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This programme aims to provide senior managers with the skills of coaching so that the support they give others is effective and well received. The workshop will focus on developing a quick, informal style of coaching that can simply and easily be incorporated into the working day. By adopting a common coaching strategy the senior team can help to encourage and promote the development of employees thereby helping to develop key people on a continuous basis.
By attending this highly intensive and practical two-day course you will:
Senior managers who wish to improve the way they support and mentor others on an ad hoc basis as part of their work.
The phrase the ‘inner game’ is a term borrowed from sports psychology. It is a reference to the fact that what is going on inside a person’s head (their state of mind) is crucial to good performance. Here we consider the role perception and beliefs of the expert coach.
The underlying theory of (i) why it is important to coach employees, (ii) when it should be done, (iii) the advantages and disadvantages it can bring and (iv) the barriers that both manager and employee need to be aware of to ensure that a coaching project ends in success.
Expert coaches have outstanding communication and influencing skills that they use when working with their coachee’s.
Counselling interviews need to take place when the coachee is either unaware, or rejects, the need for coaching. The aim of the counselling interview is to gain agreement that an issue does indeed exist and then identify the reason why a ‘problem’ is occurring. The stage is then set to offer coaching help and support so the individual concerned can address the issue that has been specified.
Coaching, like any other management activity, is most effective when applied systematically, step by step. The process that Boulden suggests that managers and experts adopt is based on the concept of modelling. The idea is that when a person approaches a given task they tackle it using a set of rules or procedures known as a ‘model’. These ‘models’ are developed over time and often operate at a sub conscious level. They can become such an integral part of the way the individual lives his/her life that it can take a considerable effort of will to bring them ‘out into the open’ and make them explicit. ‘Experts’, in a given area, use highly effective models, less proficient people, in a given area, apply less appropriate procedures or models. The BMC system for capturing models is called the S3i coaching system and it is used as part of a six-stage coaching procedure:
The first stage in the coaching process is to identify that a need exists. There are four stages to this phase of the coaching cycle. They are:
The second step in the process is to create an ‘expert’ model against which to develop a colleague. The model indicates:
Self-concept - the role perception that a person needs to have in order to approach a particular task with conviction and the beliefs that support the role.
Skills - the tools and techniques that are needed to do the activity well.
System - the process and procedures that should be followed to be successful at the task in question.
Implementation – how to gain mastery of the task by first practising in a ‘safe’ environment and then transferring the Self-concept, Skills and System into the workplace.
The development of an expert model is followed by the development of an “assessment” checklist, which is used to determine how well the learner is putting the expert process model into practice.
To put it another way the “S3i expert model” is what goes on inside a person’s mind when they do the task in question. The “assessment” checklist is based on what an outside observer can see which allows him/her to infer that the person is following the expert model.
Having identified a need and developed the “S3i coaching system model” the coach’s role now is to ask questions and, by doing so, to uncover a model that the person they are coaching is currently using.
In this stage the coach leads his/her colleague to rethink his/her model and move to one more like the expert uses. Reshaping techniques include:
Getting a colleague to understand that a different model can achieve better results than their current approach is one thing; helping them to be able to use the information in the ‘real world’ is another. To be of use the new model must be applied ‘in action’. It is important to understand that competence comes only with repeated practice coupled with reflection on the results being achieved.
Feedback is based upon peer review using a Boulden assessment checklist. Completing the assessment checklist is not only valuable to the people involved in a given case study, it also helps those completing them to gain an in-depth understanding of the building blocks that make up an outstanding coach.
Further information on this course is available by contacting
Boulden Management Consultants:
via our Contact form
Tel: 0844 394 8877