Coaching for success

Coaching for SuccessCoaching for Success
Todd M. GrivettiTodd M. Grivetti
MSN, RN, CCRN, CNMLMSN, RN, CCRN, CNML
President / CEO, Level V, Inc.President / CEO, Level V, Inc.

Four Step Coaching ProcessFour Step Coaching Process
Explain
Practice
Feedback
Demonstrate

Enhancing ConfidenceEnhancing Confidence
Reassure
ChallengeHelp

Enhancing ConfidenceEnhancing Confidence
 ReassureReassure
 Reassure the way they feel is normalReassure the way they feel is normal
 Share your own experiences by describing a time when you experienced lowShare your own experiences by describing a time when you experienced low
confidence.confidence.
 EncourageEncourage
 Challenge the person’s perception of themselves and the situationChallenge the person’s perception of themselves and the situation
 The may perceive obstacles where there are noneThe may perceive obstacles where there are none
 May feel overwhelmed by the size or unfamiliarity of the taskMay feel overwhelmed by the size or unfamiliarity of the task
 Remind them of their accomplishments and strengths in similar or related situationsRemind them of their accomplishments and strengths in similar or related situations
 Offer to help them make realistic assessments of the risksOffer to help them make realistic assessments of the risks
 Help them by discussing the worse possible outcome and then related it to the moreHelp them by discussing the worse possible outcome and then related it to the more
realistic outcomerealistic outcome
 HelpHelp
 Offer concrete helpOffer concrete help
 Do not leave the personal aloneDo not leave the personal alone
 Offer realistic and practical support (offer a private rehearsal of the program), or aOffer realistic and practical support (offer a private rehearsal of the program), or a
review of the draft.review of the draft.

Encouraging FlexibilityEncouraging Flexibility
 First in this process is to understand peoples’First in this process is to understand peoples’
psychological reactions to changepsychological reactions to change
 Three Common factorsThree Common factors
 FearFear
 UncertaintyUncertainty
 AngerAnger
 Learning to recognize these will allow you to helpLearning to recognize these will allow you to help
the person you are coachingthe person you are coaching

 UncertaintyUncertainty
 Most common reactionMost common reaction
 Provide them with information about what is going to happen in the futureProvide them with information about what is going to happen in the future
and how it will affect them.and how it will affect them.
 AngerAnger
 Often caused because the person has no control over what is happeningOften caused because the person has no control over what is happening
to them.to them.
 The most affective way to respond to anger is to directly involve theThe most affective way to respond to anger is to directly involve the
individual in the change.individual in the change.
 You allow them to have a say about how the change will affect them personallyYou allow them to have a say about how the change will affect them personally
 FearFear
 Common psychological responseCommon psychological response
 Provide reassurance, support and encouragement – Directly or Indirectly.Provide reassurance, support and encouragement – Directly or Indirectly.

 Strategies:Strategies:
 Exploring others’ concerns using questionsExploring others’ concerns using questions
 Focusing on the aspects of the situation that areFocusing on the aspects of the situation that are
likely to change the mostlikely to change the most
 Helping others to see the situation from a differentHelping others to see the situation from a different
perspectiveperspective
 Modeling flexibility to encourage the same behaviorModeling flexibility to encourage the same behavior
from others.from others.

 Resistance to change is usually caused by theResistance to change is usually caused by the
individual focusing on the disadvantages ofindividual focusing on the disadvantages of
changing and the advantages of not changingchanging and the advantages of not changing
 ReframeReframe
 Help the person see the change from a differentHelp the person see the change from a different
perspective. Ask:perspective. Ask:
 What are the advantages of changing?What are the advantages of changing?
 What are the disadvantages of not changing?What are the disadvantages of not changing?

 Modeling FlexibilityModeling Flexibility
 Provide the individual(s) you are coaching with anProvide the individual(s) you are coaching with an
example of how to be flexible with change.example of how to be flexible with change.
 If you model inflexibility, this gives the person youIf you model inflexibility, this gives the person you
are coaching the impression you are inflexible orare coaching the impression you are inflexible or
rigid and likely will be met with the same attitude.rigid and likely will be met with the same attitude.

Exploring FlexibilityExploring Flexibility
 In the following three scenarios, identify whichIn the following three scenarios, identify which
of the following best matches these skills:of the following best matches these skills:
 Exploring ConcernsExploring Concerns
 ReframingReframing
 Modeling FlexibilityModeling Flexibility

ScenariosScenarios

 Scenario One: RichardScenario One: Richard
 Mark, a member of my team is having difficulty withMark, a member of my team is having difficulty with
the new invoicing system the organization hasthe new invoicing system the organization has
recently introduced. During our discussion, I agreedrecently introduced. During our discussion, I agreed
to let him continue using the old system until heto let him continue using the old system until he
became more comfortable with the new system.became more comfortable with the new system.
Modeling FlexibilityModeling Flexibility

 Scenario Two: CarolineScenario Two: Caroline
 When discussing the introduction of a new qualityWhen discussing the introduction of a new quality
control procedure to the team, I discovered thatcontrol procedure to the team, I discovered that
Thomas was uncomfortable with the changes. IThomas was uncomfortable with the changes. I
asked him how he felt about his concerns andasked him how he felt about his concerns and
discovered he was worried about how fast he coulddiscovered he was worried about how fast he could
adapt to the changes.adapt to the changes.
Exploring ConcernsExploring Concerns

 Scenario Three: SeanScenario Three: Sean
 Our department is being relocated to the corporateOur department is being relocated to the corporate
office and several members of my team areoffice and several members of my team are
complaining about the disruption to their work. Icomplaining about the disruption to their work. I
told them the relocation will increase the efficiencytold them the relocation will increase the efficiency
of communication with the other units and that theof communication with the other units and that the
organization can only operate efficiently if it isorganization can only operate efficiently if it is
centralized.centralized.
ReframingReframing

Understanding FlexibilityUnderstanding Flexibility

U.S. Capital
Washington, DC, May 2010

Understanding ConflictUnderstanding Conflict
 Nature of ConflictNature of Conflict
 Which of the following best describe the three thingsWhich of the following best describe the three things
that happen during conflict?that happen during conflict?
 People Don’t ListenPeople Don’t Listen
 People tend to agree in the endPeople tend to agree in the end
 People become rigid and blamingPeople become rigid and blaming
 People don’t reach a solutionPeople don’t reach a solution
 People reach a solutionPeople reach a solution
 People form a relationshipPeople form a relationship

 Nature of ConflictNature of Conflict
 Which of the follow best describe the three thingsWhich of the follow best describe the three things
that happen during conflict?that happen during conflict?
 People Don’t ListenPeople Don’t Listen
 People agree in the endPeople agree in the end
 People become rigid and blamingPeople become rigid and blaming
 People don’t reach a solutionPeople don’t reach a solution
 People reach a solutionPeople reach a solution
 People form a relationshipPeople form a relationship

 The Conflict SpiralThe Conflict Spiral
 Nobody listens to each otherNobody listens to each other
 Anger and blaming beginAnger and blaming begin
 Lack of solutions being reachedLack of solutions being reached
 Often people in conflict are intent on havingOften people in conflict are intent on having
their say, they do not acknowledge what otherstheir say, they do not acknowledge what others
are saying.are saying.
 As conflict progresses, the people involved oftenAs conflict progresses, the people involved often
become rigid and begin blaming others.become rigid and begin blaming others.

 As conflict continues to spiral, people becomeAs conflict continues to spiral, people become
progressively angryprogressively angry
 In these situations, it is very unlikely a solution willIn these situations, it is very unlikely a solution will
be reaching without coaching.be reaching without coaching.
 When coaching to resolve conflict, you mayWhen coaching to resolve conflict, you may
need to apply this three step processneed to apply this three step process
 Break the conflict spiralBreak the conflict spiral
 Gain CooperationGain Cooperation
 Don’t compromiseDon’t compromise

 Break the conflict spiralBreak the conflict spiral
 Prevent interruptions between each otherPrevent interruptions between each other
 Control who is talking at any one timeControl who is talking at any one time
 Control what they are talking aboutControl what they are talking about
 You can break the conflict spiral by making a suggestion or simplyYou can break the conflict spiral by making a suggestion or simply
stating what you want the other party to do.stating what you want the other party to do.
 Gain cooperationGain cooperation
 Most effective way is to explore a plan that is acceptable toMost effective way is to explore a plan that is acceptable to
both parties.both parties.
 This can lead to a solution, resulting in both parties focusing on theThis can lead to a solution, resulting in both parties focusing on the
solution rather than the conflictsolution rather than the conflict

 Don’t CompromiseDon’t Compromise
 Simply do not accept a compromise solution becauseSimply do not accept a compromise solution because
this means that both parties have given upthis means that both parties have given up
something that is important to them.something that is important to them.
 Focus on the needs of all parties and stay inFocus on the needs of all parties and stay in
discussion until you have found a lateral solutiondiscussion until you have found a lateral solution
that meets everyone’s needs.that meets everyone’s needs.

Coaching to DevelopCoaching to Develop
MotivationMotivation

Developing MotivationDeveloping Motivation
Which of the these statements about motivation do youWhich of the these statements about motivation do you
thing are true and which are false?thing are true and which are false?
The best way to motivate someone is to lecture them on howThe best way to motivate someone is to lecture them on how
important it is that they make the effortimportant it is that they make the effort TRUETRUE FALSEFALSE
Money is the best motivatorMoney is the best motivator TRUETRUE FALSEFALSE
Unmotivated people can safely be left to handle customersUnmotivated people can safely be left to handle customers TRUETRUE FALSEFALSE
A team’s effectiveness depends on its ability to motivate itselfA team’s effectiveness depends on its ability to motivate itself TRUETRUE FALSEFALSE
People who are motivated are prepared to help othersPeople who are motivated are prepared to help others TRUETRUE FALSEFALSE
You should always attempt to coach someone to motivateYou should always attempt to coach someone to motivate
themselvesthemselves TRUETRUE FALSEFALSE
Unmotivated people will always listen to good adviseUnmotivated people will always listen to good advise TRUETRUE FALSEFALSE

What do you think are the four signs which indicate aWhat do you think are the four signs which indicate a
motivated person?motivated person?
They care about theirThey care about their
performanceperformance
They collaborate withThey collaborate with
othersothers
They initiate actionThey initiate action
They always agree withThey always agree with
othersothers
They initiate conflictThey initiate conflict They provide supportThey provide support

 When coaching to develop motivation, you the leaderWhen coaching to develop motivation, you the leader
need to determine who is and who is not motivated.need to determine who is and who is not motivated.
 Four characteristics for identifying a Motivated person:Four characteristics for identifying a Motivated person:
 They care about their performanceThey care about their performance
 Individually and on a teamIndividually and on a team
 Take initiative to problem solveTake initiative to problem solve
 Gauge how well do they collaborate to find ways to improveGauge how well do they collaborate to find ways to improve
performanceperformance
 Gauge how prepared are they to help others and provideGauge how prepared are they to help others and provide
mutual supportmutual support

 Characteristics of Unmotivated people:Characteristics of Unmotivated people:
 Appear uninterested in their own performanceAppear uninterested in their own performance
 Do Not initiate actionDo Not initiate action
 Do Not collaborateDo Not collaborate
 Do Not seek to find solutions to problemsDo Not seek to find solutions to problems
 Poor Attitude and lack of accountabilityPoor Attitude and lack of accountability
 Provide little or no support to othersProvide little or no support to others

 Common approaches to motivatingCommon approaches to motivating
 Offer incentivesOffer incentives
 Provides praise and recognitionProvides praise and recognition
 May be in the manner of a raise, opportunity to do more challengingMay be in the manner of a raise, opportunity to do more challenging
tasks, or some other type of incentivetasks, or some other type of incentive
 Give adviceGive advice
 Provide feedback on what they CAN DO to motivate themselvesProvide feedback on what they CAN DO to motivate themselves
 Ask questionsAsk questions
 Help the person identify their reason(s) for the lack of motivation.Help the person identify their reason(s) for the lack of motivation.
 This approach allows them to develop their own solutionsThis approach allows them to develop their own solutions

 Asking questions:Asking questions:
 Ask the What and how questionsAsk the What and how questions
 What can you do to change?What can you do to change?
 What do you need to make this happen?What do you need to make this happen?
 How can you make it less boring?How can you make it less boring?
 How can you challenge yourself?How can you challenge yourself?
 Stay silentStay silent
 Using silence places a subtle pressure on the person to respondUsing silence places a subtle pressure on the person to respond
 Push for more detailPush for more detail
 Utilize when the person begins to answer your questionsUtilize when the person begins to answer your questions
 Helps them explore a solutionHelps them explore a solution

 The key to coaching motivation is to let theThe key to coaching motivation is to let the
person work it out for themselves.person work it out for themselves.
 By using questions and avoiding giving advice,By using questions and avoiding giving advice,
you help others take responsibility solving theiryou help others take responsibility solving their
own motivational problems.own motivational problems.

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