1. WELCOME
COACHING SKILLS FOR MANAGERS

2. YOUR LEARNING EXPECTATIONS

3. Main objectives of this program are,
 To equip the managers with the foundation of knowledge and
awareness of coaching skills
 To empower talents to take ownership of their performance and
development in the Talents Development Program
 To provide the support structure for the talents to excel in their
performance
 To be the catalyst to build top-performing talents aligning
corporate vision, mission and objectives consistent with
competencies and core values of the organisation
WHAT’S IN IT FOR YOU

4. • Introduction
• “Getting to Know You”
• Objectives
• Managing Expectations
• Coaching Definition & Fundamentals
• Coaching Ethics
• Listening Levels
• Practise Listening
• GROW Model
• Key issues
• Coaching Practise Sessions
• Debriefing
• Support Documents
• Q & A
• Closing
WORKSHOP COACHING TOPICS

5.  Coaching helps people to take charge of their own
development, to release their potential and to achieve
results which they value.
 The coach works with clients to achieve speedy,
increased and sustainable effectiveness in their lives
and careers through focused learning. The coach’s sole
aim is to work with the client to achieve all of the
client’s potential – as defined by the client.
EXPLORING COACHING

6. • Coaching:
Coaching is partnering with clients in a thought-
provoking and creative process that inspires them to
maximize their personal and professional potential.
• A professional coaching relationship:
A professional coaching relationship exists when
coaching includes a business agreement or contract that
defines the responsibilities of each party.
DEFINITION OF COACHING

7. FROM TO
CURRENT STATE DESIRED STATE
Current Way
Of Being
New Way
Of Being
Where do you want to be?
What can you do to get there?
Where are you now?
COACHING IS ABOUT MOVING

8. THE DEVELOPMENT CYCLE

9. COACHING DEVELOPMENT PLAN
BERNAS’ Talent Coaching Program include the following;
• 2 days Coaching Workshop
• One-to-one Coaching of the Apprentice
• Psychometric Personality Profiling of the Apprentice
The 2 days coaching workshop is to understand the coaching process, the
mindset, and the principles behind this approach.
The coach will apply the coaching knowledge and follow the steps of an
effective Coaching Model using Coaching Workbook. This will help
identify the action steps, deadlines, responsibilities and implementation
to achieve short-term to medium-term strategies.
Psychometric Personality Profiling is to understand the Apprentice’s
personality and map against traits relevant to the job requirements.

10. WORKSHOP MODULE OUTLINE
• Definition
• Fundamentals of Coaching
• Levels of Listening
• The GROW Coaching Model
• Practice Session

11. What’s Different About Coaching
• Ask vs. Tell approach
• Focus on the employee—it’s about their development
• Not about “fixing” anyone
• Specific skills
• Asking powerful questions
• Allowing the employee to create their own solutions based on
clear, shared expectations and goals
• Clear accountability structure for action & outcomes
11
WHAT IS COACHING?

12. • Engaging in a discovery
process
• Establish an environment
where people can grow
• Using a repeatable process
• Investing in sustained
behaviour change
• Developing continuous
learning
• Focusing on the individual
without consideration of the
organization
• Checking on the status of actions
without focusing on behavioral
changes
• Intervening only once
• Fixing only performance
problems
• Telling the individual what to do
• Coaching “is” • Coaching “is Not”
WHAT COACHING “IS” AND “IS NOT”

13. Coaching helps all your people, when you coach employees,
you improve their ability to do their current jobs and increase
their potential to do more in the future.
COACHING, COUNSELING & MENTORING

14. Counseling, on the other hand, addresses problem performers,
people whose bad habits have become chronic. Taking care of
people problems when they arise may cost you 10% of your
time, seems like a lot. If you don’t deal with them, however
you may find yourself spending 50% of your time trying to put
out the fire.
COACHING, COUNSELING & MENTORING

15. Mentoring is reserved for your most talented employees/scholars ,
work with these people, help them advance, and they will
become assets now and in the future. Ignore them, and they
will find someone else - maybe a competitor – who appreciates
their talents.
COACHING, COUNSELING & MENTORING

16. • Assist talents to achieve
their desired goals
• Provide process to help
talents make behavioral
shifts
• Action-oriented, goal-
focused process
• Investing in sustained
behavior change
• Developing talents
• Assists employees achieve
their desired goals
• Provide functional and
technical expertise to
employees
• Growth oriented for
employees seeking career
advancement
• Coaching • Mentoring
COACHING & MENTORING

17. UNDERSTANDING THE DIFFERENT APPROACHES

18. UNDERSTANDING THE DIFFERENT APPROACHES – CONT.

19. • An ICF Professional Coach:
An ICF Professional Coach also agrees to practice the ICF
Professional Core Competencies and pledges
accountability to the ICF Code of Ethics.
DEFINITION OF COACHING

20. Setting the Foundation
Meeting Ethical guidelines
and Professional Standards
Establish the Coaching
Agreement
Communicating Effectively
Active Listening
Powerful Questioning
Direct Communication
Co-creating the Relationship
Establish Trust and Intimacy
with the Client
Coaching Presence
Facilitating Learning and
Results
Creating awareness
Designing Actions
Planning and Goal Setting
Managing Progress and
Accountability
ICF COACHING COMPETENCIES

21. LEVELS OF LISTENING

22. We can do this by:
• Quietening our mind. Giving 100% of our attention.
• Being non-judgmental.
• Paraphrasing-repeat what they have said in your words
to demonstrate that you have understood the
discussion and you have been actively listening
LISTENING TO UNDERSTAND

23. Active listening is listening and responding that focuses the
attention on the speaker and improves mutual understanding.
ACTIVE LISTENING

24. The listener is using more effort to listen and process information than speaking
themselves.
The listener has the intention of staying focused on what the other person is saying,
in order to understand fully what they are saying.
The listener is mentally registering and recording facts so they can potentially use
them later (they might also take notes).
The listener continually confirms that they are still listening, by making appropriate
sounds, gestures or expressions.
The listener will actively seek to understand what the person is telling them, by using
clarifying questions, repeating or summarizing information back to the speaker and
offering observations or conclusions.
ACTIVE LISTENING

25. • is one of the most important skills of an emotionally intelligent leader
• builds trust
• encourages positive problem-solving
• takes practice
ACTIVE LISTENING

26. The mind of the listener is mostly quiet and calm.
The awareness of the listener is entirely focused on the other person.
The listener has little or no sense or awareness of themselves.
The listener is totally lucid and present to the person speaking.
This state can easily be broken or disturbed, e.g. by the speaker asking the listener a
question, or seeking acknowledgement of some sort.
DEEP LISTENING

27. Step 1 Use a confirming statement
Step 2 Summarize key facts (paraphrase)
Step 3 Ask if your understanding is correct
Step 4 Clarify misunderstandings (if necessary)
ACTIVE LISTENING
CONFIRMING YOUR UNDERSTANDING

28. 1. Eye contact
2. Pause/Silence
3. Facial expressions that indicate you are present & focused
4. Body Language
ACTIVE LISTENING
NON- VERBAL

29. Roles & Responsibilities
The Manager’s Role as Coach:
• Ask good questions to enable the process
• Meet the Apprentice where they are
• Guide the conversation to a mutual agreement of the priorities of development
• Ensure that the feedback information is heard and understood by the Apprentice
• Be rigorous in developing “SMART” goals with the Apprentice
• Ensure shared commitment to the Apprentice’s goals, responsibilities and action steps
WHAT IS COACHING

30. Roles & Responsibilities
The Apprentice Role as Coachee:
• Take charge of and be fully responsible for the success of each meeting
• Communicate fully and completely
• Take full responsibility for staying motivated to act on accountabilities and goals
agreed to in the coaching
• Track and report on progress
WHAT IS COACHING

31. Roles & Responsibilities
HR - Human Resources’ Role:
• Assist the manager in assessing the Apprentice’s skills and challenges
• Serve as a resource for the manager and Apprentice regarding training and
developmental experiences
• Assist as needed in crafting a focused and specific plan of action
WHAT IS COACHING

32. THE COACHING MODEL
THE FIVE-STEP COACHING PROCESS
32
Prepare
Discover
& Discuss
Create
Coaching Plan
Conduct
Coaching
Evaluate
& Adjust

33. THE GROW MODEL
Founded by Sir John Whitmore in his book “Coaching for Performance” in 1992.
GROW model shifts from ‘Tell’ to ‘Ask’.

34. Goal
Reality
Options
Will
Coach and person being coached
discuss and agree the outcome
to be achieved.
THE GROW MODEL

35. Goal
Reality
Options
Will
Coach uses questions to help the
person being coached to
describe their current reality.
This helps establish the starting
point for the coaching.
THE GROW MODEL

36. Goal
Reality
Options
Will
Coach and person being coached
explore all possible options for
moving from the current reality
to the agreed outcomes.
THE GROW MODEL

37. Goal
Reality
Options
Will
Coach encourages person being
coached to commit to action by
asking what action they will take
to achieve the goals and how
they will deal with any obstacles
THE GROW MODEL

38. EXAMPLES OF GROW COACHING QUESTIONS
GOAL
• What do you want to achieve?
• What is important to you right now?
• What would you like to get from the next hour?
• What areas do you want to work on?
• Describe you perfect career in Bernas?
• What do you want to achieve as a result of this session?
• What will make you feel this time has been well spent?

39. EXAMPLES OF GROW COACHING QUESTIONS (Cont.)
REALITY
• Where are you now in relation to your goal?
• On scale 1-10, where are you now?
• What has contributed to your success so far?
• What skills/knowledge/ or attributes do you have?
• What is working well right now?
• What have you done to arrive at this situation?

40. OPTIONS
• What are your options?
• How have you tackled this similar situation before?
• What could you do differently?
• Whom do you know who has encountered a similar situation?
• Give me 5 options
• If anything was possible, what would you do?
• What would your boss suggest?
• What else?
EXAMPLES OF GROW COACHING QUESTIONS (Cont.)

41. WAY FORWARD
• What options work best for you?
• What one small step are you going to take now?
• What actions will you take?
• When are you going to start?
• Who will help you?
• How will you know you have been successful?
• How will you ensure that you do it?
• On scale 1-10, how committed/motivated are you to doing it?
EXAMPLES OF GROW COACHING QUESTIONS (Cont.)

42. INDIVIDUAL LEARNING &
DEVELOPMENT PLAN
REFER COACHING HAND OUT BOOK

43. COACHING ISSUES
1. List some of the key issues you would like to solve immediately?
2. What are certain aspect(s) in your role that could pose a challenge to you
and Bernas?
3. What is the scope of collaboration with other departments in Bernas?

44. • Practice Session
BASIC COACHING

45. – Determine the
agenda
– Focus on one or
two issues at a time
– Begin by checking
progress
– Show appreciation
THE COACHING SESSION

46. Ask for feedback
Discuss problems and
possible solutions
Allow time for questions
Agree on a plan of action
THE COACHING SESSION(CONT.)

47. – Look ahead
– Aim high, but keep
goals within reach
– Thank the participants
for input and
participation
– Set a date for the
next coaching session
THE COACHING SESSION (CONT.)

48. QUALITIES
OF A
GOOD COACH
Positive &
Enthusiastic
Observant
Knowledgeable
Good
Communicator
Good Listener

49. Supportive
Patient
TactfulRespectful
Empowering
QUALITIES OF A
GOOD COACH
(cont.)

50. • Review performance
and goals
• Provide feedback
• Offer advice
and support
• Don᾽t give up
FOLLOW UP

51. Ask questions to gain or confirm
understanding
Dig deeper to clarify issues,
test thinking, and
agree on facts
Create New
Possibilities for Action
“Let’s go!”
“What’s so?”
“What’s possible?”
“What’s up?”
Confirm
Action Plan
Adapted with permissions from Camden Consulting Group & Linkage, Inc.
Key Behavior
By Stage
THE COACHING MODEL
Effective Conversations

52. Describe the situation as you understand it.
What’s going on?
Tell me what happened.
How do you know?
What facts/data have you gathered?
Is that the only possible conclusion?
What else could you do?
How else could that be handled?
What are some other options?
“Let’s go!”
“What’s so?”
“What’s possible?”
“What’s up?”
How can I help?
What are your next steps?
What’s your timeline?
THE COACHING MODEL
Confirm
understanding
Clarify & Agree
issues
Create possibilities
for action
Confirm action plan

53. THANK YOU & CONGRATULATIONS
MAY YOU BE A SUCCESSFUL COACH