Module 3 Overview

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En provenance du cours de University of California, Davis

Designing and Implementing Your Coaching Strategy

16 notes

University of California, Davis

Designing and Implementing Your Coaching Strategy

16 notes

In order to be an effective manager in increasingly fast-paced and complex organizational environments, coaching skills to develop and get the best work out of employees has become essential. Throughout the Coaching Skills for Managers specialization, we’ve discussed many topics for improving coaching conversations with our employees. It is now time to put all of that theory and discussion into practice as you solidify your coaching philosophy, develop your coaching practice and agendas, and demonstrate mastery at handling everyday coaching conversations! Please take note that this course builds upon all previous courses in the Coaching Skills for Managers specialization. While not required, it is highly recommended that students complete or be familiar with the topics covered in those courses before taking this course in order to be most prepared for the assignments in this course. You will use the leadership point of view developed in Course 1 to articulate your coaching philosophy, and produce clearly defined expectations for people on your team, as well as Key Performance Indicators you will use to evaluate performance, building on your work from Course 2. You will use the techniques learned in Courses 3 to prepare for and practice coaching conversations, and use what you have learned to provide feedback to your other colleagues in this project-based course. By the end of this project-based course, you will have developed and refined your entire coaching strategy to roll out with your team. Specifically, you will be able to define your coaching philosophy and explain it to someone else, develop a tailored coaching practice along with coaching agendas for your team in alignment with your organization's goals, and have an effective and productive coaching conversation with those you supervise.

À partir de la leçon

Milestone 3: Demonstrate Your Ability to Coach Effectively

In this final module, it's time to actually prep for and have some coaching conversations. This is similar to the final peer reviewed assignment in Course 4: Coaching Conversations, which you can view as practice for this assignment. There are a few key differences between this assignment and that one, including a few additional requirements, chief among them being that you will need to have separate coaching conversations with 2 people (preferably those whom you supervise). This is a true test for yourself to see how far you've come in this specialization and will help you reflect on areas in which you're already doing well and areas where you still may need a little work. This module contains an overview video discussing key ideas to consider when working on the milestone, as well as some review videos from earlier courses in the specialization that should help you as you work on the assignments related to this milestone. Good luck!

Module 3 Overview10:55

Confirming Willingness to be Coached4:36

Coaching Algebra8:18

Tactical vs. Developmental Accountability8:59

Identifying Thoughts6:29

Acknowledging Strengths4:36

Coaching Tools15:42

Rencontrer les enseignants

Kris Plachy
CEO and Founder & Instructor, Leadership Coach, LLC &
UC Davis Division of Continuing and Professional Education

[MUSIC]

Hello and welcome to the last milestone for this course.

We were really going to be addressing your competency as a coach.

One of the challenges with doing Soft Skills Learning through online is the lack

of immediate feedback, and we really do recognize that.

So your participation in this milestone is really going to be essential for

your own success and also the success of your cohorts.

But coaching is both an art and a science, right?

We've talked a lot about science of coaching in the specialization because

it's much more measurable, right?

We can look at your coaching philosophy, we can look and teach you the thought

model, so you understand where people's thinking is coming from and

how it's influencing their performance results.

We can use coaching in algebra to diagnose performance.

We can talk about the difference between a developmental conversation and

a tactical conversation.

We can demonstrate for

you the thought model and action through the videos that we have provided.

So science are all these data points or

all these tools that are available to you that are very clear,

that are measurable, that you can sort of look out and reference, but

maybe not know how well you're using and that's the art piece, right.

And the art is essential.

So coaching is both a science and an art.

And the art is the part that needs development.

The part that needs nurturing to improve.

And so I want you to think about this in the same way

you were to learn a musical instrument for example.

There are a lot of people who play the piano, right?

But there are some people who are masters at playing the piano.

And what is the difference?

What is it that makes that one person playing the piano so

much more exceptional than the other when the music is the same,

the notes on the paper are the same, right?

So coaching to me reflects that same kind of concept.

It's recognizing that there are tools that are available.

And you know I say this to people all the time,

I mean whether you've taken this course or you've taken another one.

Coaching tools can be very powerful.

I think you find a philosophy that aligns for you and you make it your practice.

So I have shared with you mine, but there are others, right?

Just like there would be multiple ways to learn how to play the piano

using that example.

But ultimately the piano sits there and it gets played, right?

So what makes it art, what makes someone different and

exceptional at something versus just being tactically effective.

And I think there's a couple of keys.

First of all, there's interest and passion.

People who are exceptional coaches like to coach,, they're interested in it,

they're interested in it because they're attracted to coaching just for

their own sake or because they've actually experienced and

really understand the benefit of an effective coach.

And so maybe through their own modeling or

working with someone they've really created their own passion for something.

So passion is essential, having a consistent practice is essential, right?

Which is what I certainly have hoped to provide for

you through the exercises within this program.

And the last thing is having consistency of development.

Are you building your skill?

Are you in the process of on a regular basis

tapping into the tools and using them?

If we think about a piano player reference again,

I could have three people say sit down and play the scale.

And the scales are consistent, right?

It's a science.

The notes a, b, c, d, e, f and g.

But then one person might sit down and play that scale and it's beautiful.

Versus someone else just playing it technically accurate, right?

And the reason that person who can sit down and play that scale and

it's beautiful is because they have practiced and they know those notes, and

they know how their hands lay on that piano like nobody's business.

They're connected to that piano and the sound that it makes.

And that's what I believe makes a difference between a good coach and

an exceptional coach.

An exceptional coach knows and understands their instrument and uses it all the time.

And through that process, that's how we develop skills.

We can't expect to learn something and then not use it and be good at it.

And coaching is the same thing, right.

You can't just buy golf clubs and be a great golfer.

You can't just buy a piano and be a great pianist.

You can't just buy a tennis racket and become an exceptional tennis player.

You have to be willing to learn the skill and

then practice it to the point where you are ridiculously uncomfortable.

[LAUGH] That you experience things that are hard and painful and

you make mistakes and you fail.

That's where your expertise is developed.

It's through those exercises of failure, trying again, and then repeating, okay?

So, when we delineate the difference between the science of coaching and

the art of coaching, we're really talking about willingness to try and

practice and gain feedback.

And so when I first learned a lot of the tools I've taught you which

was a long time ago.

[LAUGH] More than a decade ago, really, I just started coaching everybody.

Probably to the point where people got sick of it but

it's how I developed my skill.

And now it's so innate for me, I don't think about it too much.

In fact, even developing this course has been fascinating for

me to slow this down enough, for me to really think about what is it that I do.

I have key tools I know how to use, but how do you teach the art?

And you teach that through feedback.

And so this milestone is really about you practicing and I really want you to

think about who are the people that you are going to be coaching?

How can you prepare for those conversations?

What are the questions that you know you want to have prepared to ask them?

How comfortable are you with the Thought Model?

We've given you a lot of tools in this program.

Another quote that came from my new favorite book The Practicing Mind

that I referenced in milestone 2 Ii analyze, don't judge.

Which you just think is so powerful.

So for people's performance, people's thinking, all of that is up for analysis.

But don't ever get into judgment.

As soon as you start to judge what other people are thinking,

you evoke your own emotion which interferes with your behavior, right?

So we want to make sure that we can hear people's thoughts without judging them or

believing them, and that's the power of a coach.

That's what we are able to do, is we're able to say, have someone say,

I hate this, I don't love this,

I don't want to do this anymore, I don't like this job, I don't like this company.

And not experience judgement from when you're in your coaching role, but

just have someone say, okay you just don't like your job anymore,

how do you you feel when you think that?

And when you feel that way, how you behave at work?

And when you behave that way, what kind of results are you getting?

So we can really create that personal responsibility for other people.

So we want you to think about those conversations that you need to have and

then as a part of this milestone, this is going to be all

about you recording those conversations and giving one another feedback.

This is where it's time for you to take everything that you've done and

put it into conversations and get feedback on those conversations.

And there is a few things we should be all be looking for

in one another's conversations.

For starters, are you able to help people understand their own thinking and

how it's influencing their performance?

For those people that just needs skill transfer, can you help them with that?

Because those are the reasons that people do or don't perform.

Mindset and skillset, right?

So at the end of the day, as a coach, these are the two things

we have to become masters at, if we want to drive high performing teams.

It's that simple.

All of the other stuff is extremely important, but those are the two

things that, if I met you on the street and you said Chris, I took your class.

I would say, okay, let's talk about skill set and

mind set, because that's how you drive a team.

You've got to get into their thinking, and

you've got to know what their skill set is, right?

So, how can you conduct those conversations, how well do you do those?

That's what we're going to be looking at in this milestone.

So, I'm excited for you to start to put yourself, your work, your thinking,

and your practice into the world of coaching and get some feedback.

And we're going to give you some parameters for

how to do that with one another.

This is a supportive, uplifting, positive environment for feedback and

I want to stress that, that everybody here is learning, nobody here is an expert and

everybody gets the benefit of having positive feedback to this exercise.

There is no place for tearing people down or insulting or being trite with feedback.

If we can't give substantive feedback, then we don't give feedback.

And feedback is always about the other person and

their development, not about making ourselves feel better, right.

And so we'll make sure that we have those guidelines for feedback also included in

this milestone, because it's essential that we remember why we're

giving feedback and the feedback should be based on the tools that we provide.

So I always want to make sure that positive,

supportive feedback is understood when I invite people to participate in feedback

because everybody feels vulnerable when we go through these exercises.

But this is truly where the learning happens.

It is truly where you have the ability to learn and

try again and you know the best way I can think about that.

Again, using a sports analogy is if you very played golf, right?

You would get feedback on how you're holding the club and

how you pull the club back and what you're doing with your shoulders, in your elbows,

in your hips, when you’re doing that.

That's how you fix your performance when you're playing golf and

that's also how we fix ourselves when we're learning how to coach,

is we have to have that kind of feedback.

So I'm excited for all of you to share with one another and

learn from one another as we go through this final milestone together.

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