A basic understanding of coaching people for effective performance.

1. COACHING PEOPLE

2. “YOU CANNOT TEACH A MAN ANYTHING.
YOU CAN HELP HIM DISCOVER IT WITHIN
HIMSELF”
– Galileo Galilei

4. COACHING IS
• A means for learning & development
• Guiding someone towards her or his goals
• Mutual sharing of experiences and opinions to
create agreed-upon outcomes.

5. COACHING IS NOT..
• An opportunity to correct someone’s behaviour
or action.
• Directing someone to take actions to meet goals.
• Being the expert or supervisor with all the
answers.

7. WHAT IS COACHING?
• An opportunity to contribute to another
person’s development.
• It is a two-way partnership where you both
share knowledge and experience in order to
maximize the coachee’s potential and help her
achieve her goals.

9. • Coaching is based on mutual agreement, it is not
appropriate for every situation.

10. PURPOSE MATTERS..
• Through coaching, you can help others to
- maximize individual strength
- overcome personal obstacles
- reach their full potential through continuous
learning.
- Achieve new skills and competencies to become
more effective.

11. - Prepare themselves for newer responsibilities
- Manage themselves
- Clarify and work towards performance goals.
- Increase their job satisfaction and motivation

12. BENEFITS OF COACHING..
• Improving working relationships between
manager and direct reports.
• Developing more productive teams
• using organizational resources more effectively.
“Take advantage of every opportunity – provide coaching when people ask for it”

13. NEED OF COACHING
• Unlike performance review and goal setting,
coaching is an ongoing process.
• Occurs as the need or opportunity arises.
• More often coaching occurs informally as you
interact with direct reports and peers in person,
by phone or via emails

14. HOW TO KNOW
WHEN TO COACH

15. • At times, a manger has to focus more on people
than on tasks, this is one of the occasions to
coach..
• When you sense that direct report is
- Having problems accomplishing his jobs
- Become a bit bored with the routine
- Causing friction among your team
- Stumbling while working on certain tasks

16. OBSERVING
• Observing a coachee will enhance your ability to
offer informed, relevant, timely advice.
• Need to observe the person’s behaviour
formally ( during joint sales calls) and
informally (during a meeting)

17. Identify strengths and weaknesses in two ways:
1) How the coachee’s behaviour affects his co-
workers.
2) How the coachee’s behaviour affects his own
ability to achieve his own goals.
“Coaching is on going. Don’t expect to solve a problem in a single coaching session”

18. OBSERVATION PROCESS

19. PREPARE PRELIMINARY QUESTIONS
• What is the person doing or not doing
effectively? Be as precise as you can.
• What effect does the person’s behaviour have on
achieving your group’s goal or individual
objectives?
• What effect does the behaviour have on other
members of the team?

20. AVOID PREMATURE JUDGMENT
• Be neutral observer, so think in terms of actual
events and not about causes.
“Coaching is ongoing. Don’t expect to solve a problem in a single coaching session”.

21. REFLECT ON YOUR OBSERVATIONS
• After careful observation, you may decide that
the person does have a problem that coaching
could resolve.
• Or you could conclude that the problem lies not
with the original team member, but with another
person or even with team dynamics.

22. TEST YOUR THEORIES
• Continue to observe, particularly if you don’t
feel comfortable with your perceptions.
• Where appropriate, discuss the situation with
others – trusted peers – to get their
perspectives.
• Also, consider any cross – culture issues that
might help you better understand the situation
or person involved.

23. EXAMINE YOUR OWN MOTIVES..
• Before suggesting coaching to someone you
think is a problem performer, take a close look at
your own behaviour first.
• Ask if you might be contributing to the problem.

24. HOW CAN YOU CONTRIBUTE TO THE
PROBLEM?

25. UNREALISTIC EXPECTATIONS
• Ask, Am I using my own performance as a
yardstick to measure others?

26. INTERFERING FEELINGS
• Ask yourself, “Is it hard for me to identify with
someone who’s having a problem?”

27. FAILING TO LISTEN
• Ask yourself, Have I missed a chance to listen?
• People don’t always know what kind of help
they need or exactly how to ask for it.

28. FAILING TO PRAISE
• Have I remembered to give a positive feedback?
• Often managers forget to take the time to look
for opportunities to give positive feedback.
• Overtime an absence of positive feedback could
contribute to a direct report’s problem behaviour
or attitude.

29. ACTING ON YOUR WORDS
• Am I a good role model?
• If you view good listening skills as important in
cultivating good teamwork, then model those
skills for others every chance you get.

31. HOW TO
DEVELOP
COACHING
SKILLS?

33. TO BE EFFECTIVE,
WORK ON MASTERING THE FOLLOWING..
• Listen actively
• Asking the right question
• Advocating your opinion
• Giving feedback as a coach
• Receiving feedback as a coach
• Building agreement
“Those who coach regularly, coach better. Find opportunities to develop your coaching skills”

34. LISTEN ACTIVELY
• As a coach you need to be tuned into the other
person’s feelings and motivations.
• Do this through active listening.
• Active listening encourages communication and
puts other people at ease.

35. TO BE AN ACTIVE LISTENER
• Maintain Eye contact with the coachee.
• Smile to put the other person at ease.
• Avoid anything that will distract your attention.
• Be sensitive to body language such as posture and arm
position.
• Listen first and evaluate later.
• Do not interrupt the other person except to ask
questions to clarify and to encourage him to continue.
• Wait until after he has finished talking to plan your
response.

36. ASK QUESTIONS
• It is a valuable tool to understand and
determine other persons perspective.
• Use open and closed ended questions.

37. OPEN ENDED QUESTION TO..
• Explore alternatives
• Uncover attitudes or needs
• Establish priorities and allow elaboration

38. CLOSED ENDED QUESTION TO..
• Focus the response
• Confirm what other person has said.

39. ADVOCATE FOR YOUR OPINION..
• Effective coach offer ideas and advices in a way
that person receiving it can hear them, respond
to them, and consider their value.

40. STEPS TO ADVOCATE
• Describe individual’s situation as you see it.
• State your opinion about the situation.
• Make the thoughts behind your opinion explicit,
and share your experiences.
• Encourage the other person to provide his/her
perspective

41. GIVE FEEDBACK AS A COACH
• Giving and receiving feedback is a critical part
of managing in general, but it is an especially
important part of coaching.

42. WHEN GIVING FEEDBACK...
• Focus on behaviour.
• Avoid judgemental language, which only makes people
defensive.
• Be specific. Avoid generalizations.
• Be sincere. Give feedback with the clear intent of helping
the person improve.
• Be realistic. Focus on factors that the other person can
control.
• Give feedback early and often in the coaching process.

43. RECEIVING FEEDBACKS
• Need to be open for feedback on how effective
you are as a coach.
• It helps to develop management styles and
create greater trust among members of their
group.

44. TO IMPROVE YOU NEED TO
• Ask specific information.
• Ask for clarification on feedback received
• Be willing to receive both negative and positive
feedback.
• Encourage the other person to avoid emotion-
laden terms.
• Don’t be defensive.
• Thank the person to share feedback.

45. BUILD AGREEMENT

46. • It is the foundation of coaching.
• Build an agreement in the beginning as you
commit to working together, and throughout
relationship as you pursue thee coaching
objective.

47. HOW TO MANAGE A COACHING
SESSION?

48. • Most of the coaching you’ll do will be informal
and impromptu as situation arise.

49. PREPARE FOR THE COACHING SESSION
• In what area is the coaching needed?
• What are the desired outcomes?
• What is at stake?
• What is the particular purpose?
• What are the difficulties and how will you
handle them?

50. CONDUCTING THE COACHING SESSION
• Surety of understanding of the session’s goals
• Keep tone positive. Emphasize your sincerity in
wanting to help the other person.
• Exchange perspectives on the situation or
opportunity at hand.
• Present relevant data you have gathered during
your observation of the coachee.

51. DEVELOP AN ACTION PLAN
• Helping to ensure that the goals are realistic
• Helping the coachee prioritize the tasks needed
to achieve goals.
• Highlighting potential obstacles.
• Brainstorming potential solutions
• Determining what additional coaching support
will be required.
“If you initiate the coaching, identify the areas of need.
If the other person initiated coaching, ask for details about the desired area of development”

52. COACH BEYOND THE SESSION
• Effective coaching includes follow up that
checks progress and evaluates effects on coachee
and the team.
“Set small milestones to build confidence and maintain motivation”

53. FOLLOW UP INCLUDES
• Asking what is going well and what is not.
• Sharing your observations and reinforcing
positive progress.
• Looking for opportunities for continued
coaching and feedback
• Identifying possible modifications to the action
plan
• Asking how the coaching session was helpful and
what could be improved.

54. HOW TO CUSTOMIZE YOUR COACHING

55. SELECTING A COACHING STYLE
• Not all people or situations are the same, so you
need to master some different coaching styles to
adapt to different circumstances.

56. FACTORS AFFECTING COACHING
• Kuklinski (1990), Douge and Hastie (1993)
stated that factors affecting coaching styles were:
▫ Gender, team/individual sports, age and type of
sport
▫ The athletes aspirations
• Abraham and Collins (1998) provided a review
of literature of factors affecting coaching styles
and similar findings were seen

57. • Rogers (2007) did a report on coaches behaviour
and found several factors that could influence
behaviour:
▫ Competitive experience as an athlete
▫ Hours of coaching per week
▫ Individual/team sports
• Nevertheless, a better understanding in the
relationship between coaches and athletes is
needed.
• A coach can change their style at will, however,
there is little evidence supporting this statement.

58. COACHES BEHAVIOUR STUDY
• Research into coaches behaviour and athletes
self-talk was studied.
▫ 243 subjects had to take the athletes’ positive and
negative self-talk scale, to asses how much they
use self-talk (positive or negative)
▫ Coaches positive and negative statement scale and
Coaching Behaviour Questionnaire.
• Results state that a coaches behaviour and
statements have a direct impact on athletes self-
confidence

59. BALANCING THE TRIAD
BALANCING
TRIAD
OPTIMAL
PERFORMANCE
OPTIMAL
DEVELOPMENT
OPTIMAL
EXPERIENCES

60. COACHING STYLES
• Directive
• Supportive
• Autocratic coaching style
• Democratic coaching style
• Humanistic approach

61. DIRECTIVE APPROACH
Used for
- Developing skills and
- Providing answers.

62. SUPPORTIVE APPROACH
Used for
- Facilitating problem solving
- Building self confidence
- Encouraging employees to learn on their own
- Serving as a resource for others

63. IMPORTANT FOR..
• Performers who meet current standards of
performance and need to prepare to take on a
new or greater responsibilities.

64. FOR SUPPORTIVE APPROACH..
• Recognize the good work.
• Enter into a realistic and open ended discussion
of career goals
• Identify the knowledge, skills and commitment
needed for different career possibilities.
• Ask them in what areas they see a growth and
development to qualify for a new job
opportunity.

65. • Work to develop a mutually acceptable plan for
acquiring the requisite skills and knowledge.
• Follow up on that plan at a regular intervals wit
measurement and feedback
• Invite them to use their experience and
expertise to coach others

66. AUTOCRATIC STYLE..INTENSE STYLE
• Coaching behaviour involving independent
decision making and stresses the personal
authority of the coach but not the coachee.

67. ADVANTAGES
• Coach supports hard work
• Coach works hard
• Prepared for any type of competition

68. DISADVANTAGE
• Performers put of by the demands
• Emotional outburst from coach
• The less motivated performers are overlooked

69. DEMOCRATIC APPROACH..THE NICE GUY STYLE
• Coaching behaviour allowing high levels of
participation by the coachee in decision making,
goals, practice, tactics and strategies

70. ADVANTAGE
• Cohesive team
• Relaxed atmosphere

71. DISADVANTAGE
• Coach may be seen as weak
• Socially inhibited athletes overlooked

72. HUMANISTIC APPROACH
• Are the beliefs and values focusing
predominantly on the coachee’s personal growth
through an active engagement in the coaching
experience (Cross & Lyle, 2003).
• Is a person-centred philosophy or ideology that
emphasises the empowerment of the individual
towards achieve personal goals within a
facilitative interpersonal relationship (Lyle,
2006).

73. HUMANISTIC APPROACH
• Hogg (1995) stated that the relationship between
a coachee and coach should start as a more
directive relationship, gradually sharing
relationship and eventually, independence for
the athlete.

74. Hogg’s model in the evolving
relationship between coach and
coachee
Humanistic approach
12 years &
under
13-15 years 16-17
years
18 years &
over
• early experience
• coach
dependence
• developing and
collaborating
•Coachee/coach
dependence
• empowerment
• Coachee
independence
Authoritarian Power sharing

75. CONFIDENCE IN ONESELF HELP OTHERS DEVELOP

76. PLAY A ROLE OF EVALUATOR AND COACH
• As a evaluator, review the performance of your
direct reports.
• As a coach, you look ways to help them grow
and improve.
• The key to manage the dual role of evaluator
and coach is creating an atmosphere of trust.

77. COACHING PHILOSOPHIES

78. • “My coaching philosophy is:
I am a firm believer that if you have knowledge pass it
on to those who do not. I also believe that playing sports
as a child not only builds character and confidence but
also gives a sense of accomplishment. It also prepares
children for life, teaching them about working as a
team or as a team player, not as an individual. I also
feel it can bring a child out of his/her shell or shyness.”
- Coach George Hornung, Head Coach, Stafford Soccer
Club

79. “I am a Coach because of my passion for my work.
I am able to foster the growth of my players
through the numerous opportunities I am fortunate
to provide. I will mould a group of individuals to
communicate, to be responsible and to hold
themselves accountable. I believe in nurturing their
dreams to be the best on and off the court. I
developed this into words when I attended the
Women’s Coaches Academy a few years ago. I look
at it often and keep a journal for my own use
during the season to help me grow and develop as a
Coach.”
Samantha A Lambert, Head Volleyball Coach,
Rhodes College, Memphis

80. “Simply put, I try to build high self-esteem in each one
of my players. I do that the same way an informed
parent would do, by accepting the player for who
he/she is. That is the baseline and from there we build
on the strength of their personality and work to shore
up the areas that are not as strong. I believe a person
will seldom, if ever, outperform his/her self-image. So
the question is how do you accept a person for just who
he/she is? It is my belief, if you get a team with all the
players performing up to their positive confident self-
image you will have a winning team.”
- Jay Loar. Director of Golf & Head Coach SMU Golf
Southern Methodist University – Men’s Golf