2. Contents
• An Introduction to Derek Naude
• My Learning Style according to Kolb
• Framework Contextualisation
• Input
• The Managers Role as a conduit
• The dual role of the manager
• Throughput – the core and the mantle
• The core - An Integral Management Coaching Model
• The roadmap (mantle)
• Throughput summary
• Output (what do I bring to the coaching conversation)
3. An Introduction to Derek Naude
Experience and competencies :
• 20 years - Financial Services Sector experience in the People’
• “People’s practices” / Human Resources
• Training and Development and Talent Management.
• Masters degree in Industrial Psychology
• Masters degree in Management Coaching
A short summary of my core functions is :
• Currently : Head of Learning and Development for Woolworths
Financial Services
• Leadership Training
• Soft Skills Training
• Product, process, systems training
• Competency Matrix
• Succession planning and career development
• Project Management
• E learning campus
4. • Trust your experience
• Trust the learning process
• Redefine your relationship to
failure
• Let go of strong emotional
responses in order to learn from
failure
• Reassess your beliefs about how
you learn and what you good at
• Monitor the messages you send
yourself
• Balance you success /failure
accounts
5. Personal Introduction - Learning Style
My Kolb Learning Style :
I am a Diverger and my style characteristics are :
• Concrete Experience and Reflective Observation
• Greatest strength lies in imaginative ability
• Excels in the ability to view concrete situations from many perspectives
• Performs better in situations that call for generation of idea’s –
brainstorming
• Interested in people and inclined to be imaginative and emotional
• Broad cultural interests and tend to specialize in the arts
• Imaginative , innovative , easy going , observer, listener , questioner
6.
7. Personal Introduction
I would like to present my framework by way of :
• Input
– What informs me as a coach?
• Throughput
– Discuss my authentic coaching model in detail, looking at
the core and the mantle
• Output
– What are the intended outcomes of integrated coaching
8. Input
Life Purpose
• What do I assume about myself?
– I have an incredibly interest in behaviour and people’s
responses
– I am constantly amazed by other cultures and languages
and all that I can learn from our differences
– I am professional and have a strong corporate orientation
– I am highly committed to people development and potential
– I have a keen interest in motivation
– I believe that I am here to teach
9. Input continued..
• What do I assume about others?
– Everybody has self esteem challenges, we all wonder if we
are really good enough
– People are helpful and want to be the best they can, we are
all trying to overcome something
• Beliefs
– About Life
• We will never fully understand everything but we must
never stop learning and striving and trying
• There is a master plan
• We are fully responsible for everything that happens in
our lives (life is fair)
10. Input continued..
– About People
• We all have choices
• We all have talents and abilities beyond our wildest
imagination
• We all have hopes and dreams
• We all want to be happy and we always wish the best for
those we love
• We all have judgments and prejudices about ourselves
and others
• We all have an inherent ability and will to survive
11. Input continued..
• Values
– Continuous Self Improvement
– To continue to learn about myself
– To be respectful and compliant
– To trust the processes happening in my life
12. Input continued.. Input continued..
• Who informs me?
Who Informs me :
– Karl Jung (Client-Centered Therapy 1951)
• Carl Jung • All organisms have an actualizing tendency (all creatures strive
to make the very best of their existence)
• We value positive regard (love, affection, attention and
Freud said that nurturance)
the goal of therapy was to make the unconscious conscious
• One technique that Rogerians are known for..Reflection; the
A younger colleague of Freud, Carl Jung, was to make the exploration of "inner
mirroring of emotional communication
• work.
space" his life'sA therapist must have three special qualities to be effective:
– Congruence; genuineness and honesty with the client.
– Empathy; the ability to feel what the of course, and
He went equipped with a background in Freudian theory, client feels. with an
– Respect; acceptance and unconditional positive regard
apparently inexhaustible knowledge of mythology, religion, and philosophy. towards
the client.
Jung was especially professionals years I was asking of complex mysticalcan I treat, or
“In my early knowledgeable in the symbolism the question: How traditions
such as Gnosticism, Alchemy, Kabala,Now similar traditions in question in this way: How
cure, or change this person? and I would phrase the Hinduism and
Buddhism. I provide a relationship which this person may use for his own personal
can
growth?” Carl Rogers
If anyone could make sense of the unconscious and its habit of revealing itself only
in symbolic form, it would be Carl Jung.
13. Input continued.. Input continued..
• Who informs me?
– Karl Jung (Client-Centered Therapy 1951)
• All organisms have an actualizing tendency (all creatures strive
to make the very best of their existence)
• We value positive regard (love, affection, attention and
nurturance)
• One technique that Rogerians are known for..Reflection; the
mirroring of emotional communication
• A therapist must have three special qualities to be effective:
– Congruence; genuineness and honesty with the client.
– Empathy; the ability to feel what the client feels.
– Respect; acceptance and unconditional positive regard towards
the client.
“In my early professionals years I was asking the question: How can I treat, or
cure, or change this person? Now I would phrase the question in this way: How
can I provide a relationship which this person may use for his own personal
growth?” Carl Rogers
14. The Limbic Brain
emotion, behavior,
motivation, long-
term memory, and
olfaction.
Dr Dorrian Aiken
15. Input continued..
My coaching model focuses on doing research to determine the impact that coaching
can have on middle managers who are often referred to as operational or line managers
or even the backbone of the business.
• The fundamental purpose of this topic is to unearth and investigate a business case and
business need for an integrated coaching model aimed at middle managers.
• These managers are the executers, the team that makes it all happen. Middle
managers are expected to lead and to manage and they function within a highly
demanding competency model and people management framework.
•Middle managers get the work done and deliver desired results.
•They are expected to build a team culture which includes a commitment to diversity,
relationship building and relationship management, it also includes conflict management
but most importantly middle managers have to foster responsibility. A key deliverable or
performance area against which middle managers are measured is developing people
and this includes: on the job training and development, providing informal feedback and
career development for team members.
• Because middle managers get the job done it is imperative that they are skilled at
prioritizing and allocating work and what this means is that they need to be able to
delegate work, manage project goals and prioritize time and resources
16. Input continued..
• Middle managers are expected to assess and reward performance, a very
critical key performance area, especially during economically challenging
times.
• It can be argued that it is at this point that managers need coaching the
most. Assessing and rewarding performance involves providing reward and
recognition to the team members by equitably applying criteria for
promotion and financial reward.
• Middle managers must visibly champion the accomplishments of the team
members to the senior management team and of course reward individuals
and indeed the whole team for their service to the business and to the
clients.
17. Input continued..
According to Scholtes (1998 : 21)
• Manage performance to deliver results
• Coach and provide feedback
• Communicate
• Delegate and empower
• Create an inclusive environment
• Select Talented People
• Deliver the business
• Plan and Improve
• Work cross functionally
18. Input cont…
According to the Corporate Leadership Council : Corporate Leadership Council (2008), “Managing
for Performance and Retention” [Internet] Available from : www.clc.com [accessed 26/12/10]
• Effective people management leads to improved performance. Why focus on people
management then ? Since line managers control many of the most effective drivers of employee
performance they can act to improve the performance of their employees substantially, making
effective people management critical for organizational success.
• Effective people management leads to increased retention. Effective people management has a
sizeable impact not only on performance but also on retention. Excellence in people management
directly influences intent to stay with the organization and thereby reduces probability of
departure.
The manager’s role is actually that of a “conduit”, what that means is that managers not only
generate commitment to themselves but also play a crucial role in building employee commitment
to day to day work, teams and the organization. Managers through their role as the primary
connection between the employee and the organization, directly shape an employee’s perception
of teams, the organization, and their job. Through this influence , managers magnify (or diminish)
employee commitment , thereby serving as a critical leverage point for maximizing the impact that
teams, the organization and day to day work have on employee performance and retention (intent
to stay).
20. Commitment
There are two types of employee commitments : rational commitment and
emotional commitment.
These commitments act through four focal points, namely: day to day work, the
team, the direct manager and the organisation as a whole. Employees can
commit in two principle ways, put simply rational commitment is commitment
of the mind while emotional commitment is commitment of the heart.
For the individual employee, commitment affects their level of discretionary
effort and intent to stay at the organization and these outcomes translate into
increased performance and retention for the business overall.
22. “The leader of the past knew how to
tell, the leader of the future will know
how to ask.”
Peter Drucker
23. What is Performance Coaching ?
A way of working with people that improves performance, accelerates
learning, and facilitates development
A skill that relies on effective communication and interpersonal skills as well
as an understanding of the coaching situation
A process that can be used to maximize effectiveness by helping managers
and coaches motivate, develop, instruct and collaborate with individual
employees and teams to get the most out of their current performance and
address development needs
24. Types of Coaching
Formal
“Designated” - defined relationship
Clear parameters for outcomes, follow-up, measures
Individual or group
Informal
Coaching a non-direct report
No specific agreement/parameters
Individual or group
Management
Manager coaching a direct report
Within context of supervisory relationship
Focus on learning/development; manager does not want to be directive
25. A simple but effective Performance Coaching Model
26. Process Steps :
Process Establish Assess Define Determine, Follow-up/ On-going
Step: the Situation Desired Commit to Measure Coaching
Coaching Outcomes Take Success
Relationship Actions
Need: Reciprocal Identify root Identify desired Determine Indications of Reinforce
relationship cause goals and possible success positive
outcomes actions change
Establish trust Match
coaching to Identify Sustain
need (skill, enablers and commitment
motivation or obstacles
opportunity
gap) Achieve
desired results
27. Effective Feedback
• Reinforcement:
Context: What was the situation, when did this occur?
Action: What exactly did you do/say?
Result: What was the impact?
• Corrective:
Context: What was the situation, when did this occur?
Action: What exactly did you do/say?
Result: What was the impact?
Alternative: What could you say/do instead?
Result: What would be the result of that?
28. Coaching Competencies
Building trusting, credible
relationships
Asking effective questions
Listening actively
Identifying patterns, themes
Providing helpful feedback
Defining goals and outcomes
Eliciting possible solutions
Anticipating possible problems
Empowering and motivating
Ensuring follow through
Measuring success
Seizing coachable moments
33. Throughput – How do I coach “You are always already enlightened”
Questioning
What is important to
Techniques
you?: Personally /
Which business
Professionally
challenges are you
facing? (What is the
situation now?)
What resources do
you need to make
changes What keeps you
from getting the
results you want?
(What is the
situation as you
want it to be)
What action steps
What will keep the
can you take?
situation from
(commitment)
changing
35. “If you don’t have much going wrong
with your life, then you don’t have much
going on in your life.”
Larry Winget
36. Throughput – How do I coach ( a linear view )
Coach and client find each
other, determine what
Contracting regulates their relationship
Brief client on framework
and fees
Active Listening
Current Reality – Business The Heart of the matter
Challenges The Individual, team and the
organization
GROW
Explore the future Goals
What is the situation as you Reality
want it to be (your vision of Options
the future) Will (what will you do)
Challenges of Change What is stopping you ?
37. Throughput – How do I coach
What Action Steps can you
take (commitment) Create a vision for the future
Resources (what resources
do you have and what do you People Development
need) Tools and systems
What is important to you : Self Exploration
personally Values
Aspirations
and professionally
Hopes
Summary of discussion
Intervention Review What is the plan of action
Reflection
38. Integral Coaching Model : A case study of implementation
Case Study:
Senior Project Manager on Project Union
Female – 16 years experience in Financial Services, BComm Honours
Team of 8 people : Project Managers, Business Analysts, Systems Analysts, Communications
Manager
Motivation Observable behaviours :
Confidence client centricity, relationship
Drivers management, employee
Determination perceptions
Goals
The Team
The organisation Economic Sectors
The Task Teams The Financial Markets
Risk Communities of Practice
Compliance The Legal Framework
Systems (Performance Standard Operating
Management Procedures
Service Level agreements
39.
40.
41. Output (what do I bring to the coaching conversation)
The client can expect the following from a coaching intervention
• A contractual arrangement which focuses on relationship
management
• Intervening : clear meaningful contact , a story telling opportunity
• Unit of work focus : the heart of matter, beginning, middle and end,
incisive questions will play a role here
• As the coach I will “see the process” not work with the content, this
is about a “thinking partnership”
• A learning contract and discussion of learning styles
• Psychometric Assessment
• Reflection techniques
• Coaching Ethics and confidentiality
42.
43. Output – what are the outcomes of coaching using an integral model
• A higher level of self awareness
• Relationship Management awareness and considerations
• Team behaviour exploration
• Management Skills
• Levels of motivation (what enthuses you to get up in the morning)
• Values, beliefs, feelings (the heart and the head)
• Goals and performance
• Improved performance
• Continuous reflection – learning and practice
• Happiness audit
• Identifying preference behaviours
44.
45. Ethical considerations
The underlying principles of the work of a coach with middle managers :
•Every person is doing the best that they can given the field conditions they
experience
•There are no “good guys” and “bad guys”: all people have created patterns of
functioning in the world (their “contact style”) in order to survive and negotiate
their existence
•The reality of each person is valid and as such, worthy of attention and
affirmation; this constitutes a profoundly humanitarian approach to people
•We openly and intentionally take time to create a relationship appropriate for
the work
•We work with the client’s process in the here and now
46. Ethical considerations
The underlying principles of the work of a coach with middle managers cont :
•Our intention is to raise and heighten the client’s awareness of themselves and
their perception of the issue/problem they are working on
•Heightened awareness brings more data to a client‟s decision-making, and
thereby gives more / different choices for action
•Supporting a change process in our clients means supporting them to be more
fully who/what they are, not from trying to be something different
•We raise awareness by observing and selecting phenomenological data and
feeding this back to the client (the science of our work)
47. Ethical considerations
The underlying principles of the work of a coach with middle managers cont :
•We give feedback in ways that can be heard and absorbed by the client, using
succinct, clear, direct expression, sometimes using metaphors (the artistry of
our work)
•We keep ourselves on the boundary / margin of the client's process, we are
not an actor in their drama, but a stage manager of the coaching session
•Change is the choice of the client
•Resistance to change is healthy and part of the change process
•Action is not the purpose of the process, but is in service of an overall process
designed for learning and change
48. “Remember, no matter what your background
is and what your current circumstances are, you
have the capacity to take action.
This is one of the golden threads of humanity -
we all have the power to act in a way that will
improve the quality of our lives.”
Robin Sharma
