Customer Service Training by Telephone Doctor C… · Web viewInside are contrasting pictures of...

CoachingThe Power of Questions

By Hugh Murray

Leader’s Guide to:Coaching:The Power of Questions

Produced and published by:Newmarket LearningA Division of Telephone Doctor, Inc.30 Hollenberg CourtSt. Louis, MO 63044Under exclusive license issued by Scott Bradbury, LTD, UKNot to be distributed outside North America.

Telephone: 314.291.1012Fax: 314.291.3710Web: www.newmarketlearning.com

©Telephone Doctor, Inc.

Coaching: The Power of Questions ©2008 Telephone Doctor, Inc.2

Contents

Copyright...................................................................................................................................4

How to Use This Program......................................................................................................5-6

Introduction to the DVD.............................................................................................................7

The Story...................................................................................................................................8

Model Training Session........................................................................................................9-16

A Trainer’s Guide to Coaching...........................................................................................17-23

Observation Sheet...................................................................................................................24

Programs from Newmarket Learning......................................................................................25

Instructor’s Notes...............................................................................................................26-28


Copyright

What You Can Do

The copyright in both this User’s Guide and the accompanying DVD belongs to Telephone Doctor, Inc. If you have not purchased the DVD, you may not use the material in this guide in any way other than to assist you in making a decision to buy the DVD. Buying the DVD gives you certain rights to use the material as follows:

You may use the DVD in your own organization for training your own employees.

You may photocopy or otherwise reproduce all or part of this User’s Guide for use in your own organization, provided you have purchased the DVD and accompanied material. Any reproduction of this User’s Guide, or part thereof, must carry the notice: ©Telephone Doctor, Inc.

You may edit and reproduce the PowerPoint presentation for use in your own organization. Any reproduction of the PowerPoint presentation must acknowledge Telephone Doctor, Inc. as the source.

You may host and deliver the DVD and this User’s Guide on your internal intranet provided that you purchase an additional license to do so from Telephone Doctor, Inc. and provided that you observe the terms of that license. A separate signed license agreement is necessary.

What You Cannot Do

You may not copy the DVD, not even as a backup. We understand that DVDs can become unplayable due to scratching or other damage and so we will replace the DVD if it becomes unplayable within ten years of purchase, even if this is the result of carelessness or accident. We will not charge for this, but you need to return the unplayable DVD in order for us to replace it.

Acceptance of Terms

By using the DVD or the material in this User’s Guide, you are deemed to have accepted these terms. If you do not accept these terms, you should return the DVD, without using it, for a refund.


How to Use This Program

What is in the Program

1. DVD – Coaching: The Power of Questions

2. Leader’s Guide

3. PowerPoint Presentation

Who the Program is For

Any person who manages others.

What the Program Does

Develops awareness of the importance of coaching.

Develops understanding of the principles of coaching.

Develops skill in coaching.

Detailed learning objectives can be found in the model training session.

How the Program Achieves its Objectives

By providing a resource that your organization can use in several ways:

Individual Self-study

You can give the DVD and a copy of A Trainer’s Guide to Coaching (on page 17) to an individual to view either on a computer or a DVD player. This will give the individual grounding in the subject or a reminder of the important principles.

In an Existing Training Program

The program has been designed as a resource for you to use as you choose in your existing programs. You can use the DVD as a training program in the conventional sense. Or you can use the different scenes as the basis for exercises and discussions. And you are welcome to use the PowerPoint presentation and the component parts of this manual in any way that suits you.


How to Use This Program (Cont.)

How the Program Achieves its Objectives (Cont.)

A Complete Training Program

This Leader’s Guide contains trainer’s notes for a complete training session lasting one day. If you have less time than this, you can use the DVD and the content of this Leader’s Guide to devise a session of any length between twenty minutes and a full day.

What if the DVD Won’t Play?

If a DVD turns out to be defective and/or damaged, we will replace it immediately. However, there are a number of reasons why a DVD may not play other than a defective disc.

The easiest way to tell if a problem is caused by our DVD or your equipment is to take it home and try it in your television’s DVD player. Alternatively, bring in a feature film from home and try it in your office equipment. If the DVD plays satisfactorily at home, then one of the following could be the problem:

Your office computer has a CD drive rather than a DVD drive.

Your office computer has no sound card or no speakers.

Your office computer does not have the correct software (called a CODEC) to play DVDs.


Introduction to the DVD

The story is set in a promotion fulfillment company. The characters in the story are:

Shawna: Sales and Marketing Manager

Chris: Operations Manager

Haq: IT Manager

Wayne: Account Manager

Angela: Marketing Assistant

The company is a fictitious organization which does two things:

1. Advises customers on promotional campaigns.

2. Carries out the fulfillment of such campaigns by, for example, sending out marketing campaign samples and brochures.

The company has a warehouse and offices.


The Story

The primary plot is as follows. The company’s customers are used to sending in their instructions for processing by e-mail. This is inefficient and error-prone because the company’s staff then has to key the instructions into their internal system. The leadership has decided that it will set up a system on the Internet allowing its customers to input their instructions directly into the company’s system.

Responsibility for carrying out this decision rests with Chris, the Operations Manager. Chris asks his IT manager, Haq, to implement the plan but he does so in a way that fails to engage Haq’s mind and expertise. As a result, Haq does precisely what he is told – he makes the internal system available on the Internet. This is a failure because what customers need is a system that they can understand and use that is made for them.

Chris reviews the failure with Shawna, the Marketing and Sales Manager. She helps him to understand that it is much better to engage the expertise of your staff and that a key technique for doing this is the technique of asking thought-provoking questions.

Chris then briefs Haq a second time. This time he fully involves Haq who is able to suggest much better ways of implementing the plan.

The secondary plot is the story that Shawna refers to in order to illustrate the points that she makes about asking questions.

This secondary plot involves Wayne who works for Shawna. One of the company’s larger customers is a vacation company called zTrav. Wayne has come up with the idea of creating a holiday brochure for zTrav that has a depressing photograph of the recipient’s hometown on the cover with the slogan “Had enough yet?” on it. Inside are contrasting pictures of the attractive destinations served by zTrav. This presents some technical challenges because each customer must receive a brochure with their particular town on the cover – and there are 30,000 customers.

Having suggested the idea, Wayne is given the task of carrying it out. He starts to sink under the complexity of the issues that have to be addressed until Shawna helps him work the problems through by the technique of asking him well-constructed and helpful questions.

There is also a short scene involving Shawna’s assistant, Angela, which is used to demonstrate the difference between questions that seek answers and questions that provoke thought.


Model Training Session

Learning Objectives

After this short session, participants will:

1. Be able to explain what coaching is and how it differs from teaching or training.

2. Be able to explain the importance of asking questions when coaching.

3. Be able to describe the different types of questions a coach may use.

4. Be able to demonstrate the ability to frame and ask different types of questions while coaching.

Preparation and Facilities

1. Read ‘A Trainer’s Guide to Coaching’ on page 17.

2. Review this training session.

3. Review the PowerPoint presentation.

You will need a meeting room with a digital projector for the PowerPoint, a DVD player and monitor for the DVD and a flip chart for capturing ideas. The room should allow for participants to work in small groups as well as in a single large group.

Running the Session

The session has been designed to be easy to run with the participants doing much of the work themselves. The elements of the session are:

Trainer Input

Trainer input sections require you as the trainer to explain key ideas using the PowerPoint presentation. You should prepare these using your own notes and your own form of words based on the content we provide. You will find ‘A Trainer’s Guide to Coaching’ on page 17 very helpful in preparing your input.

DVD Input

These sections require you to show parts of the DVD. The two parts that are used in this training session are The Story and Author’s Notes. You should ensure that you know how to show both of these from the main menu.


Model Training Session (Cont.)

Running the Session (Cont.)

Small Group Discussion

These sections require you to divide the participants into small groups. The ideal size for these groups is four people. Three and five are workable, but do not go outside that range. If you have five or fewer people in your session, do not break them up, but ask them to do the exercises as a single group. If you have six people, then use two groups of three. For seven people create one group of three and one of four and for all larger numbers use groups of three and four.

You may choose to retain the same groups throughout or to mix people up.

Participant discussions are an essential part of the session. They are much more effective than asking questions of the whole group.

Coaching Practice

This is the most important part of the session. Do not refer to it as “role-play” because people are not asked to play roles; they are asked to practice on each other using their natural personalities.

You should divide participants into groups of three. If the number of participants is not divisible by three, you will have either one or two people left over. If you have two people left over, form a group with them yourself, but play the role of observer. If you have one person left over, include that person to one of the groups as a second observer. The role of observer is crucial because he or she provides feedback that the participants will not get from each other.

Segment 1 – What is Coaching?

Trainer Input

Welcome participants and cover housekeeping and health and safety according to your usual practice.

Explain that this session is about coaching and show the learning objectives from PowerPoint slide #2.

The starting point will be to agree on what coaching actually is.



Segment 1 – What is Coaching?

Group Discussion

Divide the participants into groups as described in the section on running the session. Display PowerPoint slide #3 and ask the groups to consider the two questions. Ask them to discuss their answers and allow five minutes for this discussion.

When the time is over, ask a spokesperson from each group to explain their conclusions to the whole group. Use the flip chart to capture the points made.

Trainer Input

Explain that there is no one definition of coaching that everyone accepts and that people are free to use the word any way they like. However, we need a definition to be able to proceed with the session and our definition of coaching in the context of the world of work is the one in PowerPoint slide #4. While not everyone would accept the exact wording of this definition, there is widespread agreement on the key idea, which is that the coach helps people to improve themselves. The coach does not instruct or tell people what to do. Rather, the person being coached works out for him- or her-self how to improve and the coach supports that process. In this session, we will be looking at how to do this.

Contrast coaching with teaching and training using PowerPoint slide #5. Teaching and training are things we do to people. Coaching is more about supporting people as they do things for themselves.

Ask if the current session is an example of coaching or training. If anyone suggests that it is an example of coaching, explain that it does contain elements of self-discovery but that it is primarily training because there are specific instances of knowledge and skill that the session is designed to impart. In a pure coaching session the learning would be led by the participants and the coach would support them. This is probably not possible with a group, only with an individual. This raises the interesting question of whether you can coach a football team. Strictly speaking, you probably train a football team. And, talking about sports...



Segment 1 – What is Coaching? (Cont.)

Participant Discussion

Divide the participants into groups. Pose the question in PowerPoint slide #6. Explain that this is a challenge faced by sports coaches all the time. The best athletes and sports personalities in the world all have coaches. These coaches cannot be better at the sport or pursuit than the people they are coaching. So what do they do and how do they do it?

Allow ten minutes for this discussion. When that time is up, invite each group to choose a spokesperson and ask each spokesperson to sum up the opinions of their group on the question. Use a flip chart, if one is available, to capture the ideas that are shared.

DVD Input

Explain that the question about sports coaches and other questions about coaching are now going to be addressed in a program segment. Hugh Murray has been Chief Executive of two medium sized organizations over twenty years and this is what coaching means to him. His ideas are intended to provoke further thought about coaching but are not intended to be definitive.

Show the Author’s Notes from the DVD.

Trainer Input

Explain that you are now going to review the subject of coaching. Remind the group of the definition, using PowerPoint slide #7.

The important idea is that the person being coached is the central character and the coach is in a supporting role.

Using PowerPoint slide #8, explain the roles of self-belief and self-development. These are the two elements of self-improvement.

The question is: how do you help by coaching? The answer is that you encourage self-belief by encouraging success and you encourage self-development by a combination of helping people to be more aware of where they are now and of helping them to think about how they might improve.



Trainer Input (Cont.)

Using PowerPoint slide #9, explain that encouraging success has two aspects to it. You help people to set stretching goals for themselves and you help them to achieve those goals. The combination of these things will give them self-belief.

Using PowerPoint slide #10, explain the role of the coach in encouraging self-development.

The two sets of skills that are crucial to coaching and the skills that support both encouraging success and encouraging self-development are the skills of providing feedback and the skills of asking questions that help people to think things through for themselves.

The first of these is feedback.

Take a Fifteen Minute Break

Discourage people from checking their e-mail and otherwise becoming involved in their work during this break. People need to unwind and relax before going on.

Segment 2 – Providing Feedback

Trainer Input

Use PowerPoint slide #11, to explain that a good coach helps people see things about themselves that they may not have seen before. A good coach helps people be more aware of what they are doing, how they are doing it and what effect it is having.

Two key techniques are providing feedback and asking questions. Feedback should be neutral; it should provide information that the recipient can act upon if he or she chooses. Feedback should not be judgmental. Use PowerPoint slide #12 and #13 to illustrate the difference.

The feedback in PowerPoint slide #12 provides the athlete with factual information that he or she may not have known.

Compare this with the judgmental feedback in PowerPoint slide #13. Ask the group what the effect of these two different approaches might be on the athlete.



Segment 2 – Providing Feedback (Cont.)


Now consider these two contrasting business examples using PowerPoint slide #14 and #15.

Ask the group which piece of feedback is more useful to the recipient and why.


Divide the participants into groups. Pose the questions in PowerPoint slide #16.

Ask the participants to choose just one example each and to work on it as a group. Allow ten minutes for the discussion. When that time is up, invite each participant to choose a spokesperson and ask each spokesperson to present the types of words devised by their group. Use a flip chart to write the suggestions.

Monitor the responses carefully to ensure that the participants understand the difference between neutral and judgmental feedback.

Segment 3 – Asking Questions

DVD Input

Show The Story from the DVD.

Trainer Input

Use PowerPoint slide #19 to explain that questions are a key tool when coaching. They can be used when giving feedback to help people become more aware of how they are behaving. And they can be used when setting goals, addressing problems or choosing courses of action to help people think things through for themselves.

The program introduced the idea of different types of coaching questions as set out in PowerPoint slide #20. Emphasize that these are just prompts and are not intended as a rigid structure. It is not necessary to ask every type of question, nor is it necessary to ask them in the order shown. Rather, when coaching, the coach should use the categories to remind him- or her-self of the kind of questions that might help. The important thing is to use the most helpful question for the particular circumstance.



Segment 3 – Asking Questions


Use PowerPoint slide #21 to show examples of questions that might help people become more aware of what they are doing, how they are doing it and the effect of what they are doing.

Use PowerPoint slide #22 to illustrate questions that help people to think things through.


Divide the participants into groups.

Pose the question in PowerPoint slide #23.

Ask the group to devise three such areas each and to devise corresponding questions.

Allow ten minutes and then invite a spokesperson from each group to present their questions.

Trainer’s Input

Explain that participants should avoid manipulative questions – questions that are designed to get the recipient to agree with the questioner. The object is to help the recipient to think about a particular area and not to convey the questioner’s agenda.

Participants should be open about their reason for asking a question. For example, suppose that a manager believed that an individual had a hostile attitude to the HR department. He or she should provide feedback, such as, “When HR asked you to complete their assessment, you told them that they could go fly a kite. Tell me why you did that?” rather than just ask, “How would you characterize your attitude to the HR Department?” Somebody might answer the second question by, “It’s fine. No problem” and the manager would then find it difficult to explore the issue.

Break for Lunch

Ideally, you should break for at least one hour. Encourage participants to get some fresh air and to avoid getting involved in their work, if at all possible.



Segment 4 – Coaching Practice

Divide the participants into groups of three as described in the section on running the session.

Ask the groups to choose one of their team members to be person A, one person B and one person C.

In the first practice session, person A will be the coach, person B the person being coached and person C the observer. Make copies of the observation sheet on page 24 and give one of these to each observer. Allow ten minutes for preparation. During this time, the people being coached should identify a problem, issue or situation that they would like to discuss with a coach. Also during this time, the coaches should consider what questions they will ask in order to clarify the issue.

After the preparation time, allow ten minutes for the coaching session. Ask the coaches to attempt to ask all the different types of questions covered in this training session with a view to agreeing a course of action or a solution with the person being coached.

When the ten minutes is over, ask the observers for feedback to the coach and the person being coached as to what types of questions were asked and what the effect was of those questions.

Repeat the practice session if time allows until each person has been coach, observer and person being coached.

Close the Session


A Trainer’s Guide to Coaching

What is Coaching?

Coaching is a style of management in which the manager encourages people to reach their full potential by encouraging self-belief and self-development.

Self-belief gives people the drive to achieve their potential. Self-development gives them the means.

How is it Done?

A manager encourages self-belief by encouraging success. The aim is to create a virtuous circle in which the individual succeeds and this increases his or her self-belief. The increased self-belief leads the individual to strive for greater success and this builds more self-belief.

Encouraging success involves two main elements:

Helping people to set goals for themselves that stretch them beyond what they can comfortably achieve but which are within their capacity, and

Helping them to achieve those goals by encouraging them to devise and implement their own effective action plans.

Encouraging self-development has two main elements:

Helping them to review their experiences and to draw appropriate lessons from them, and

Helping them to understand themselves better by providing neutral, objective feedback.

The Skills of Coaching

There are two main skill sets required of the effective coach:

Helping people to think by asking appropriate questions.

Providing neutral and objective feedback.


A Trainer’s Guide to Coaching (Cont.)

Helping People to Think by Asking Appropriate Questions

The most powerful technique that a coach has is to ask questions that challenge the other person to think. People are likely to need help with:

Overcoming obstacles. Evaluating different courses of action.

When people come to the coach with problems the coach must keep the responsibility for solving them squarely on the shoulders of the other person. Even if the coach can see at once how to solve a problem, he or she must not do so. Self-belief comes from things you achieve yourself and so the coach must make sure that the other person solves the problem.

Here are some questions that the coach can use to help people solve problems:

How might you overcome this? What would the effect be of ignoring this problem? How damaging is this problem to what you are trying to achieve? What options have you considered? Have you encountered anything like this before? Can anyone else help with this? What resources do you have at your disposal that might help? How have you solved similar problems in the past? What would an ideal solution look like? If (one part of the problem) was not a problem, how would you overcome the rest of

the problem?

The other area in which the coach is likely to be asked for help is in choosing between different courses of action. Again, the coach should not give advice. Rather, the coach should help the person to explore the different options and to think out the implications of following each one.

Useful questions here include:

Are there any other options you could consider? What are the advantages of option 1? What are the disadvantages of option 1? What resources will you need for the different options? What will the effect of the different options be on (person or people)?



How to Construct Coaching Questions

They’re several types of questions that the coach can ask:

ClarifySimplifyMultiplyWill it flyDo it by

It is not necessary to ask every type of question in every situation and it is not necessary to ask them in any particular order. But the coach should be aware of these different types and should practice using them effectively.

Clarify

Questions that help people to clarify their problem, issue or choices can be very helpful. These can be questions such as:

Describe the problem to me?Tell me how you see the situation?What exactly do you want to achieve?

The intention is to help the other person to think clearly about the issue that they are discussing with you.

Simplify

These are questions that help people see the forest for the trees. Questions such as:

What would you say are the important issues here?If problem A didn’t exist, how would you solve problem B?Can you break the goal down into steps?



How to Construct Coaching Questions (Cont.)

Multiply

These are questions that unlock the person’s thinking and help them consider a range of possibilities. These are questions such as:

What other solutions might there be?What else might you consider?If that wasn’t possible, what else could you do?

Will it fly

Use these to help the other person evaluate various options:

Do you have the funds to do that?How long will it take you to achieve that?What problems do you see along the way?

Do it by

These are questions to help the other person finalize their choices and commit to a course of action:

What have you decided to do?When will you do it?When would you like to review progress?

Giving Feedback

A most useful aid to developing and improving our own performance is objective feedback. The thing we all want to know is how we really appear to other people.

As a coach, you need to be able to give neutral and objective feedback. Neutral and objective feedback is like holding a mirror up to someone so that they can see for themselves what they are doing, how they are doing it and what the effect is of their behavior on other people.



How to Construct Coaching Questions (Cont.)

Giving Feedback (Cont.)

The moment you express an opinion, this mirror is shattered. Opinions generate reactions and you are then into arguments. A mirror cannot be argued with.

A good illustration of this is using a program camera to help people with presentations. Just seeing yourself on screen and realizing for yourself that you fiddle with your keys, shuffle from one leg to the other or say “er…” every few seconds has a more dramatic effect on your learning than any amount of opinion from your colleagues.

So how do you, as coach, hold up this mirror. The answer is that you stick exclusively to description when giving feedback. Describe; don’t interpret. So, for example, don’t say, “You seemed nervous”. That is an interpretation. Say something like, “You were standing with your weight on your left leg and you were looking rapidly round the room”.

This is a fairly obvious example and it gets more difficult when describing behavior at work. Nevertheless, this is what the coach must strive for. A useful approach is:

Describe what you actually saw the person do.Describe any effects that their behavior had, to your certain knowledge. For example, if someone told you that they were upset by the person’s behavior, report this factually. Don’t say that their behavior was upsetting without substantiating that statement.

In the training program on page #13 we give the following two examples:

“You are really good with people.”

“Three of your people have told me that they feel very motivated working for you. When I asked why this was, they said it was because you worked so hard yourself. One person told me that she felt you took too much on yourself and did not delegate enough to her.”

The first is an example of judgmental feedback. Although it may make the individual feel better, it does not give him or her any useful information upon which they can act. Furthermore, they may not believe or accept it. The second example provides hard facts. The individual can now decide whether to act on these.



The G.R.O.W. Model

Many organizations use the G.R.O.W. model when talking about coaching. G.R.O.W. stands for:

GoalRealityOptionsWill

Although the first three letters are fairly widely accepted, there is some difference of opinion as to what the W stands for, but Will is widely used.

The idea of G.R.O.W. is that you begin a conversation by discussing the Goal that the other person wants to achieve. You then go on to discuss the Reality of the situation – what the facts are, what obstacles lie in the way and so forth. Next you generate a range of Options that might help the other person make progress. Finally, you help the other person find the Will to implement their chosen solution or course of action. A variation on this is that you help them to decide what to do.

It is important to understand that G.R.O.W. is simply a framework within which to conduct a coaching discussion. It is not, of itself, coaching. Sir John Whitmore, a major figure in the development of coaching ideas and a proponent of the G.R.O.W. model himself argues very powerfully that merely following the process does not amount to coaching.

Coaching is defined by intention. If your intention is to help the other person improve their own performance by helping them to think things through for themselves, then you are trying to coach. If that is not your intention then it does not matter what structure you use for your discussion.

G.R.O.W. and the Power of Questions

The types of questions that we discuss in this program are very helpful in following the G.R.O.W. model. But they will only prove effective if your intention is to help the other person improve his or her own performance. We believe that the G.R.O.W. model should be used with care because we believe it can introduce confusion between process and skill. It can also, in our view; lead to a rigid approach whereas coaches need to be flexible in responding to what the other person is actually saying and how he or she is reacting.

Having said that, we accept that G.R.O.W. can be useful in the hands of a trainer who understands these risks and is able to make sure that their learners understand the underlying skills of coaching and how to apply them flexibly.

See Coaching for Performance, 3rd Edition by John Whitmore. Page 56.



G.R.O.W. and the Power of Questions (Cont.)

Goal

In the G.R.O.W. model, a coach begins a coaching discussion by discussing the goal that the other person wants to achieve. This is particularly relevant to a formal coaching session such as might arise in a performance appraisal. It is rather less relevant in a situation such as that shown in the DVD where Angela asks Shawna what she wants to do about the sales meeting. It is important to understand that you can still coach without having to worry about goals.

The types of questions most useful when discussing goals are Clarify and Simplify. These can be used at any point in a coaching discussion but they are particularly useful during the Goal stage of G.R.O.W.

Reality

The most powerful questions to ask when discussing the current situation, or reality, are clarifying questions. Sometimes simplifying questions will help here, too.

Options

Multiplying questions are the obvious ones to use when generating options and the coach may use clarifying and “will it fly” type questions to evaluate them.

Will

“Do it by” questions are obviously relevant in helping the other person arrive at a firm plan and commitment although the other types of questions may well be useful here, too.

What matters

It is much more important to understand the principles of coaching and to master the skills involved than it is to learn a rigid sequence of steps such as G.R.O.W.


Observation Sheet

Your role is to observe the coaching session between your two colleagues and to provide useful feedback to them. Any feedback may be useful, but look particularly for questions that the coach asks under the following headings:

Clarify: How did the coach help the person being coached to clarify the issue? Capture some examples of the questions used.

Simplify: Did the coach help the other person break the issue down into parts that could be dealt with separately? Capture some examples of the questions used.

Multiply: Did the coach help the other person generate different options for addressing the issue? What were some of these options? Capture some examples of the questions used.

Will It Fly: How did the coach help the other person evaluate the options generated? Capture some examples of the questions used.

Do It By: Did the coach help the other person commit to a course of action? How did the coach do this? What did he/she say?


Programs From Newmarket Learning

A Question of Evidence: The Behavior-Based InterviewIf you like our program on Using Competencies Successfully you will like A Question of Evidence. This program focuses on using competencies for successful recruitment and selection.

Aim for Development: Setting Personal Development Objectives That WorkIf you need to help people devise personal development plans, you will love this program. It shows people how to combine their personal aspirations with their organization’s needs to devise development objectives to which they will be really committed.

Delivering Feedback: Fixing Performance ProblemsThis popular program deals with the thorny issue of how to tell people that they are not doing as well as they should, but in such a way that you motivate them to improve, rather than generate conflict.

Coaching: The Power of QuestionsWidely regarded as one of the best programs on coaching yet made, this complete training kit demonstrates to your people what they actually need to do to coach effectively – not just a theoretical model, but sound, practical advice on how to get the best out of people.

Gaining Commitment: Setting Performance Objectives That WorkPerformance objectives can be as specific, agreed upon and as time-bounded as you like, but unless they are actually achieved, they’re useless. This course provides new insights into getting team members emotionally and intellectually engaged in achieving their objectives. The manager plays a key role in engaging their people so that they want to achieve their agreed objectives. Managers also need to be able to explain how what they are doing fits into the overall corporate goals.

Using Competencies Successfully: Communicating the Way We Want People to WorkMost organizations have a competency framework in place. But not everyone is sure about the purpose. This powerful new training DVD is applicable for both managers as well as staff. Using Competencies Successfully explains what competencies are, why organizations put them in place and how they will impact promotions, appraisals and self-development efforts.


Instructor’s Notes


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