Coaching Model for Development and Improvement

Coaching is a discussion process between members of the college (supervisors to employees, peers to peers, employees to supervisors) aimed at exerting a positive influence in the motivation, performance and/or awareness in the areas for improvement or development, or career of another person to help them be as effective as possible. It can be used to positively influence others using problem solving and collaboration. It is the regular process of building a partnership for continuous improvements.

Coaching discussions may be initiated as a result of an administrative situation or because of an event, opportunity or incident of concern in relation to a task or project.

Administrative situations may include:

  • Setting objectives
  • Performance reviews
  • Career development discussions

Project or task situations may include:

  • Specific project or assignment problems such as: delays, quality/quantity problems, or lack of follow-through on commitments
  • To help a good employee become better
  • A continuous improvement discussion
  • Absenteeism/tardiness
  • Deficiency in effort or motivation
  • Behavior which causes problems, i.e., abrasiveness
  • Training: opportunity on assignment
  • When someone new joins the group or department
  • Conflicts between employees or departments
  • Communication problems or breakdowns
  • Coaching another supervisor on how to be a “coach”
  • Coaching a high performing individual

The goals of a coach are to help others see the need for change, to continue to enable and facilitate the successes of others, to sustain improvement and performance, to build strengths and neutralize weaknesses and when under pressure or stress, to more closely match intent with impact.

STEP ONE: The emphasis of coaching is on the process side of talking more than on the content. Many different processes (methods or approaches) can be used to accomplish communication. The process you choose to use will affect the quality of the relationship, regardless of the content being discussed.

Specific actions and statements from supervisors demonstrate their desire to create a positive, collaborative partnership and exchange. Create an interactive style of communication with employees and seek their input and comments. Share air time, be optimistic and clarify your intentions for this discussion. Convey empathy and understanding regarding the employee’s feelings and problems and aspirations. Give credit to the employee’s recognition of the situation or willingness to cooperate and help resolve the issue. Acknowledge the employee’s past successes and value to the team. Accept some responsibility for conditions as they now exist. Offer help and assistance.

STEP TWO: Define the topic and need through a mutually developed, specific description of the present situation. Clarify both the college’s and the employee’s needs and expectations. Focus on the topic or matter at hand and not on the person. Take one concern at a time, stay focused and be straightforward with your thoughts as you introduce the topic. Gather data from the employee. Discuss and explore both viewpoints, and summarize both perceptions. Be supportive through these discussions without hurrying.

There is a tendency for individuals to take personal responsibility for their successes but to attribute failures to external or situational causes. This may result in the supervisor and the employee viewing the same set of events but perceiving them differently – each believing that his or her viewpoint is correct and that the other misunderstands the situation. It is important to confront the difference in perception and learn from the past by jointly agreeing on the true causes of a failure through discussion about the event incidents.

STEP THREE: Establish the impact by looking at the situation from all perspectives. Assess how the employee’s actions are affecting the college as well as their own goals, interests, and objectives. Don’t assume the other person knows, accepts, or has considered all the impacts of the present situation. Use productive language that sites specific behaviors, gives recent examples and is descriptive without being evaluative. Make use of interactive discussion by using and encouraging paraphrasing, clarification, summarizing, perception checks and examples where needed. Create an internal motivation or felt need for change.

STEP FOUR: Discuss your options and initiate a plan of action. Seek a specific and achievable course of action that is jointly developed. Define and discuss the most effective approach. Be realistic and clear about the steps and procedures to be followed. Involving the employee in the discussion of options and steps to be taken will help create ownership towards achieving these goals. Review the details of the chosen approach. Define who, what, where and when. Make sure there is a clear timetable for each step of the plan.

STEP FIVE: “Agree to agree” on the plan of action you have formulated. Seek to create a sense of personal responsibility and obligation to achieve the plan. Acknowledge the response. Get the employee started on the first element of the plan. Ask, listen and watch for questions or concerns that may be forming and be supportive.

STEP SIX: Be ready to confront excuses and resistance to change – which is normal. They can occur at any time in the discussion. There may be legitimate reasons, excuses and resistance to specific actions involved in the plan. There may also be excuses and resistance that can be re-focused. Identify these issues, be supportive and redirect attention towards the goal. Focus on actions rather than the obstacles. Redirect the employee to the areas he or she can control. Let the employee know that you are aware of the frustrations, difficulty and challenges he/she is experiencing. The plan can be modified as long as there is still some constructive action to be taken. Managing excuses is a valuable and constructive process in itself.

STEP SEVEN: Be clear about the consequences for failing to act on your goals without being punitive. Clarify the consequences without applying them. Focus in the outcomes that will result as a consequence of the agreed-upon actions (natural as well as those controlled by the supervisor). Create a link between the action(s) and the future – the payoff or costs.

STEP EIGHT: Be committed to your present and ongoing conversations. Tell the employee that you intend to see the plan/opportunity through to completion/resolution. Verify the plan by highlighting key actions and timetables. Don’t settle for inactivity. Set specific times to review progress and agree on that checkpoint. Verbalize your support, offer help and show optimism and confidence in the employee and the plan.