Coaching conversations for change (part 1)

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BC Learning

Solutions Pty Ltd

BC Learning

Solutions Pty Ltd

Coaching

conversations for

change (part 1)

Session 4 in the

Leading Transition Series

facilitated by Bronwyn Cross

BC Learning Solutions Pty Ltd

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BC Learning Solutions Pty Ltd

Session 4 Overview

Learning Objectives

By the end of the session participants will be able to:

 Identify a range of work-based contexts where coaching conversations can add value (i.e. achievement of outcomes, workplace relationships, change leadership etc.)

 Use the G.R.O.W coaching model as a framework to initiate and facilitate a coaching conversation

 Identify the types of questioning approaches most beneficial for different types of coaching conversations

 Explain why and how a particular type of coaching conversation is initiated in relation to change management lifecycles

Key Content

 PROSCI’s change management tool/transition model ADKAR (Awareness, Desire, Knowledge, Ability, Reinforcement) and its usefulness in leading change

 G.R.O.W. model (Goal, Reality, Options, Way forward)

 Research on the efficacy of coaching conversations during change (ADKAR and types of change interventions)

 The importance of trust and rapport in a coaching environment Key Skills

 Quality questioning (i.e. open enquiry, probing, open and closed etc.)

 Dialogue facilitation skills (i.e. intention, listening, paraphrasing, self-reflection and self-management etc.)

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What is Coaching?

In their book The Complete Guide to Workplace Coaching Zeus and Skiffington provide some key themes to help define coaching;

 Coaching occurs through conversation  Coaching is about learning

 Coaching helps individuals access what they already know

 Coaching is about asking questions (rather than providing the “right” answers)

 Coaching is about change and transformation (the ability to grow and change habits)

 Coaching is a journey where the journey is as important as the destination  Coaching operates on the emotional plane (“moving out”)

taken from Zeus and Skiffington, “The Complete Guide to Coaching at Work,2001.

Qualities of Effective Coaching Feedback

 Intend to help (not to control or manipulate)

 Is a subjective interpretation (I language) delivered in the moment (or soon after)

 Presume innocence (not attributing negative motives)

 Describe observed behaviours and impacts (not evaluate and judge)  Be authentic and candid – AND compassionate, to build trust and respect  Stimulate mutual learning and inspired action

 Allows receiver to maintain dignity and self respect

 Allows receiver to maintain control over his or her choices and how to respond to the feedback

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Focus on

performance Focus on potential

Helping people to help themselves

The Coaching Continuum

Two key principles

1. Transference – belief that coaching is a process whereby a person with prior knowledge or experience can impart this wisdom to others – with a goal to optimise performance

2. Discovery – belief that coaching is to help others release untapped

capability – to help the person be who they are and what they want to be (focus is on releasing potential)

What is the appropriate balance?

Extrinsic solution

Intrinsic solution

Managing Teaching Mentoring Coaching Counselling Therapy Mediation

taken from Mick Cope, “The Sevens Cs of Coaching”, 2004.

Collaborative coaching

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Manager as “Boss” vs “Coach”

Manager as “Boss” Manager as Coach

Pushes / drives Lifts / supports

Tells / directs / lectures Asks / requests / listens

Talks at people Engages in dialogue with people Controls through decision Facilitates by empowering

Knows the answer Seeks the answer

Triggers insecurity using fear to

achieve compliance Stimulates creativity using purpose to inspire commitment Points to errors Celebrates learning

Problem solver / decision maker Collaborator / facilitator Delegates responsibility Models accountability Creates structures and processes Creates vision and flexibility Does things right Does the right things

Knowledge is power Vulnerability is power

Focussed on the bottom line Focussed on process that creates bottom line results

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Potential Conflict Between Roles of Manager and

Coach

(where coachee also is in line reporting role)

Manager

Coach

Responsible for output Responsible for process Can reward and discipline No disciplinary process Reports to senior manager Reports to coachee Extrinsic measurement Intrinsic measurement

Intention to manage Intention to unleash potential Monitors and gives feedback on

performance Gives guidance and encouragement

Has more power in the relationship Equal power in the relationship

How do you work with the differences between these two roles?

What strategies do you use to distinguish between the two roles? (for both yourself and the coachee)

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Five Basic Needs

I need to be

SEEN

I need to be

HEARD

I need to be

RESPECTED

I need to be

SAFE

I need to

BELONG

When all of my basic needs are met…

Then…

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Further Distinctions on Coaching Context

We have explored the key contextual differences between the roles of “manager” and “coach”.

There are further distinctions that can be useful when working in the area of “developmental coaching”. They relate to the contexts that may occur for the coachee, such as:

1. Coaching shorthand – sharing feedback (both appreciative and constructive) – corridor coaching, on the spot, at the time….

2. Problem solving – usually initiated by coachee – where you would ask effective learning questions (not giving them the answer)

3. Coaching dialogue – usually initiated by the coach to engage in mutual learning and create an action plan

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Coaching in a Change Context

Best practice research* has identified the critical role of leaders and managers in successful change management. This key role is reinforced by what is identified as the number one obstacle to success – employee resistance. Employee’s direct supervisors have the greatest influence on the extent of engagement in the

change process. They also have a strong influencing role as the conduit between senior managers and employees or the project team and employees.

Who is the Preferred Communicator of Change Messages?

*Reproduced with permission Prosci®. Best Practices in Change Management 2007

0% 10% 20% 30% 40% 50% 60%

Other CM team leader CM team member Project team leader Project team member The employee's supervisor Department head Senior manager Executive manager CEO/President Percent of respondents Personal messages Business messages

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Sponsoring is necessary at all levels of the business

Change sponsoring roles:

Senior Managers Business Imperative: Must lead the achievement of business strategies Change Imperative:

 Visible & active participation  Build coalition of sponsorship and

manage resistance from mid-level managers

 Communicate directly with employees Mid-Level

Managers & Supervisors

Business Imperative: Keep the business running

Change Imperative:

 Understand the change and your leader role

 Fulfil the 5 Roles of Manager

(communicator, advocate, coach, liaison, resistance manager)

Front Line Employees

Business Imperative: Perform functional tasks

Change Imperative: must change in order to achieve desired business results

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What might be the specific change sponsoring role(s) that you have as a UTAS Leader?

 Business Imperative –

 Change Imperative –

Critical Messages for People in Change

The Prosci® research identifies FIVE Critical messages for change sponsors to communicate around:

 Impact on me – How will the change affect me?

 Reason for change – Why is it happening? Why now? How does it align with goals, vision, strategy?

 What is changing – Exactly what and how will the future state look? What will be happening during the transition?

 Impact to business – How will the business and our clients be affected? What negatives should we be prepared for?

 What support and resources – What will be done to support us during the change? When will it be available? How will we access it?

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The ADKAR Model

Prosci’s ADKAR model for change provides a solid foundation for change

management activities. The ADKAR model has 5 elements, each of which must be in place for a change to be realised.

Outcomes Enablers Influential Factors

A

Awareness of the need for change  Ready-access to information  Customer input  Marketplace changes  Management communications

 A person’s view of the current state

 How a person perceives problems  The credibility of the sender

 Circulation of misinformation or

rumours

 Contestability of the reasons for

change

D

Desire to participate and support the change

 Discontent with current state  Imminent negative

consequences

 Enhanced job security

 Affiliation and sense of

belonging

 Career advancement  Acquisition of power or

position

 Incentive or compensation  Trust and respect for

leadership

 Hope in future state

 The nature of the change and

WIIFM

 The organisational or environmental

context for the change and history

 An individual’s personal situation  What motivates them / intrinsic

motivators

K

Knowledge on how to change

 Training and education

 Information access  Examples

 A person’s current knowledge base

 The capacity or capability of this

person to gain additional knowledge

 The resources available for

education and training

 Access to or existence of the

required knowledge

A

Ability to implement required skills and behaviours

 Practice applying new skills

or using new processes and tools  Coaching  Mentoring  Psychological blocks  Physical abilities  Intellectual capability

 The time available to develop the

needed skills

 The availability of resources to

support the development of new abilities

R

Reinforcement to sustain the change

 Incentives and rewards  Compensation changes  Celebrations

 Personal recognition

 The degree to which reinforcement

is meaningful to the person impacted by the change

 The association of the

reinforcement with actual demonstrated progress or accomplishment

 The absence of negative

consequences

 Accountability systems to reinforce

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ADKAR Analysis

Awareness

 What is the level of awareness of the need for this change with this impacted group?

 Will building awareness of the need for change with this group be easy or difficult? Why?

Desire

 What are the motivating factors in support of this change (what would cause someone in this group to support this change)?

 What are the opposing forces to this change (what would cause someone in this group to object to this change)?

 Do you anticipate support or resistance to this change from this group? Why?

Knowledge

 List the knowledge, skills and behaviours needed to support this change with this impacted group.

 Is the gap in knowledge, skills and behaviours as compared to today large or small?

Ability

 Considering the skills and knowledge needed from above, what potential challenges do you see for employees in this group successfully implementing this change?

 What barriers may inhibit this group from implementing this change?

Reinforcement

 What reinforcements would be necessary to sustain the change in this group?

 What characteristics of the group may cause the change not to be sustained?

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ADKAR elements

Who – the most influential players

How – the most influential change management plans Awareness

of why the change is needed Primary sponsors (business leaders), Direct supervisors Communications, Sponsorship (leadership), Coaching Desire to support and participate in the change

Primary sponsor, Sponsor coalition, Direct supervisors Sponsorship, Coaching, Resistance management Knowledge

on how to change Project team, Training team, HR Training, Coaching Ability to implement the change Direct supervisors, Project team, HR, Training team Coaching, Training Reinforcement

to sustain the change Primary Sponsor, Direct supervisors Sponsorship, Coaching, Communications Awareness Desire Knowledge Ability Reinforcement Awareness Desire Knowledge Ability Reinforcement

ADKAR

phases of

change

Change

management

tools

Communications Sponsor roadmap Training Coaching Resistance mgmt

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Empowering Questions

A question is empowering if…

 It gives you greater understanding

 It generates new ideas

 It focuses you on solutions (rather than the problem)

 It moves you to action (you actually do something)

 It makes you responsible (e.g. able to respond and believe you can make a difference)

 It gives you deeper meaning in your life

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Convert to Empowering

Create empowering alternatives to the following questions

DISEMPOWERING

EMPOWERING

Why does this always happen to me?

Why do I have to work so hard? Why don’t people know what they want?

Why do they always speak to me that way?

Why don’t I ever get any positive feedback?

Why do I always have to explain everything twice?

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The GROW Coaching Model

Part One: Overview of the Process

GOAL

REALITY

 Agree topic for discussion

 Agree specific objective of session  Set long term aim if appropriate

 Invite self-assessment

 Offer specific examples of feedback  Avoid or check assumptions

 Discard irrelevant history

WRAP UP

OPTIONS

 Commit to action

 Identify possible obstacles

 Make steps specific and define timing  Agree support

 Cover the full range of options  Invite suggestions from coachee  Offer suggestions carefully  Ensure choices are made

Part Two: Quality Questioning in the GROW Model

GOAL

REALITY

 What would you like to achieve?  What is it you would like to discuss?  What would you like to happen that is

not happening now?

 What outcome would you like from this session?

 What would need to happen for you to feel that this session was well spent?  How would you know when you had

achieved your outcome?

 What is happening at the moment?  How do you know that is accurate?  When does this happen?

 How often does this happen?  What effect does this have?  What other factors are relevant?  Who else is involved?

 What is their perception of the situation?

 What have you tried so far?

WRAP UP

OPTIONS

 What are the next steps?

 Specifically, what will you do and when?

 What obstacles might there be?  How will you overcome them?  What support do you need?  How will you enlist help?

 What systems will you use to help you? (e.g. log actions in diary)

 How will you review your progress?

 What could you do to change the situation?

 What alternatives are there to that approach?

 What approaches/actions have you used in similar situations?

 Who might be able to help?  What are the benefits / pitfalls of

these options?

 Which options do you like the best?  How can I help you?

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Questions Under Pressure

When people are under pressure they tend to revert to habitual responses. How effective are your responses when you are under pressure?

Attention is on the problem Attention is on the solution

Looking for someone to blame Finding someone to help

Focus is on the past Focus is on the future

You hold a meeting about it You are motivated to act

You philosophise…asking “why?” You’re pragmatic…asking “how?”

Target your questions to become more effective.

 What could we do differently to achieve our desired result?

 How can we meet the needs of the operation AND the customer?  What have we not yet tried? What else could be done?

 What specifically IS working for us right now? How can we build on that?  How can I assist others to help me? What can THEY do to make my job

easier?

 How am I currently viewing this situation? Is that the most useful perspective?  What can I do to make the greatest difference at this point in time?

Notice how each of the above questions start with WHAT or HOW. These words direct our attention to future action and solutions. WHY questions are valuable when we want to reflect on the past, to explore possible causes and to

encourage dialogue. When under pressure, when deadlines have to be met, when action needs to be taken – WHY questions tend to slow you (and others) down.

Consciously ask WHAT and HOW questions. Ask yourself WHAT and HOW questions to keep your attention focused on what is possible and can be done now. Ask your customers WHAT and HOW questions to direct their attention to what is practical and most effective. Ask WHAT and HOW questions to initiate solutions-focused discussions.

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3 Dimensions

Many learning and education models draw from the three dimensions (or domains);

1. Heart 2. Head 3. Hands

Sometimes there is benefit in adopting a holistic approach to questioning. This can still be very focussed and targeted AND provide a broader range of areas in which to guide and coach an individual.

Where a coaching situation is more complex or when the coachee is more vague or “fuzzy” further exploration may be needed. Mick Cope describes a series of questions that cover the 3 domains (heart, head, hands) as probes and prompts to identify the specific area(s) where coaching can add value. These can be used as a framework for a coaching conversation – or as prompts if the coach wants to “go somewhere else” in the conversation.

HEART

(feel emotions)

HEAD

(think thoughts)

HANDS

(do behaviours)

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Sample exploratory 3D questions

 What are you feeling at the moment?  Why are you feeling like that?

 Is it a feeling you want to change?  What would you like to feel?

 What are you thinking or saying to yourself?  Why do you think you are saying that?  What does this mean about you?  How are you behaving?

 Why are you behaving that way and could you do something different?  How would you like to behave?

Sample questions exploring the inter-dependencies between the dimensions

 To what extent are your feelings driving what you are thinking?  To what extent are your thoughts triggering a certain feeling?  How are your thoughts impacting on what you are doing?  How are your feelings influencing what you do?

 In what way are your behaviours influencing your feelings?

 To what extent are your behaviours impacting on what you are thinking?

Sample “pause” questions – highlighting the choice points where things could be done differently

 At what point did you realise that the choice being made was not right?  What did you feel when you realised this?

 What did you do?

 What would be the benefit of pushing the pause button before it happened?  Do you think you might be able to push the pause button before it happens

next time?

 At what point might you realistically be able to push the pause button next time?

 What can I do to help you push the button?

 What can you do now to help yourself push the pause button next time? These exploratory questions help you gain an understanding of the issue the coachee wishes to address. Ideally the aim is to gather information from all 9 quadrants – in reality this may not be as easy because coachees (e.g. all people) tend to come from certain “clusters” of quadrants.

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The MPH Model

This model, developed by Mick Cope, provides the coach with a robust and extensive framework from which to craft questions and facilitate coaching conversations. The essential categories used are;

1. PERSPECTIVE (meta, macro, micro) 2. TIME (past, present, future)

3. DIMENSION (head, heart, hands) and in more detail…

 Meta – overall outline of the situation  Macro – examples of the issue

 Micro – specific information about it  Past – what has been happening  Present – what is happening

 Projected – what they want to happen  Heart – their feelings about it

 Head – the logic behind it, why it exists  Hand – what they are doing (behaviours)

META

Describe in general terms

MACRO

Give an example Describe in more MICRO detail PAST

Looking back… At present… PRESENT In the future… PROJECTED HEART

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BC Learning Solutions Pty Ltd The idea is to probe and ask questions to gain a balanced view of the situation (e.g. ask questions about the quadrants NOT mentioned by the coachee). REMEMBER: You’re not trying to find the cause of the problem or determine actions, simply to gain a richer understanding of the current situation.

Sample “past” and “present” questions;

 Can you give me some examples of this problem? (Macro)  Can you give me some specific details about the issue? (Micro)  What happened in the past and how did you get to this point? (Past)  Can you describe what is happening at the moment? (Present)  How do you feel about this – what are the highs and lows? (Heart)

 Why is this important and what is the rationale behind the problem? (Head)  What are you doing to help or hinder this issue? (Hand)

META

Describe in general terms

MACRO

Give an example Describe in more MICRO detail PAST

Looking back… At present… PRESENT In the future… PROJECTED HEART

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Sample “future” questions;

 Can you describe in broad terms what will be different when we have finished the journey? (Meta)

 Can you give me some examples of what will be happening when it is complete? (Macro)

 Can you take one of these examples and talk me through in detail what will be happening when it is complete? (Micro)

 Can you describe how you will be feeling when it is complete? (Heart)  What will you be saying to yourself when the outcome is achieved? (Head)  What will you be doing differently when complete? (Hand)

Future Picture Map

Your questions can then direct the coachee’s attention to the future and building a “future map” of where they want to be, and how they will know when they are there.

META

Describe in general terms what it will look

like MACRO Give an example of this MICRO Give specific examples of what will

be happening PROJECTED

In the future… HEART

How will you feel when it is achieved?

HEAD

What types of things will you be saying to

yourself?

HAND

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Even MORE! coaching questions

Meta Past Heart What are your feelings about what has been happening?

Meta Past Head Why do you think this occurred? Meta Past Hand What have you been doing?

Macro Past Heart Pick one aspect of what happened and tell me how you felt about it

Macro Past Head What were your thoughts on this issue?

Macro Past Hand Give an example of what you were doing at the time

Micro Past Heart Can you hone down and really help me understand how you felt at THAT moment? Micro Past Head What were you specifically saying to yourself

then?

Micro Past Hand How did you behave when that specific thing happened? How did you react?

Meta Present Heart How do you feel about the whole thing at the moment?

Meta Present Head What are your general thoughts? Meta Present Hand What types of things are you doing? Macro Present Heart Give me an example of something that is

happening and what your feelings are about it Macro Present Head Why did you describe it that way?

Macro Present Hand What are your behaviours associated with the incident?

Micro Present Heart Take one specific example and describe what is going on inside you. How do you really feel? Micro Present Head Looking at this moment, what are you saying to

yourself?

Micro Present Hand Describe your behaviours in detail? What specifically are you doing?

Meta Projected Heart How would you like to feel in the future? Meta Projected Head Why is that a good strategy or outcome? Meta Projected Hand What sort of things will you be doing?

Macro Projected Heart Draw a picture of something happening in the future – how will you feel about it?

Macro Projected Head What is that a good example of?

Macro Projected Hand Give an example of what you will be doing Micro Projected Heart Taking one specific moment, what will you be

feeling at that moment in time? Micro Projected Head What will you be saying to yourself?

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Know / Don’t Know Model

I don’t know

what I know

I know what

I know

I don’t know

what I don’t know

I don’t know

I know what

Mick Cope “The Seven Cs of Coaching”, 2004.

The “top left” quadrant is the comfort zone. One of the coach’s roles is to take the coachee “out of the comfort zone” in a safe, respectful and supportive way. The coach will need to decide which context is most important (content or

awareness) and then ask the appropriate questions.

Two key questions are;

 What could I do? - a divergent process to CREATE options.

 What should I do? - a convergent process to select optimum CHOICE.

Knowledge Content High Low Low High Knowledge Awareness

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CREATE

What could I do?

(Divergent)

What should I do?

(Convergent)

Explore

What are the strengths and weaknesses of the ideas?

Randomise

What are the options?

Challenge

What are the criteria for a successful outcome?

Evaluate

What are the best ideas?

Test

What ideas meet the criteria?

Appraise

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Some CREATE-ive Coaching Questions

(coaching context: problem solving)

C

hallenge

 What are the criteria for a good solution?  When do you need them by?

 Is there anything out of bounds?

 How would you know a good solution if you saw it?  What are the cost limitations?

 What are the quality criteria?

 How “perfect” does the solution have to be?

R

andomise

 What could do you?  What mustn’t you do?

 What is the opposite of that?

 What is the most outrageous thing you could do?  What would the person you most admire do?  What would xxx suggest? (someone they respect)

E

xplore

 What are the strengths of each option?  What are the weaknesses of each one?  What are the costs of each one?

 What are the consequences of each one?

A

ppraise

 Which of these seems to be a good idea?  Intuitively would you keep it in?

T

est

 Does it meet the criteria set in the Challenge stage?  How can you be sure that it meets the criteria?  How can you be sure that it doesn’t meet the

criteria?

E

valuate

 Which is the best idea?

 How would you rank the others?  What is the worst idea? Why?  Which will you take forward?

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CHOICE

C

ontrol

Does the coachee have all the necessary power to affect the suggested solution?

H

unger

Do they really want to do this (as opposed to spending time and energy on other important activities)?

O

ptions

Can we guarantee that all possible options have been considered?

I

nternalisation

Is this the solution that the coachee accepts responsibility (and accountability) for?

C

onsequences

Have we fully considered what can happen as a consequence of the choice? Is it still the best option?

E

nd game

Can we be sure that this choice aligns and supports the coachee’s desired outcome? (check against the future map)

Discussion Questions

 How would you respond if the coachee comes up with an idea that you know (from your operational experience) will not be an effective solution?  How would you respond if the coachee offers a suggestion that you know will

have widespread political/relationship implications outside the Business Unit?  How would you respond it you think the coachee’s suggestion is an

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Some CHOICE Coaching Questions

(coaching context: dialogue)

C

ontrol

 Is this under your control?

 Could anyone stop you from doing this?  Could anything stop you from doing this?

 Would you have to convince anyone to make it happen?

H

unger

 How important is this?  Why is it important?

 What would you give up to achieve it?

 What if you were told that you could not do it?

O

ptions

 How many options did you consider?  How many should you have thought of?  Is there anything else you could have done to

look for other possibilities?

I

nternalisation

 Why are you doing this?

 Is it because you want to do it? (or do you think someone else wants it to happen? Wants you to do it?)

 What could stop you from doing it?

 Whose fault might it be if it doesn’t work out?

C

onsequences

 What are the consequences of doing this?  What are the costs?

 What are the highs?  What are the lows?

E

nd game

 Does this take you towards your future (perfect) picture?

 How does it do that?

 How do you know it takes you in the right direction?

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CHANGE

The coaching relationship can change over time.

In fact, it is desirable that it does. It is helpful to keep in mind the CHANGE process as a way of monitoring the progress (and progression) of a relationship between the

coach and the coachee.

C

ommand – coach owns the change and does not delegate ownership of the mobilisation to the coachee

H

elm – coach gives away some of the level of control but still retains significant authority over direction of the process

A

gree and negotiation – coach gives away significant areas of power – through agreement

N

udge – coach keeps a presence and encourages the coachee to take small steps

G

uide – coach’s role is to guide the coachee, provide occasional feedback and put the coachee in contact with experts (where appropriate)

E

mpathy – coach shows understanding of potential problem and offers coachee time and space to acclimatise to the change. In effect the coach “backs off”, leave the coachee to “self coach” and is available when requested by the coachee.

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Reflective Practice

You are encouraged to take every opportunity to focus on your OWN practice as a coach. Aim to meet with colleagues who are also actively developing their collaborative coaching skills – and to share your insights, observations and successes with

them. You may already have your own processes in place to observe, track and review your performance as a coach, and you are most welcome to continue using these. We have included below a handy tool that you may wish to use.

EDA

Effective Develop Actions

In preparing for a coaching conversation ask yourself;

EFFECTIVE What works effectively for me? How do I know this? How _{can I build on this?} DEVELOP What areas do I want to develop in this session? Which _{specific coaching skills will I consciously practise in the}

conversation?

ACTIONS What specific actions do I need to take to ensure the _{conversation is successful?} And after a coaching conversation ask yourself;

EFFECTIVE What worked effectively for me? How do I know this? How _{can I repeat this in the future?} DEVELOP What did not work so well? Why not? How could I develop _{this area of my coaching? What needs to be done}

differently?

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The Nature of True Dialogue

“Dialogue” – “dia” and “logos” meaning “flowing through”

“The respectful two-way, open ended flow of communication that balances listening and speaking for the purpose of learning”.

taken from Thomas Crane “The Heart of Coaching”, 2002.

Using Words to Protect Using Dialogue to Learn

Listening to argue Listening to understand Pointing out faults Clarifying with questions

Manipulating and controlling others Respecting, valuing and partnering with others

Proving one’s “rightness” Proving one’s commitment to learning

Locking into positions Truthfully sharing points of view and being willing to change them

Changing others Supporting others

Protecting and defending Disclosing and being open

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Activity

 What types of phrases might you hear from each position?  How might a question begin from each position?

 What might you notice in the body language from each position?

Using Words to Protect Using Dialogue to Learn Phrases / words used Questions asked Body language observed

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Coaching conversations for change (part 1)

BC Learning

Solutions Pty Ltd

BC Learning

Solutions Pty Ltd

Coaching

conversations for

change (part 1)

Session 4 in the

Leading Transition Series

facilitated by Bronwyn Cross

BC Learning Solutions Pty Ltd

Table of Contents

Session 4 Overview

What is Coaching?

Qualities of Effective Coaching Feedback

The Coaching Continuum

Extrinsic solution

Intrinsic solution

Manager as “Boss” vs “Coach”

Potential Conflict Between Roles of Manager and

Coach

Manager

Coach

Five Basic Needs

I need to be

SEEN

I need to be

HEARD

I need to be

RESPECTED

I need to be

SAFE

I need to

BELONG

When all of my basic needs are met…

Then…

Further Distinctions on Coaching Context

Coaching in a Change Context

The ADKAR Model

A

D

K

A

R

ADKAR Analysis

ADKAR

phases of

change

Change

management

tools

Empowering Questions

Convert to Empowering

DISEMPOWERING

EMPOWERING

The GROW Coaching Model

GOAL

REALITY

WRAP UP

OPTIONS

GOAL

REALITY

WRAP UP

OPTIONS

Questions Under Pressure

3 Dimensions

HEART

HEAD

HANDS

The MPH Model

I don’t know

what I know

I know what

I know

I don’t know

what I don’t know

I don’t know

I know what

CREATE