Top Banner

of 166

Coaching Coaching Coaching

Nov 01, 2015



Coaching CoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoachingCoaching
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.

Slide 1

Performance Monitoring and Coaching for the Department of Education

1The framework aligns efforts to enable DepEd to actualize its strategic goals and vision. VISION, MISSION, VALUES (VMV)Strategic PrioritiesDepartment/ Functional Area GoalsKRAs and ObjectivesValuesDEPED RPMS FRAMEWORKCompetenciesWHATHOW2HIGHLIGHTS OF RPMS ORIENTATION IN 2014Orientation Workshops done from February to July

Interventions Number of ParticipantsHR/AO Orientation Batch 160HR/AO Orientation Batch 247HR/AO Orientation Batch 3 65HR/AO Orientation Batch 435Orientation of CO Heads, RDs / ARDs67Orientation of Technical Working Group (TWG) 14Orientation of SDS Batch 159Orientation of SDS Batch 283Orientation of SDS Batch 3 59Orientation of SDS Batch 468Training of Trainers Batches 1 and 292Training of Trainers Batches 3 and 4119Total7683Implemented in most of the Regions/Divisions (August to December)Guidelines validated (September to October)CSC approved guidelines as amended (December) for implementation in 2015


Key Changes in the Guidelines

5DEPARTMENT OF EDUCATIONCSCs Revised Policies on the Strategic Performance Management System (SPMS)MC 6 s. 2012NUMERICAL RATINGADJECTIVAL RATINGDESCRIPTION OF MEANING OF RATING5OutstandingPerformance represents an extraordinary level of achievement and commitment in terms of quality and time, technical skills and knowledge, ingenuity, creativity and initiative. Employees at this performance level should have demonstrated exceptional job mastery in all major areas of responsibility. Employee achievement and contributions to the organization are of marked excellence.4Very SatisfactoryPerformance exceeded expectations. All goals, objectives and targets were achieved above the established standards.3SatisfactoryPerformance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals were met.2UnsatisfactoryPerformance failed to meet expectations, and/or one or more of the most critical goals were not met.1PoorPerformance was consistently below expectations, and/or reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas.From 130% to 100% Outstanding Rating6DETERMINING THE OVERALL RATING FOR ACCOMPLISHMENTSRANGEADJECTIVAL RATING4.500 5.000Outstanding3.500 4.499Very Satisfactory2.500 3.499Satisfactory1.500 2.499Unsatisfactorybelow 1.499 Poor7COMPUTING THE SCORE PER KRAThe score per KRA shall be computed using the following formula:

Rating per KRA = Weight x Rating

Total/Final Rating = KRA1 + KRA2 + KRA3 + KRA 4 (Plus Factor)


RationaleMaintainedScope of PolicyMaintainedDefinition of Terms and AcronymsEnhancedPolicy StatementMaintainedPerformance Cycle ProcessMaintainedUses of Performance RatingsChanged from 130% to 100%Monitoring and Evaluation MaintainedRepealing ClauseChanged (PMT & Grievance, Disqualification, Sanction)FormsChangedEffectivityMoved to 20159Guidelines approved by CSC on December 2014.

DepEd Department Order No. 2, series of 2015 signed February 6, 2015.

For 2014, the agency will still use PASAG to evaluate performance.

RPMS will be used in 2015 and will be linked to PBB, payout in 2016.

Implementation Plans 2015

11Highlights of Implementation Kick-off

Re-orient on the 4 Phases of the RPMSExplain the changes in the GuidelinesUnderscore value of Monitoring and Coaching in Performance Management12THE RPMS HAS 4 PHASES1234132. Coaching / Feedback1. MonitoringPhase 2: Heart of the RPMS

14Coaching and FeedbackObjective: Make Coaching A Way of Life in DepEd15Coaching is an interactive process where managers and supervisors aim to close performance gaps, teach skills, impart knowledge and inculcate values and desirable work behaviors.16

Coaching Model for DepEdKnow when to CoachBuild AwarenessMove to ActionCoach for Work ImprovementCoach for Maximum Performance

Coach to Strengthen Skills, Competencies and Behaviors Application Opportunities17Coaching and FeedbackMethodologies

LecturetteTheory inputsSmall group discussionsPlenary discussions Video Showing Role Playing Session18LEARNING KIT CONTENTMonitoring and Coaching ManualSupplementary Videos (DVD)Handouts on Monitoring, Coaching and FeedbackAction Plan for Coaching19


Two Days Grounding & Training on Monitoring and Coaching for:CO HeadsRDsTwo Days Grounding & Training of TWG Two Days Training Sessions for SDS2 clusters in Luzon1 cluster in Visayas1 cluster in MindanaoOrientation for Union Officers in MayTwo Days Training of Trainors in May 4 clusters


Towards Developing a Coaching Culture in DepEd

Coaching Modules to be incorporated in training sessions for Principals, Regional and CO Directors, Supervisors & Chiefs . These Coaching Modules will be aligned to Continuous Improvement Programs.


Review of the 4 Phases


Phase 1: Performance Planning and Commitment2324

1. Discuss Units ObjectivesThe Office Head discusses the offices KRAs and Objectives with direct reports. Then, break this down to individual KRAs and Objectives.

252. Identify KRAs, Objectives and Performance IndicatorsIdentify your responsibilities by answering the following question:

What major results/outputs am I responsible for delivering?


What is the definition of KRAs?

KRAs define the areas in which an employee is expected to focus his/her efforts.

27Always remember that KRAs have the following characteristics: Number between 3 to 5Describe in few wordsWithin your influenceSupport departmental goals Similar for jobs that are similarDoes not change unless your job changes


What is the definition of Objectives?

Objectives are the specific things you need to do, to achieve the results you want. 29


Performance Indicators

They are EXACT QUANTIFICATION OF OBJECTIVES.It is an assessment tool that gauges whether a performance is good or bad.Agree on acceptable tracking sourcesRead slide. 313. Discuss Competencies Required and Additional Competencies Needed

We have 4 classes of Competencies: (1) Core Behavioral, (2) Leadership, (3) Teaching, and (4) Core Skills.

32The RPMS looks not only at results, but HOW they are accomplished.Competencies help achieve results.Competencies support and influence the DepEds culture.For DepEd, competencies will be used for development purposes (captured in the form).

Why do we have Competencies?

Competencies are the HOWs of performance: the knowledge, motivation, and behaviors people display to achieve results.Competencies uphold the organization's values. They represent the way people define and live the values.

33Managers Competencies

34Staff & Teaching-related Competencies

35Teaching Competencies

364. Reaching AgreementOnce the form is completed :KRAs + Objectives + Performance Indicators + Competencies

Rater schedules a meeting with Ratee.Agree on the listed KRAs, Objectives, Performance Indicators and assigned Weight per KRA. Where to focus on the Competencies


Rater and Ratee agree on the Key Result Areas (KRAs), Objectives, Performance Indicators and assign Weight Per KRA and sign the Performance Commitment and Review Form (PCRF).38

39MFOsKRAsOBJECTIVESTIMELINEWeight per KRAPERFORMANCE INDICATORS(Quality, Efficiency, Timeliness)Provision of Quality Basic Education ServicesCurriculum & Learning Management To craft 3 localized and indigenized curricula and instructions by15 December 2015.July December 201510% Q = 3 curricula and instructionsE = 3 drafts of each proposed curriculum and instructionT = 1st draft / 31 Aug 2015; 2nd draft / 30 Oct 2015; 3rd and final draft / 15 Dec 201540

Phase 2: Performance Monitoring and Coaching412. Coaching / Feedback1. MonitoringPhase 2: Heart of the RPMS

42Why is it important?Key input to performance measures

Provides objective basis of the rating

Facilitates feedback

Clearly defines opportunities for improvement

Provides evidence

No monitoring, no objective measurement.PERFORMANCE MONITORINGSTAR APPROACHSituationTaskActionResult/s

*developed by Development Dimensions International (DDI)44

Coaching Model for DepEdKnow when to CoachBuild AwarenessMove to ActionCoach for Work ImprovementCoach for Maximum Performance

Coach to Strengthen Skills, Competencies and Behaviors Application Opportunities45

Phase 3: Performance Review and Evaluation461. Reviewing Performance47Performance Evaluation is not:


Discuss Strengths and Improvement Needs50

Phase 4: Performance Rewarding and Development Planning51521. Rewards

Link to PBIS (EO 80 s. 2012)Performance Based Bonus (PBB)Step Increment

532. Development PlanningEmployee development is a continuous learning process that enables an individual to achieve his personal objectives within the context of the business goals.

Employee development is a shared responsibility among the Individual, Manager, HR and the Organization.


Activities which could be considered appropriate for employee development:

BenchmarkingSeminars/workshopsFormal education/classesAssignment to task forces/committees/ special projectsJob enhancements / redesignFunctional cross-postingGeographical cross-postingCoaching/counselingDevelopmental/lateral career movesSelf-managed learning



Performance Monitoring and Coaching for the Department of Education



We dream of Filipinoswho passionately love their countryand whose values and competenciesenable them to realize their full potentialand contribute meaningfully to building the nation.

As a learner - centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.58DEPED MISSIONTo protect and promote the right of every Filipino to quality,equitable, culture-based, and complete basic education where:Students learn in a child-friendly, gender-sensitive, safe and motivating environment.Teachers facilitate learning and constantly nurture every learner.Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.Family, community and other stakeholders are actively engaged and share responsibility for developing life-long learners.

59DEPED CORE VALUESMaka-DiyosMaka-taoMakakalikasanMakabansa60THE BIG DREAMDepEd has introduced the Results-based Performance Management System (RPMS) to help operationalize the Big Dream (Vision, Mission, Values).



1. Performance Planning and Commitment3. Performance Review and Evaluation2. Performance Monitoring and Coaching4. Performance Rewarding and Development Planning62

Performance Monitoring and Coaching

63THE RPMS HAS 4 PHASES1234642. Coaching / Feedback1. MonitoringPhase 2: Heart of the RPMS

65WHY MONITOR PERFORMANCE?To gather data to compare actual performance vs. planned performance

66COMMON TRACKING SOURCESReportsSurveysInformal InterviewEvaluationsQuality SpecificationsTime Logs

Complaint LogsManager ObservationAudit ResultsCertificates of CompletionJournalsFeedback from Others --- VALIDATE!67


The Jones family owns a TV set?Johnny is doing his homework while watching T.V.?3. Johnnys father is a stockholder?

4. The screen is showing a scene from Western Movie?5. Mrs. Jones is knitting a sweater?6. Mr. Jones is a cigar smoker?

7. There are three people in the room.8. The Jones family subscribes to TIME, LIFE, and FORTUNE.9. They have a cat for a pet.10. They are watching an evening television show.ASSUMEAKALA KOASS

UMEWHY ARE DATA IMPORTANT?To have a fact-based, more objective basis for rating performance


Process Observation and Analysis


A quick look into how persons act in groups75CONTENTPROCESSREFERS TO:



Provides valuable information about group members strengths and areas for improvement

PROCESS OBSERVATION AND ANALYSIS (POA)When something is happening but the group is not making progress, look at the process. Oftentimes, it is the major cause of the groups ineffectiveness.Most of the time, people are only focused on what others are saying (CONTENT)And very little attention is given to how they say it (PROCESS)


What is happening to themWhat they are doing

How these affect them and the task they are doingI SEE I THINKPOA is basically MIRRORINGINDIVIDUAL or SELECTED PERSONS/PLAYERS


POA ON TWO LEVELSParticipationInfluencing StylesLeadership and Decision-makingTask FunctionsMaintenance Functions

WHAT TO LOOK FOR IN A GROUP(ROBERT BALES)Group AtmosphereFeelingsMembershipGroup NormsSelf-oriented BehaviorsCommunication

WHAT TO LOOK FOR IN A GROUP(ROBERT BALES)TASK BEHAVIORS (behaviors relevant to the groups fulfillment of its task)


MAINTENANCE BEHAVIORS (behaviors relevant to groups good working relationship)


GROUP ATMOSPHERE: (General impressions that may affect individual and group functioning)

Preference for friendly and congenial atmosphere?Attempts to suppress conflict or unpleasant feelings?Preference for an atmosphere of conflict or disagreement? Do members provoke and annoy others?

WHAT TO LOOK FOR IN GROUPSGROUP ATMOSPHERE: (General impressions that may affect individual and group functioning)

Do members seem involved and interested?Is the atmosphere one of work, play, satisfaction, taking flight, sluggishness, etc.?


High participators? Low participators?Shifts in participation?How is the silent participant treated?Who talks to whom?Who keeps the ball rolling?


Who talks? For how long? How often?Who do people look at when talking?Who talks after whom?Who interrupts whom?What style of communication is used?


IdeaInternal NoiseHistory, BiasEncoding Message, Channel/MethodMessage Received Internal NoiseDecoding, History, Bias, InterpretationFeedback89

Modes of Communication

90SeeWorldWhat is going onThinkInterpretationsPast experiences FeelReactionsEmotions


Relationships of Thoughts, Feelings and ActionWritten or oral messages using words or signs with definite meanings

VERBALPosture Eye contactTime


NON-VERBALSpaceFacial ExpressionsGesturesMannerisms

NON-VERBALVolume of voiceSpeed of SpeechEnergy Level

NON-VERBALPassive messages given out continually through objects we use to augment our personality.

What are some symbolic objects you use?SYMBOLIC1. Use of clothes2. Style/Length of Hair3. Cosmetics or Make-up

SYMBOLIC4. Jewelry

Type/ location of house6. Personal preferences (taste in books, food, movies)


Feedback Giving

99WHAT IS FEEDBACK?It is any information seen and observed by others about a person.It could be anything like behaviors, action, words, performance indicators, etc. Behaviors shown by actions and words.

100TYPES OF FEEDBACKPositiveNegativeFeedback for Improvement

101WHY GIVE FEEDBACK?Reinforces effective performanceRedirects unsatisfactory and unaligned performanceProvides guidelines for maximized performanceBuilds enthusiasm and motivation to do moreEnables employees to learn from successes and mistakes102HOW AND WHEN FEEDBACK IS GIVEN?Must be Specific, Timely and Balanced

Specific STARTimely Immediately for good performance and when changes are needed for unsatisfactory and unaligned performanceBalanced Employees know what they are doing well and what they can improve on

103STAR APPROACHSituationTaskActionResult/s

*developed by Development Dimensions International (DDI)104ABCs OF FEEDBACK Test

Accurate verifiable; can be proven true, based on objective facts like records, reports, significant incidents, direct observationsBehavior-based describes what someone does, describes a specific action, not a personality trait.


Concise both positive and negative incidents recorded not just unsatisfactory performanceConsistent repeatable, seen more than once and over a period of time.

106My Gift for You

107TIPS ON RECEIVING FEEDBACKGive the other person an undivided attention.Separate facts from opinions. But opinions should not be discounted.Ask for specifics for clarity of received feedback.Thank the person for the Feedback, whether it is positive or negative.


TIPS ON GETTING FEEDBACK FROM UNCOMMUNICATIVE PEOPLERehearse how you will respond if there is no reaction.Practice speaking slowly and taking long pauses.Make it clear that you expect a reply and are willing to wait for one.Ask open-ended questions that will help the person come up with a plan/response.


What made it easy/difficult to achieve the goal?What helped/hindered in the process?Was there clarity in the outcome?

Lets Talk About It

What were the natural tendencies that surfaced in the exercise?Areas for improvement in COACHING others.Was there good communication process?

Lets Talk About It


113IS THERE A DIFFERENCE BETWEEN COACHING AND MENTORING?COACHING ISa process that enables learning and development to occur and thus performance to improverequires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are appropriate to the context in which the coaching takes place

MENTORING ISoff-line help by one person to another in making significant transitions in knowledge, work or thinking

Eric Parsloe,The Manager as Coach and Mentor(1999)David Clutterbuck & David Megginson are both founder members ofThe European Mentoring and Coaching Council

a professional relationship in which a more-experienced (usually older) person helps a less-experienced (usually younger) person develop knowledge and skills that will help his professional and personal growth.114

Counselling is a principled relationship characterized by the application of one or more psychological theories and a recognized set of communication skills, modified by experience, intuition and other interpersonal factors, to clients intimate concerns, problems or aspirations. Its predominant ethos is one of facilitation rather than of advice-giving or coercion.

It may be of very brief or long duration, take place in an organizational or private practice setting and may or may not overlap with practical, medical and other matters of personal welfare. WHAT IS COUNSELLING?I have no time to do coaching.I have 20 ratees under me.There might be more pressing issues.BARRIERS TO COACHING

116I also have a range of other tasks to attend to.I might not be able to to give them what they want.I might have to discipline the same people.BARRIERS TO COACHING

117WHAT IS COACHING?Coaching is an interactive process where raters and ratees aim to close performance gaps, teach skills, impart knowledge and inculcate values and desirable work behaviors.


Coaching Model for DepEdKnow when to CoachBuild AwarenessMove to ActionCoach for Work ImprovementCoach for Maximum Performance

Coach to Strengthen Skills, Competencies and Behaviors Application Opportunities119

COMPETENCIES OF AN EFFECTIVE COACHSelf-clarityCommunicationCritical thinkingBuild relationships and inspire


Coach for Work Improvement


COACH FOR WORK IMPROVEMENTIdentify Performance Gaps Performance Gaps are the difference between a subordinates current performance and what is required.

Behavior or skill or both?122


124IDENTIFYING PERFORMANCE GAPSRoutinely check employee performance against stated performance metrics or agreed upon monthly or quarterly milestones vs. subordinates annual goals.Scrutinize the tasks that the employee is not doing well. Identify the causes, behaviors that interfere with goal accomplishment (controllable/uncontrollable situations).Try to draw facts from other sources when possible.Avoid premature judgments.

Catch a problem early!

125POSSIBLE CAUSES OF POOR PERFORMANCEInefficient Processes Check work process before looking into faults in the people who run them.

Personal Problems

126POSSIBLE CAUSES OF POOR PERFORMANCEWork Overload Demand is too much or too fast-paced

Relationship Conflicts at Work Examples: Jealousy, office romances, competition for attention or for a promotion, mainit ang dugo ko sayo


Coach for Maximum Performance


WHY AND WHEN DO WE DO IT?For continuous performance improvement

For special assignments

129WHY AND WHEN DO WE DO IT?For developmental plans and promotion

For succession planning

For career development


Strengthening Skills, Competencies and Behaviors

131WHY DO WE DO IT?Develop closer working relationship between the raters and ratees

Boost morale and confidence of employees

Opportunity to develop new skills

132WHY DO WE DO IT?Cultivate and raise the level of culture of performance

Recognize outstanding performance

Leave a legacy for performance excellence


Coaching Model for DepEdKnow when to CoachBuild AwarenessMove to ActionCoach for Work ImprovementCoach for Maximum Performance

Coach to Strengthen Skills, Competencies and Behaviors Application Opportunities134

4-Step Process of Coaching

1354-STEP PROCESS OF COACHINGOBSERVATION The rater identifies a performance gap or an opportunity to improveDISCUSSION and AGREEMENT Coach and coachee agree on (1) problems to be fixed (2) an opportunity to move job performance two notches higher.ACTIVE COACHING Coach and coachee create and agree on the action plan to address the gapFOLLOW-UP Setting follow-up sessions to check on the status of the agreed on action plan.136CONDUCTING DISCUSSION AND AGREEMENT SESSIONSStep 1 Opening / Climate Setting / Establishing Rapport (achieving a comfort level that encourages openness)

Greet employee with a smile ; establish eye contactAsk employee: How are you? and listen to his / her answer with interestSimply acknowledge the answer by a nod, and maintain eye contact137CONDUCTING DISCUSSION AND AGREEMENT SESSIONSStep 1 Opening / Climate Setting / Establishing Rapport (achieving a comfort level that encourages openness)

Thank employee for making time for the meeting Express your hope that you will find the meeting useful


Tell employee things he/she is doing right ; express sincere appreciationTell your reason for calling the meeting with him/herGive Feedback on performance deficiency you have observedListen with empathy, i.e. give an empathic response, paraphrase what he/she had said, and reflect his/her feelings139CONDUCTING DISCUSSION AND AGREEMENT SESSIONSStep 3: Discussion and Agreement Proper

Tell what you want him/her to do, how you want it done, and why (standards of performance)If possible, show (model) how it is to be doneThen ask him/her to do it while you observeGive positive Feedback and/or correction; offer suggestions140CONDUCTING DISCUSSION AND AGREEMENT SESSIONSStep 3: Discussion and Agreement Proper

Let him/her know you respect his/her abilityAgree upon appropriate actions; employees and yoursLet him/her know you will closely monitor his/her performance

141ELEMENTS OF ACTION PLANSA statement of the current situationSpecific goalsTimeline (Milestones of Progress)Action stepsThe raters and ratees role



Share how you feel about the meetingAsk him/her how he/she feels about the meetingSchedule a follow-up meeting on a specific dateThank him/her and express confidence that he/she can do it. Assure him/her of your supportShake hands and smile, while maintaining eye contact144Video Showing: How Coaching Works

Please refer to the CD included in the learning kit.

1454-STEP PROCESS OF COACHINGOBSERVATION The rater identifies a performance gap or an opportunity to improveDISCUSSION and AGREEMENT Coach and coachee agree on (1) problems to be fixed (2) an opportunity to move job performance two notches higherACTIVE COACHING Coach and coachee create and agree on the action plan to address the gapFOLLOW-UP Setting follow-up sessions to check on the status of the agreed on action plan.146WHY FOLLOW-UP?It provide opportunities to remind employees about goals and the importance of these goals Periodic checks give you a chance to offer positive Feedback about the good things that employees doThese checks can help spot small problems before they become large ones.

147Video Showing: Children See, Children Do.

Please refer to the CD included in the learning kit.148

More Guidelines and Tips in Coaching

149Is there a difference?MANAGING AND COACHINGManaging focuses on:TellingDirectingAuthorityImmediate NeedsA Specific OutcomeCoaching focuses on:ExploringFacilitatingPartnershipLong-term improvementMany possible outcomes

150Performance Coaching is notadvice giving and does not involve the coach sharing their experience or opinions a one time processfault finding and put the employee down

151CREATE THE RIGHT ATMOSPHEREMutual Trust this has several sources

Demonstrated concern for the coachees well-being and success. Showing empathy, genuine interest, consultation, providing opportunities for the coachee to move ahead are demonstrations of concern.Experience in the matter at hand. Trust can be gained when the coach has a reputation of success in the area.Being as good as your word. Trust is built through repeated demonstration. Do what you say everytime.Not disclosing information held in coachees desire for confidentiality.152Accountability for Results

A person who isnt held accountable for results will not take Coaching seriously. Formal Coaching plan- this makes accountability explicit.CREATE THE RIGHT ATMOSPHERE153Motivation to Learn and Improve here are workplace motivation that encourage people:

Mastering an important skill will open the door to advancement.An employee sees that improved productivity is reflected in her paycheck.A person knows that his job is in danger unless he learns to do a particular task better.An employee has reached the point where she is eager to learn something new or move on to a more challenging job.CREATE THE RIGHT ATMOSPHERE154Active listening encourages communication and puts other people at ease. An Active Listener pays attention to the speaker and practices the following good listening skills:

Maintain eye contactSmile at appropriate momentsBe sensitive to body languageListen first, and evaluate laterNever interrupt except to ask for clarificationIndicate that youre listening by repeating what was said about critical pointsPRACTICE ACTIVE LISTENING155Asking the right questions will help the coach to understand the coachee and get to the bottom of performance problems.

Two Forms of Questions:Open-ended Closed-endedASK THE RIGHT QUESTIONS

156These questions invite participation and idea sharing. These helps the coach to know the coachees feelings, views and deeper thoughts on the problem, and in turn help to formulate better advice.OPEN-ENDED QUESTIONS

157To explore alternatives: What would happen if?

To uncover attitudes: How do you feel about our progress to date?

To establish priorities and allow elaboration: What do you think the major issues are with this project?OPEN-ENDED QUESTIONS


These questions lead to YES or NO answers

To focus the response: Is the program / plan on schedule?

To confirm what the other person has said: So, your big problem is scheduling your time?CLOSED-ENDED QUESTIONS159SKILLS BUILDING

SituationCharacters Who is the coach and coachee?Coaching Plan160

1. Performance Planning and Commitment3. Performance Review and Evaluation2. Performance Monitoring and Coaching4. Performance Rewarding and Development PlanningDEPED RPMS161Like everything else, Coaching skills improve with practice. So take every opportunity to practice.1625 Insights and learnings on Coaching

SMALL GROUP DISCUSSION3-5 Skills and Competencies we need to develop to be effective coaches163164Brown, D. (2011). An experiential approach to organization development. Boston, MA: Prentice Hall.Clutterback, D. (2009). Coaching and mentoring in support of management development. In S. Armstrong & C. Fukami (Eds.) The SAGE Handbook of Management Learning, Education and Development (pp. 476-497). London: Sage Publications Ltd. Emerson, B. & Loehr, A. (2008). A managers guide to coaching: Simple and effective ways to get the best out of your employees. New York: AMACOM.Hechanova, M.R., Teng-Calleja, M. & Villaluz, V. (Eds.) Understanding the filipino worker and organization. Quezon City: Ateneo de Manila University Press.Kotter, J. & Rathgeber, H. (2006).Our iceberg is melting: Changing and succeeding under any conditions. New York: St. Martin's Press.Kouzes, J. & Posner, B. (2012).The leadership challenge: How to make extraordinary things happen in organizations(5th ed.). San Francisco, CA: Jossey-Bass.Lawler, E. & Worley, C. (2006). Built to change: How to achieve sustained organizational effectiveness. San Francisco, CA: Jossey-Bass.Middelberg, T. (2012). Transformational executive coaching: A relationship-based model for sustained change. Austin, TX: River Grove Books.Neitlich, Andrew (2006). Elegant leadership: Simple strategies, remarkable results. San Anselmo, California: Chatham Business Press.Ortigas, C. (2008). Group process and the inductive method: Theory and practice in the Philippines. Quezon City: Ateneo de Manila University Press.Somers, Matt (2012). Successful coaching in a week: Teach yourself. Hachette, United Kingdom: Hodder.

REFERENCES165Video References:Painless Performance Improvement Purchased from Coaching Works in the Workplace Managers Guide to Coaching: Simple and Effective Ways to Get the Best out of Your Employees [Abstract]. (2010). Retrieved from