1. Coaching forCoaching for
Optimal PerformanceOptimal Performance

2. ContentsContents
1. Benefits of Good Coaching
2. Characteristics of Good Coach
3. Elements of Good Coaching Session
4. Communication Skills for Effective Coaching
5. Five Steps of Coaching for Optimal Performance

3. Benefits of Good CoachingBenefits of Good Coaching
Improve employee performance
Help develop employee’s competence
Help diagnose performance problems
Help correct unsatisfactory performance
Foster productive working relationship

4. Characteristics ofCharacteristics of
Good CoachGood Coach

5. Characteristics of Good CoachCharacteristics of Good Coach
Positive
Goal
Oriented
Supportive
Focused Observant

6. Boss vs. CoachBoss vs. Coach
BossBoss
• Talks a lot
• Tells
• Presume
• Seeks control
• Orders
• Works on
• Assign blame
• Keeps distant
• Talks a lot
• Tells
• Presume
• Seeks control
• Orders
• Works on
• Assign blame
• Keeps distant
• Listens a lot
• Asks
• Explores
• Seeks commitment
• Challenges
• Work with
• Takes responsibility
• Makes contact
• Listens a lot
• Asks
• Explores
• Seeks commitment
• Challenges
• Work with
• Takes responsibility
• Makes contact
CoachCoach

7. Elements ofElements of
Good Coaching SessionGood Coaching Session

8. Elements of Good Coaching SessionElements of Good Coaching Session
EstablishEstablish
a purposea purpose
EstablishEstablish
groundground
rulesrules
KeepKeep
focusedfocused
DevelopDevelop
dialoguedialogue
SpeakSpeak
clearlyclearly
Discuss oneDiscuss one
specificspecific
issueissue

9. Communication Skills forCommunication Skills for
Effective CoachingEffective Coaching

10. Seven Communication Principles for CoachingSeven Communication Principles for Coaching
1. Soften the ‘you’s or change the into “I” to avoidavoid
sounding pushysounding pushy
• Instead of : ‘You’ll have to….’, say ‘Could you….’
Or ‘Would you be able to….’
2.2. Focus on the solutionFocus on the solution, not the problem
• Instead of ‘We’re out of milk….’, say ‘We will pop
down the shop for some milk’.

11. 3. Turn can’ts into canscan’ts into cans
• Instead of ‘We can’t do that until next week’, say
‘We’ll be able to do that next week’.
4.4. Take responsibilityTake responsibility – don’t lay blame
• Instead of ‘It’s not my fault’, say ‘Here’s what I can
do to fix that’.
Seven Communication Principles for CoachingSeven Communication Principles for Coaching

12. 5.5. Say what do you wantSay what do you want, not what you don’t want
• Instead of ‘Don’t drive too fast’, say ‘Drive carefully’
5.5. Focus on the futureFocus on the future, not the past
• Instead of “I’ve told you before not to……, say
‘From now on…….”
5.5. Share informationShare information rather than argue or accuse
• Instead of ‘No, you’re wrong’, say ‘I see it like
this….’
Seven Communication Principles for CoachingSeven Communication Principles for Coaching

13. Gather Good Information with your EARsGather Good Information with your EARs
EE – explore by asking questions
AA – affirm to show you’re listening
RR – reflect your understanding
SS – silence, listen some more

14. To listen more effectively…..To listen more effectively…..
Attend physicallyAttend physically – the right body language helps us to
focus on the speaker and encourages the speaker to give
us more information.
Attend mentallyAttend mentally – follow the speaker’s flow of thought,
listen to understand, not evaluate; listen first, then assess
Check it verballyCheck it verbally – paraphrase, clarify, probe further,
summarize your understanding

15. Good Habits of Effective ListenersGood Habits of Effective Listeners
• Looking at the speaker in order to observe body language
and pick up subtle nuances of speech
• Asking questions
• Giving speakers time to articulate their thoughts
• Letting people finish what they are saying before giving
their opinion
• Remaining poised, calm, and emotionally controlled
• Looking alert and interested
• Responding with nods and ‘uh-uhms’

16. Asking Questions in Coaching SessionAsking Questions in Coaching Session
An effective question is brief
An effective question is focused
An effective question is relevant
An effective question is constructive

17. Asking Questions in Coaching SessionAsking Questions in Coaching Session
An effective
question is
BRIEF
• The longer the question, the
more likely you are to louse it up
• Short sentences aren’t just easier
to understand, they are also
easier to say.
• To keep you question brief, think
about two things : 1) what do you
want to learn from the answer?
2) what words will best elicit this
information?

18. Asking Questions in Coaching SessionAsking Questions in Coaching Session
An effective
question is
FOCUSED
• Target a single and a particular
aspect of that subject per
question
• If you don’t, you may render any
answer meaningless

19. Asking Questions in Coaching SessionAsking Questions in Coaching Session
An effective
question is
RELEVANT
• Keep you questions on subject
and on target
• If an answer strays off the point,
tactfully refocus

20. Asking Questions in Coaching SessionAsking Questions in Coaching Session
An effective
question is
CONSTRUCTIVE
• You need to accentuate the
positive in your approach to
questioning, not because it make
you seem nicer, but because
your questions will be more
effective

21. Exploring QuestionsExploring Questions
Open
Questions
Open
Questions
Open questions yield lots of information
because they allow a person to explain what is
most important or interesting and encourage
elaboration.
Probing
Questions
Probing
Questions
Probing questions are those that relate to the
topic we want to explore further. They
encourage the speaker to flesh out the details.

22. Closed vs. Open QuestionsClosed vs. Open Questions
When did that happen? What led up to that?
Was your trip successful? What did you manage to
accomplish on your trip?
Did you like the candidate? In what ways do you think that
candidate meets our need?
Did you have a good meeting? What happened at the meeting?

23. Some Probing QuestionsSome Probing Questions
• Can you be more specifics?
• Can you give me an example of that?
• What happened then?
• For instance?
• How does this affect you?
• What might cause that, do you think?
• Can you fill me in on the details?

24. Five Steps forFive Steps for
Effective CoachingEffective Coaching

25. Five Steps of CoachingFive Steps of Coaching
Describe
performance
issue in a
professional
manner
Discuss the
causes of
the problem
Identify
and write
down
possible
solutions
Develop
specific
action
plan
Conduct
follow up
session

26. Describe Performance IssueDescribe Performance Issue
Describe
performance
issue a
professional
manner
• As you describe the problem, be
specific. Point out the acceptable levels
(quantity or quality) of performance and
show the employee exactly where
his/her output doesn't meet those levels
• Refer to any available data that will help
you indicate to the employee that there
is a problem
• It's important to open this discussion in
a positive, non-threatening way

27. Discuss the
causes of the
problem
• Remain relaxed and friendly
• Gather all the information you can
about the problem by asking open-
ended questions (general questions
beginning with words like "How,"
"What," "Who," and "When")
• These questions will bring you closer to
the source of the problem
Discuss the Causes of the ProblemDiscuss the Causes of the Problem

28. Discuss the
causes of the
problem
• You may find it appropriate to ask some
specific questions designed to clarify
and pinpoint causes
• This is a good time to listen and respond
with empathy, since the employee may
express concern or frustration over
factors which he/she feels cannot be
controlled
Discuss the Causes of the ProblemDiscuss the Causes of the Problem

29. Diagnosing Performance ProblemDiagnosing Performance Problem
Role ExpectationsRole ExpectationsRole ExpectationsRole Expectations
Ability (skills and knowledge)Ability (skills and knowledge)Ability (skills and knowledge)Ability (skills and knowledge)
Job DesignJob DesignJob DesignJob Design
Work EnvironmentWork EnvironmentWork EnvironmentWork Environment
Personal/Motivational ProblemPersonal/Motivational ProblemPersonal/Motivational ProblemPersonal/Motivational Problem
MostMost
performanceperformance
problems areproblems are
due to onedue to one
(or more) of(or more) of
five factors :five factors :

30. Diagnosing Performance ProblemDiagnosing Performance Problem
RoleRole
ExpectationsExpectations
RoleRole
ExpectationsExpectations
AbilityAbility
(skills and(skills and
knowledge)knowledge)
AbilityAbility
(skills and(skills and
knowledge)knowledge)
• Does the employee know what is
expected? Does s/he even know there
is a problem?
• Does the employee have the requisite
skills, abilities and aptitudes to perform
the job? Has s/he received training to
do the job?

31. Diagnosing Performance ProblemDiagnosing Performance Problem
Job DesignJob DesignJob DesignJob Design
WorkWork
EnvironmentEnvironment
WorkWork
EnvironmentEnvironment
• Does the employee have the necessary
tools and resources to perform the job?
Does the system support good
performance?
• Is good performance rewarded ... or
punished? Is poor performance
rewarded? Is the employee being
treated fairly? Do working conditions
support good performance?

32. Diagnosing Performance ProblemDiagnosing Performance Problem
Personal/Personal/
MotivationalMotivational
ProblemProblem
Personal/Personal/
MotivationalMotivational
ProblemProblem
• Does an issue or a problem exist in the
employee's personal life that may
contribute to poor performance? Is the
employee's attitude or morale
preventing the employee from
successfully applying his/her skills and
abilities?

33. Identify
possible
solutions
• After you have identified the likely
causes of the performance problem, you
will want to decide how to correct it
• The employee is closest to the problem -
so ask for his/her ideas and write them
down
• This not only enhances the employee's
self-esteem, but it provides a written
record of possible solutions
• The employee will be more committed to
solving the problem if he/she has had a
say in the solution
Identify Possible SolutionsIdentify Possible Solutions

34. Conduct
follow up
session
• Setting a date to meet again sends a
message to the employee that solving
the performance problem is important to
you
• It also tells the employee that you want
to know how well he/she is handling the
actions agreed upon
• A follow-up meeting enables you and the
employee to get together to discuss any
progress or problems and plan further
action
Conduct Follow Up SessionConduct Follow Up Session

35. THANK YOUTHANK YOU