IRIS Bengkel Coaching for Performance (PowerPoint Presentation)

COACHING

FOR

PERFORMANCE

PROF DR NOR AISHAH BUANGFAKULTI PENDIDIKAN UKM.

Objectives for the session

To understand the principles behind coaching and why it is useful in working with students and adults

To clarify the differences between coaching, mentoring and counselling

To use coaching skills and experience the benefits of coaching

What is coaching?

Coaching is a training or development process via which an individual is supported while achieving a specific personal or professional competence result or goal. The individual receiving coaching may be referred to as coachee.

Coaching helps us to:

Identify and clarify potentials

Find ways to reach the potentials

Commit to action

Develop skills, motivation, confidence and self-esteem …

Why coaching?

‘Holding onto core beliefs about the people you coach is at the heart of what makes coaching so powerful as an agent of change. When you communicate confidence and trust in another person’s ability to make choices, their performance goes up.’ (Thomas W. and Smith A. (2004), Stafford, Coaching Solutions. Network Educational Press.) .‘… there is a much better chance of learning from someone in the next classroom than from someone 20 miles away’ (Reynolds D. (2003) News & Opinions, TES 20 June.)

‘Training courses and workshops fail to make a long-term impact on classroom practice.’ (Joyce, B. and Showers, B. (1995) Student Achievement through Staff Development. White Plains, New York places: Longman.)

Why coaching?1 __% of teachers will transfer a new skill into

their practice as a result of theory

2 __% will transfer a new skill into their practice with theory and demonstration

3 __% will transfer a new skill into their practice with theory and demonstration and practice within the training 4 __% will transfer a new skill into their practice with theory, demonstration, practice and feedback within the training 5 __% will transfer a new skill into their practice with theory, demonstration, practice and feedback within the training, and coaching support in school

Why coaching?5% of teachers will transfer a new skill into theirpractice as a result of theory

10% will transfer a new skill into their practice with theory and demonstration

20% will transfer a new skill into their practice with theory and demonstration and practice within the training

25% will transfer a new skill into their practice with theory, demonstration, practice and feedback within the training

90% will transfer a new skill into their practice with theory, demonstration, practice and feedback within the training, and coaching support in school

Beliefs

We all have untapped potential to learn and to improve what we do

• The solutions to each person’s professional challenges are to be found within one self

• Those who share their skills as coaches will inevitably improve what they do

• The limits to achieving our potential are largely self-imposed.

Principles of coaching

ConfidentialityTrustNon-judgemental, non-critical supportA belief in the coachee’s capacity to

learn, develop and changeRecognising strengths; building and

maintaining self-confidence and self-esteem

Challenging the coachee to move beyond the comfort zone

A belief that there are always solutions to reach potentials..

Breaking down big challenges into manageable steps

How is coaching different from other helping processes?

Non-directive

CounsellingCoaching

Facilitating Advising

Mentoring Guiding

DirectingDirective

CoachingA helping skillNon-directive and non-judgementalFocuses on solutionsAdvice is not givenBelief that the coachee has the answersFocuses on the coachee’s strengthsCommits the coachee to specific actionEnables the coachee to evaluate her/his

progressPromotes a high degree of

independenceUses the skills of questioning, clarifying,

reflecting, observing and giving feedback

Counselling

Looks backwards and at the presentNon-directiveAdvice is not givenNot usually solutions focusedTends to enable the client to

understand emotions and their source.(Why do I feel as I do?)

Belief that the client has the answersMay promote a degree of

dependenceMay use the skills of questioning,

clarifying, reflecting and observing

Mentoring

Mentor has ‘expert’ knowledge or experience

Specific advice (and direction) givenFocuses on solutionsMentor has the ‘real answers’Belief that the teacher can learnCommits the teacher to specific actionMentor’s evaluation of progress is shared

with the teacherMay lead to a degree of dependence.Uses the skills of questioning, clarifying,

reflecting, observing and giving feedback

HIGH SKILLS

INSPIRE WALK WITH (CONFIDANTE) (COMPANION)

LOW MOTIVATION H IGHMOTIVATION

DIRECT GUIDE (COX)

(PERSONAL TRAINER)

LOW SKILLS(ADAPTED FROM: POWELL , G . , CHAMBERS, M. AND BAXTER , G .

(2001) PATHWAYS TO COACHING . BR ISTOL : TLO. P. 10 . )

The Skills–motivation matrix

Coaching skills

Listening

Questioning

Clarifying

Reflecting

The FLOW Model for coaching sessions

Find the challenge

Look at reality Open possibilities

Win commitment

(Reproduced by permission of TLO Limited, from Powell, G. Chambers, M. and Baxter, G. (2001) Pathways to

Coaching. Bristol: TLO.)

The STRIDE modelCoaching sessions focus on:

Strengths – awareness of the colleague’s or student’s strengths

Targets – agree a focus and challenge to work on

Reality – agree the present reality and what things need to change

Ideas and options – help the student/colleague to weigh up the options

Decide which is best and commit to actionEvaluate:

– is this the best place to start?– what has happened, over time, as the

result of the commitment?

The Model: Eight-Phased Approach

Phase 1 - Establish Goals Phase 2 - Collect Performance Data Phase 3 - Analyze Performance Phase 4 - Review and Modify Performance Goals as Needed Phase 5 - Identify Developmental Resources Phase 6 - Develop an Action Plan Phase 7 - Implement Strategies Phase 8 - Evaluate Performance

THE G.R.O.W. MODEL

1. GOAL (Set the goal to achieve)

2. REALITY (Look at the coachee current stand, what coachee had done to at the that stand)

3. OPTIONS (what can coachee do to reach the target potential)

4. WILL (create ‘contract’ with coachee, he/she will do A, B, C etc)

PRACTICE…

GROW

1 GOAL

Apakah yang ingin anda capai?Apakah yang anda ingin lakukan?Apakah sebenarnya yang anda hendak?Bolehkah anda nyatakan kebolehan anda

dalam satu ayat?

PRACTICE……….

2. REALITY

Setakat ini anda berada dimana? (Gunakan skala)

1 2 3 4 5 6 7 8 9 10Apakah yang anda telah lakukan sehingga

anda berada disitu (pencapaian)?Apakah yang telah membantu anda berada

disitu sekarang? (Bagus!!!)

PRACTICE……

OPTIONS

Apakah yang boleh anda lakukan untuk mencapai sasaran baru anda?

Contoh:Apakah yang anda boleh lakukan untuk menghentikan perasaan rendah diri anda? (Psikologi)Apakah yang anda boleh lakukan untuk boleh berbaik semula dengan kawan anda? (Personal)Apakah yang boleh anda lakukan supaya tidak lagi suka mengambil barang kawan anda? (sahsiah)Apakah yang anda boleh lakukan untuk meningkatkan pemahaman bagaimana boleh menjawab semua soalan algebra dalam matematik betul? (Pembelajaran)

PRACTICE….

4. WILL (buat contract…4W1H)

Apakah yang anda perlu lakukan?Apakah yang anda akan lakukan?Kepada siapakah anda akan dapatkan bantuan?Kemanakah anda akan pergi?Apakah yang akan menghalang anda dari

melakukannya?Bilakah anda akan melakukan perkara tersebut?DALAM MASA DUA MINGGU DARI SEKARANG,

APA YANG ANDA BOLEH LAKUKAN UNTUK MENCAPAI SASARAN PENCAPAIAN ANDA?

PRACTICE…

(MOTIVASI)

Bagaimanakah pentingnya kepada anda jika mencapai sasaran anda?

Bagaimanakah perasaan anda jika dapat mencapainya?

Apakah kesannya kepada diri anda?

Other models….

OSCARRESPECT

(WE JUST USE THE GROW MODEL)

Coaching for Better Relationships

Do: Be very sensitive to the individual and their

needs. Allow an individual to correct their own

mistakes, but monitor closely. Do Not:

Stand idly by while an individual is making a mistake.

Jump in and try to help too quickly, but don’t allow the problem get out of hand.

Set yourself up as a “know it all”.

Reminder: An individual does not necessarily have to be on your immediate team for you to help.

DO YOUR BEST…BE SINCERE AND HONEST

THANK YOU