A thought provoking pre-workshop questionnaire that is designed to ensure participants come ready to learn.
What is coaching?
The pros and cons of adopting a coaching approach
Current abilities as a coach
The actions that will enable success during the workshop
Managers are often very good at 'Getting the Job Done' through a directive management style, clear instruction and tight monitoring, but what if they spent a little more time investing in their people?
This first activity challenges managers to reflect on their current style of management. For many there will be the uncomfortable realisation that they don't coach as often as they should.
The pressures and attitudes that can drive managers to instruct rather than coach
The potential costs and benefits of instructing vs. coaching
The fundamental skills of a coach
This self-assessment questionnaire encourages participants to assess their abilities as a coach. What are the skills, attitudes and behaviours they need to use more of (or less of) if they are to as successful as possible? This questionnaire forms the basis of small group activity during which participants critique and coach each other.
To focus attention on the attitudes and skills required when coaching
To encourage everyone to critically assess his/her present attitudes and skills
To identify areas that he/she personally should aim to improve
To be effective during this task participants must adopt an approach consistent with the basic principles of effective coaching.
The objective is to help participants develop greater insights into the attitudes and skills behind effective coaching as well as the potential benefits, feelings and emotions that can be generated.
The difference in styles generated in this activity provides a powerful contrast with the styles that are likely to have been employed during the first practical activity.
The principles of effective coaching (in action)
Participants receive and discuss feedback on their performance as 'coaches'
Part 1 of the workshop concludes with everyone summarising their personal learning from part 1 and identifying the key elements that they should practice.
About one week prior to Part 2 participants are sent a worksheet to help them assess their progress and identify personal learning objectives for Part 2.
Planning how to identify, generate and make use of opportunities for practice and development before attending part 2
Participants should leave with a commitment to enact their plans after discussing their learning and their plans with their line manager
In Part 1 the learning was orientated around understanding the principles of coaching and coaching tangible tasks (e.g. assembling products). Part 2 moves on to coaching less tangible skills, e.g. communicating or even coaching.
The format of Part 2 is similar to Part 1 (activity followed by review). The session begins with small group structured reviews of personal progress to date and establishing and agreeing personal learning objectives. These personal objectives are then addressed through small group activities designed to involve everyone as the coach, the coached or the observer: the learning in Part 2 is very personal.
The whole programme finishes with individuals helping each other develop plans for the implementation of their learning and committing to coaching each over the following weeks.
How well did we implement our new coaching skills in the workplace?
Coaching less tangible skills, for example communication or leadership
Developing plans for applying learning