her performance

but to no avail. Jane didnt want to fire Leslie, a loyal employee who had done well for the first

year in her present role. In fact, prior to being placed in this position, she had done well for

several years.

Heres the Q-Storming goal I worked out with Jane: to discover a solution that will be satisfying

and beneficial for Leslie, the company and Jane. The other participants generated 43 questions,

hoping for ones that Jane hadnt asked herself previously. As usual, the more obvious questions

came first, such as: How can I get better at coaching Leslie? What am I missing about Leslie

that would make a difference? What will help me feel better about myself as a manager and

coach?

Finally, someone came up with a question that caused Jane to nearly jump out of her seat: Does

the company still need this role, since it was created to address an emergency that happened

three years ago? I never thought of that! Jane exclaimed. Her assumption that she was dealing

with a performance problem was what had kept her stuck. She had never considered that this

might be an organisational problem, so she hadnt questioned whether Leslies role was still

necessary. It wasnt, and there was another position where Leslie could be reassigned.

Excerpted from Stop brainstorming, Start Q-Storming by Marilee Adams, retrieved from:

http://www.empowermagazine.com.au/stop-brainstorming-start-q-storming/ 5/20/14

Coaching and Professional Development Page 8

http://www.empowermagazine.com.au/stop-brainstorming-start-q-storming/

QStormExercise

Volunteer:Describealeadershipchallengeyourefacingrightnow.

Group:Feedbackonlyintheformoflearningpathquestions.

Agenda

ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

Coaching and Professional Development Page 9

9Box

9Box

12

3

4

5

6

7

8

9

Coaching and Professional Development Page 10

9 Box Management Tips

In coaching and talent management, the value of the 9-box grid is to identify when coaching or a

change in job or responsibilities may be needed. It may not be valuable to the organization to

spend time and effort in attempting to salvage an individual with low potential and poor

performance. However, an individual with low potential but effective performance may need to

be engaged or motivated in his or her current job.

Performance D W

Potential

5 2 1

8 6 3

9 7 4

# Tips for Managing

1. Provide challenges, encourage cross training, conduct a stay interview, create a retention plan.

2. Does extremely well at current job with potential to do more; give stretch assignments to help prepare for next level.

3. Current role may still provide opportunity for growth/development; focused on tactical; focus should be on helping improve strategic thinking.

4. Experienced high performer but has reached limit of career potential. Focus on appreciation, eliminate red tape, provide good tools and resources.

5. Seasoned professional capable of expanded role, but may be experiencing problems that require coaching and mentoring. Provide regular, clear feedback, conduct

strengths story interview. Check for personal problems that may be stressors.

6. May be considered for job enlargement at the same level, but may need coaching in several areas, including people management. Collaborate to create professional

development plan.

7. Effective performer, but may have reached career potential. Coach as necessary to improve performance.

8. With coaching, could progress within level; focus on stretch goals for this employee. 9. Consider reassignment, reclassification to a lower level or exit from the organization.

Adapted from: Succession Planning: What is a 9-box grid? Society for Human Resources

Professionals, retrieved from:.

http://www.shrm.org/templatestools/hrqa/pages/whatsa9boxgridandhowcananhrdepartmentuseit.

aspx on May 20, 2014.

Coaching and Professional Development Page 11

http://www.shrm.org/templatestools/hrqa/pages/whatsa9boxgridandhowcananhrdepartmentuseit.aspx%20on%20May%2020http://www.shrm.org/templatestools/hrqa/pages/whatsa9boxgridandhowcananhrdepartmentuseit.aspx%20on%20May%2020

9 Box Worksheet

For each of your direct reports, identify which box they may be in, and create a strategy for

working with them.

Employee Box # Management Plan

Coaching and Professional Development Page 12

Agenda

ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

Agenda

ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

Coaching and Professional Development Page 13

TheFlowState:ManagingforEngagement

Employeesareattheirbestwhen: Theyreusingtheirstrengths Theyhavecleargoals Theyrebeingchallenged

GettingtoKnowYourEmployeesStrengths

Pairup. Interviewee:

Thinkofatimewhenyoufeltinthezoneatwork:atyourbest,givingthebestofwhatyouhavetooffer,pluggedin,etc.

Interviewer: Useyourlisteningskills Reflectbackwhatyouarehearing Showappreciationfortheiruniquestrengths Helpthepersontoclarifyexactlywhatstrengthswereatworkin

thisstory Helpthepersoncreateanactionplanforhowtheycanuse

thosestrengthsonemoretime. Switch!

Coaching and Professional Development Page 14

Agenda

ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

TheStayInterview

Defined: Aninterviewthatidentifiesandthenreinforcesthefactorsthatdriveanemployeetostay.Italsoidentifiesandminimizesanytriggersthatmightcausethemtoconsiderquitting.

Forthetalentyouwanttokeep Employeefeelsvaluedandheard Helpsyouunderstandtheirmotivations

Coaching and Professional Development Page 15

Coaching and Professional Development Page 16

Coaching and Professional Development Page 17

Coaching and Professional Development Page 18

Coaching and Professional Development Page 19

Coaching and Professional Development Page 20

Coaching and Professional Development Page 21

Coaching and Professional Development Page 22

Coaching and Professional Development Page 23

Coaching and Professional Development Page 24

Agenda

ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

ProfessionalDevelopmentPlanning

1. Inveryconcretebehavioralterms,describewhatyouwantyouremployeeto:

STARTdoing STOPdoing KEEPdoing

2. With youremployee,brainstormwhatexperiences,trainingandresourcescanhelp.

3. CreateaplanwithSMARTgoals.4. Evaluateprogress.

Coaching and Professional Development Page 25

Prof.DevelopmentPlanningforHighPotentialEmployees

1. Withyouremployee,collaboratetocreateavisionofwhatroletheemployeecouldplayinthefuture.

2. Identifywhatskillsetsandcompetencieswouldberequiredtoplaythatrole.

3. Withyouremployee,brainstormwhatexperiences,trainingandresourcescanhelp.

4. CreateaplanwithSMARTgoals.5. Evaluateprogress.

Thanks!

KevinR.ThomasManager,Training&Development

x3542kevin.r.thomas@williams.edu

Coaching and Professional Development Page 28

Professional Development Plan

Lucy has the habit of bringing problems to her supervisor Susan without identifying any possible course of

action, seeming to expect Susan to solve the problems for her

Goal

Express in concrete behavioral

terms what the employee will be

able to do.

Action Plan

Describe resources, support, and training that will be used

to develop this capacity.

Due

Date

Example: Pro-actively develop

and present proposals to solve

business problems.

1:1 coaching with supervisor Performance improvement management online

certificate course.

Lynda.com Solving Business Problems course

12/31/14

Coaching and Professional Development Page 27

1-slides-to-qstorm-in-practice2-q-storming in practice3-qstormexercise-9box4-9 Box Management Tips and worksheet5-stayinterview6-stayinterview17-stayinterview28-stayinterview39 Box Management Tips and worksheet9-pd-planning9a0Professional Development Plan