WHAT
IS EXECUTIVE COACHING
- (Management Today)
By Suzanne Skiffington PhD., and Perry Zeus (Dip. B. Admin.,
Fellow VAAR)
Today's organizations face rapidly changing market conditions,
more demanding clients who require more for less, and management
with changing values and life-work style preferences.
Management Consultants and Training Organizations are increasingly
required to assist companies with: the management of change,
restructuring, transition, future planning, post-acquisition
integration planning, enhancing personnel effectiveness, personnel
assessment, improving productivity and performance enhancement,
leadership and employee growth, and support to Board members and
temporary managers.
Are you expecting enough from training?
Studies have shown that as little as 8%-12% of those who attend
training translate new skills and knowledge into measurable
performance improvement or business results. The principal cause
of this failure of training lies in the traditional training model
unfortunately still prevalent in organizations today. In most
organizations, the training function is an independent department,
physically separated from its customers. The job of this
department is typically to develop and/or buy training from
vendors, and then deliver training programs. The structure and
function of this department are based on the implicit belief that
there is a direct cause-effect relationship between the training
event and improved individual and organizational performance.
This view is fatally flawed. Training is part of an organizational
system. Simply put, this means that what trainers, managers, and
other key stakeholders do before and after the training event is
at least as important, if not more important, than what trainers
do in the design and delivery of the event itself.
What is coaching?
Coaching is the latest management trend. Companies like
IBM, Microsoft, Xerox, GMH, Dun & Bradstreet, Reebok, Credit
Suisse, Ciba Geigy and many others are training thousands of
managers to also become coaches. Executive coaches in New York, London,
Paris, and Tokyo are helping CEOs, executives, and middle managers
unearth their personal goals and aspirations and make better
business decisions. So why should you consider using coaching
rather than training? And when can coaching be an effective
development tool?
No matter how much it is tailored a training course will always
have to run on rails. Coaches are not confined to a single track,
and can take the most appropriate route to the desired
destination. Coaching is individual, and is the most flexible and
tailored approach possible.
Coaching should be considered seriously for senior executives
since investing in their skills gives the most leverage. A senior
executive's performance has a direct relationship to the
performance of the organization. Also, given their status, busy
schedules and existing experience, a public or in-house training course is
often inappropriate.
Coaching is particularly valuable when an executive is facing new
challenges. There may be external ones, such as major projects,
organizational restructuring or a new role. Often, however,
challenges may appear as internal ones, either prompted by
external circumstances or by personal factors. Such challenges may
require new personal and/or professionals skills or appear as stress, under-performance, motivation issues, confidence
or self-doubt. In many cases, it may not even be appropriate for senior executives to discuss such issues
within
their organizations.
The coach's traditional role is helping their client achieve their goals. The role is one
which is founded on trust and expertise. The coach lends their
experience, expertise, resources and encouragement to the client and thereby
helps the client to meet their challenges.
There is another model of coaching centered on the process of
Performance Enhancement. This model was developed because many
performance issues arise not from lack of knowledge or ability,
but from personal, and often hidden barriers which hinder the
achievement of goals. I'm sure we have all met people who have the
talent and capability, but somehow just never seem to deliver
their full potential. Such personal issues usually cannot be
solved by advice alone.
How does each of these approaches work?
The standard coaching model works on the basis of establishing a
relationship. The aim of each coaching session is dictated by the
client. The coach will drive the client to achieve the
agreed goals. Regular sessions are essential so that progress can
be monitored. These
sessions require preparation by the client so that they can take
stock of their current position, successes, setbacks and new
challenges.
The Performance Enhancement model works well with clients who have
come up against personal barriers to achievement. In many cases
they have the abilities, but lack the motivation, confidence or
other resources to succeed. The Corporate coach helps the client
develop the necessary personal resources, using simple yet
powerful accelerated learning techniques. These, unlike training,
work at the level of beliefs, attitudes and values, and so can
make profound and lasting changes both quickly and easily.
Typically a coaching module, focusing on one major aspect of
change, will take only several meetings.
Coaches use questioning skills, listening and re-skilling
techniques to help executives build the skills, knowledge and
confidence needed to improve their professional and personal
lives. A coach is a collaborative partner who helps you accomplish
things.
Natural ability and the drive to excel contribute to a
professional performer's success. Coaching is the added ingredient
that separates the average from the extraordinary in classical
music, politics, athletics and even business.
Performance Coaching may be a relatively new concept in the
business world, however, successful professionals have always
known that a good coach is the difference between finishing first
or second.
Executive coaching is a one-on-one process designed to meet the
individual needs of the client. Periodic meetings over a six month
to one year time frame have proven to be the most effective for
long term impact.
Some Personal Corporate coaching roles include:
· Senior management personal support and mentoring
· Coaching up and coming "stars" and management in
transition
· Prevention of management burn-out
· Management performance
· Leading specialized training or workshops
· Training management and executives on how to coach their staff
team
· Building a culture of self-managing teams
Coaching then, offers the possibility of transforming a business
since it can transform the people who drive a business. |
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THE
NEW COACHING MODEL
-(H.R.Monthly.)
Written by Perry Zeus and Dr. Suzanne Skiffington.
As heads of a Master Coach training organization and a panel of
international corporate coaches coaching in the U.S., Australia
and Asia we find that a recurring misconception in organizations
is the difference between counselling and coaching. The reason is
that the traditional "coaching" model is based on
old-fashioned counselling techniques. Today's professional
corporate coaches specialize in achieving sustained behavioural
change using proven developmental/psychological techniques which
bear no resemblance to this antiquated model. Many business
managers confuse the two, or still remain unaware of the new
coaching model.
Experience has taught us that a prospective client's first need is
to understand what differentiates the new coaching model from
counselling. While the "old" coaching model includes
some features of the new model, for example, goal setting and
action planning, there are several differences. Research and our
experience show the following similarities and differences between
the two.
Some similarities:
·- both involve a practitioner-client relationship which focuses
on the performance
and functioning of the individual
·- both build rapport, and use advanced listening and reflecting
skills
·- both adhere to professional and ethical standards of conduct
Some differences:
-· The old counselling model generally follows a remedial
approach which emphasizes deficits and problems of not meeting a
set, required conduct. The new coaching model derives many
principles from Sports Psychology which emphasizes empowerment,
strengths and achievements.
·- The new coaching model interfaces with learning and
development tools, for example, 360 degree feedback and other
multi-rater instruments, and the use of behavioural diagnostic
assessment tools which are introduced at the beginning of coaching
sessions.
-· In the counselling model, employees have difficulties in
functioning and don't know why. Employees may experience feelings
that make it difficult for them to clearly recognize the problem.
In New coaching, employees are already successful and eager to
move to a higher level of functioning but don't know how. Coaching
is forward looking, and emphasizes new skills and more effective
strategies for professional/personal growth, transformation and
achievement.
·- The old counselling model works through the client's defenses
and resistances, and involves explaining the rationale for 'the
rule or standard' and the consequences of not meeting that set,
required conduct. The objective is to obtain an agreement on the
nature of a specific problem, whereas New coaching requires the
coachee to first agree to, then commit to a written coaching
contract clearly articulating the purpose of the coaching
relationship.
·- The new coaching model is about trying to create a new future
and enhancing an individual's potential. It is proactive - the
emphasis is on recognizing and solving any problems before they
arise. The old model focuses on exploring reactive behaviours and
how to change these.
·- New Coaching is less directive than the old model. It is a
conversation, whereby asking relevant questions at critical
junctures, the coach can encourage and support the coachee to look
at different angles and strategies. The counselling model is more
directive, with employees being 'given' answers and insights.
·- New Coaches are flexible, moving with ease between empathic
and challenging, confronting styles. The outdated coach was more
tentative, less demanding.
·- There is a more obvious power differential using the old
counselling model. The employee has the problem and the manager/counsellor
is an expert who will "cure" him or her. New Coaches are
not experts but guides and resource providers.
·- New coaching generally involves an initial three to six months
contract and is eventually ongoing, whereas the counselling model
is needs based and occasional.
·- In New coaching if there is a need for counselling, the
coachee is referred out to see a counsellor/manager. |
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WHY
DO EMPLOYEES RESPOND DIFFERENTLY TO CHANGE
(C.C Manager 22/11/99)
By Dr. Suzanne Skiffington
Change tends to be difficult and humans have a tendency to resist
it. Once we've found something that works, we stay with it. Some
research suggests that we are not physically evolved enough to
keep up with the increase in information and high technology. The
rate of change has outstripped our capacity to adapt, therefore
change is intrinsically stressful. Change also involves some
disruption of ties and relationships, and therefore, involves
loss.
Change is endemic to most organizations and businesses. There is a
constant need to upgrade technology and systems to meet the
demands of a rapidly changing marketplace. These changes can
result in anxiety and resistance. Thin management and large
numbers of employees also contribute to some of the challenges
involved in introducing change.
However, some individuals deal better with change than others.
Individuals with a high tolerance for ambiguity (i.e. the ability
to cope with ambiguous situations, unclear information and
unpredictable or rapid variations in the environment) deal better
with change.
Also, individuals who feel they are in control of their own
destiny (i.e. have an internal locus of control) deal better with
change. Individuals who have an external locus of control can feel
helpless, anxious and overwhelmed in the face of changes over
which they feel they have no control.
Some individuals dislike routine and become bored when things
don't change, whereas others prefer stability and routine.
Some years ago, Perry Zeus and myself were commissioned by a large
IT company to formulate a personality profile (The 24PF) for their
personnel. One of the key objectives of the profile was to
diagnose resistance to change on the part of prospective personnel
and to guide management on how to work with these individuals. To
this day, the company will not conduct any one-on-one interviews
until the prospective worker has completed the 24PF.
However, apart from so-called 'personality factors', the nature of
the organization also affects how workers deal with change. There
is more resistance to change in an organization that is
hierarchical and rigid than in one that is flexible and informal.
Resistance to change
Resistance to change is partly a function of the extent to which
the changes impact personally on each worker. Reluctance to change
can arise from feelings of insecurity or from threats to one's
feeling of competence. Some people feel comfortable with old
systems and fear learning new systems. This reluctance can
manifest as complaining, as camouflaging errors, withdrawal,
apathy or overt anger. However, management should be aware that
these behaviours are signs that their workers are actually going
through the change process. They need support and encouragement,
some more than others.
The process of change and what management can do to facilitate
it.
A useful model for looking at change involves 4 stages.
1). Denial - workers pretend that the changes or need for change
will just go away. There can be apathy and 'head in the sand'
behaviour. Management has to continue to communicate the need for
change. They have to ensure that workers understand the
limitations of the present system/structures and how change will
be beneficial. This can only be done where there is a climate of
trust and where employees feel they belong to and are valued
members of the organizations.
2). Resistance - this can manifest as anger, disagreements and
complaints. Management needs to recognize and allow employees the
opportunity to ventilate their frustrations and fears. Managers
and team leaders can adopt the coaching principle of 'translating
complaints into goals'.
3). Exploration- energy starts to flow although there can be
uncertainty and initial chaos. Management need to maintain focus
and support workers through any uncertainties.
4). Commitment - employees are committed rather than just
compliant to the changes and there is clear focus and
productivity.
Strategies to get to know employees
1). Initiating new recruits - it's important for management to
explain the goals and mission of the organization to new recruits.
Employees should know the organizational structure, where they fit
in and what management's expectations are. Management should also
highlight the learning and development aspects of working within
the organization.
2) Develop collaborative performance evaluations that encourage
agents to develop goals and action plans that are in synchrony
with their own values and aspirations. This allows managers to get
to know their employees and in turn, employees feel valued and
committed.
3)Rather than telling employees what to do, managers could adopt a
coaching style which allows workers to generate their own
solutions in a context of regular and constructive feedback.
Although this may initially be time-consuming, ultimately
employees become more self-directed and autonomous, thus freeing
managers to get on with managing.
4) Encourage a culture of peer coaching whereby employees are
willing and enthusiastic to assist each other. Of course, this can
only succeed in an environment where coaching and cooperation
prevails.
Communicating change to different employees
If managers and team leaders adopt a coaching role, they are more
in tune with each individual's needs and preferred style of
communication. While it may not be cost-effective or
time-effective to tailor communication about change to every
individual, the coach's role is to work through change with the
individual. Open channels of communication, a sense of trust and a
belief that the changes are beneficial to the organization and the
individual are the critical factors in communicating and
encouraging change.
Introducing organizational change
We have designed a Learning and Development Audit whereby we audit
an organization's learning and development programs (e.g.,
coaching, training and mentoring programs). We match this with
their culture and long-term strategic expectations and plans. We
then provide a report that sets out how well they are able to
change. For instance, if a company plans to introduce new
technology or important organizational changes, the audit allows
the company to understand how well-equipped organizationally they
are to introduce and deal with the proposed changes and how well
matched are their expectations and their ability to successfully
change and evolve.
Change, however is not simply structural. There has to be a
collective sense of responsibility that goes beyond changes to
systems and structures. What influences successful change is the
way people in the organization interact with each other. Change is
more fluid and less stressful when management is seen as
supportive and embracing of change.
Where possible, changes should be planned together with all the
people who are going to be involved. Again, limitations of the
present system and the benefits of the proposed changes have to be
explicitly communicated. Employees have to feel free to voice
their fears and enthusiasm.
Managers can adopt a coaching role. This involves listening,
reflecting, questioning and giving feedback.
Managers have to balance being challenging and championing with
empathy for the difficulties some people experience in the face of
change.
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COACHING
IN 'NEW SCHOOL' CALL CENTRES
(Customer Contact World Magazine)
by Perry Zeus
All industries, particularly call centres, are experiencing an
unprecedented rate of technological change. Customer expectations
are continually rising, high levels of staff turnover are endemic
and yesterday's customer service and procedural skills are
virtually obsolete.
Call centre training costs are increasingly expensive and
difficult to justify. Moreover, current research suggests that
only 8 to 12 per cent of those who attend traditional training
courses actually translate new skills and knowledge into
measurable performance improvement or bottom-line results. Much of
the investment in training as a model of learning is, therefore,
simply wasted.
So - what are the leading and forward-thinking call centres doing
to ensure their survival and success? As progressive call centres
recognize that they can no longer rely on traditional training
techniques to raise performance levels and continually re-skill
their workers, they are adopting and developing a genuine coaching
culture.
Coaching remains a frequently misunderstood and misused term in
the call centre industry. Coaching is about learning, change and
transformation - about the human ability to grow and generate new,
adaptive and successful actions. Coaching is essentially a
conversation - it is a dialogue between a coach and a coachee
within a productive, results-oriented context. Coaching is more
about knowing what questions to ask than about providing answers.
Coaching in call centres can refer to: coaching for call
monitoring, coaching for skills, coaching for team membership,
customer service coaching, sales coaching, coaching as a style of
management and working with an individual TSR or CSR to improve on
weaknesses and develop strengths. Yet, any type of coaching is
only truly successful in an organization that boasts a genuine,
thriving coaching culture or ethos.
Many call centres have been busy putting out fires rather than
growing staff and examining the reasons for the fires. The 'old
school' call centre uses coaching on a remedial basis which
involves 'telling' employees what to do rather than developing
their learning and performance capabilities. On the other hand,
progressive 'new school' call centres have established a genuine
coaching culture which enables their people to thrive and grow
while at the same time, increasing productivity and customer
satisfaction. These new school call centres value professionalism
and the individual's unique contributions and are willing to
invest in their growth and development.
So why is old school management reluctant to adopt a formal
coaching profile? Some reasons include:
· Managers and other senior staff have not received coaching
themselves nor are they trained to understand the various coaching
models, techniques, skills and benefits of coaching.
· The role of the coach is unclear. Because many senior staff
have no formal training in coaching they are unsure of the
parameters of coaching and fear that coaching may take them away
from their 'real jobs'. However, coaching enables staff to become
more competent and therefore more self-reliant and in fact, frees
managers, supervisors and team leaders to attend to other tasks.
· Old school managers claim it is impossible to justify coaching
on personnel who are likely to leave. Yet this approach is
short-sighted and overlooks the coaching benefits of increased
commitment and loyalty.
In my seventeen years of experience working with call centres
around the globe, I have found that many old school call centre
managers recognize the need to develop the full potential of their
staff but feel that this conflicts with their productivity
requirements. However, recent studies have found that using
traditional productivity measurements tends to result in low staff
morale, high staff turnover and decreased customer satisfaction.
The new school of call centres are adopting a modern, friendlier
model of management based on coaching principles that enhance
growth and potential and result in true productivity gains.
Productivity is not simply a question of the number of calls per
so many minutes, but is rather a measure of the improved value of
customer interaction with the call centre as well as call
outcomes. Such a model can only be adopted within a culture where
staff are encouraged and supported to become self-directed,
self-motivated and self-responsible - that is, within a coaching
culture.
The old school call centres have a traditional call coaching or
call coaching monitoring program administered by personnel who
have undertaken traditional training courses but who have never
received any formal training or certification to become a coach.
They employ a training model of learning with a fixed agenda set
by the trainer. By contrast, in the new school call centre, the
individual sets the agenda which can be fluid and flexible.
Training rarely involves open and honest feedback, whereas the
coaching process includes ongoing feedback and continuous
learning. Unlike traditional training which tends not to bring
about major shifts in thinking and action, coaching is about
sustained, measurable behavioral change and enhancing the
coachee's intrinsic motivation.
Workplace counselling is another discipline confused with coaching
in old school call centres. Counselling involves turning around
under-performance by resolving a particular problem. Such problems
can involve stress, anxiety, poor quality work and frequently,
uneven performance levels. Essentially, counselling takes a
remedial approach and gets problem employees to recognize the gaps
between their actual and desired performance, identify the source
of the problem and develop an action plan to remedy it. Coaching,
on the other hand, emphasises strengths and achievements and is a
process of continual development by which employees gain the
personal and position skills and abilities they need to develop
professionally and personally and perform better.
In the old school call centre there is no quality control,
benchmarking or auditing of the results of the training program,
call monitoring or coaching program. In the new school call centre
a trained accredited Master Coach guides a team of coaches
(supervisors, team leaders) who oversees the learning and
development of all personnel and ensures all learning programs are
reaching (according to Management objectives) either Best
Practice, Best in Class or World Class standard.
In the increasingly competitive, high-tech, borderless, global
call industry, any call centre is only a few clicks away from
oblivion. Only after an Accredited Coaching Program is implemented
can any call centre today aspire to, or successfullly compete in
an open marketplace.
A genuine accredited coaching call centre has all its key
personnel certified as coaches. Such an authentic and not just a
lip-service coaching culture encourages agents to want to provide
three star service, up-sell, cross-sell, and provide that
something extra. This leads to better customer impression,
customer retention and a higher return on investment.
Our coaching courses are designed by Dr Suzanne Skiffington, one
of the world's leading Master Coaches and author of the best
selling "The
Complete Guide to Coaching at Work" (published by
McGraw-Hill). Our 2-day (A+ Certification) and 4-day (Certified
professional Master Coach) Coach-the-Coach workshops formally
accredit your managers, supervisors, trainers, H. R. personnel,
team leaders and other key personnel.
The certification process is based on competencies, standards and
skills that are recognized throughout the profession. The 2-day
(A+ Certification) course is practical and hands-on with an
emphasis on how to successfully coach at all levels. Workshop
exercises are designed to bridge the knowledge, behavior and
skills "gaps" to becoming an effective coach.
The curriculum is designed to give the participants: 1) a solid
understanding of core coaching techniques, models and skills, 2) a
world standard competency in these skills, and 3) a means of
adapting the coaching skills to their own style and personal
skills.
The 4-day (Certified professional Master Coach) course members
typically include senior management, H. R. and Training personnel.
The Master Coach course skills individuals for training,
development, implementation and overseeing the progress of
coaching standards and programs within their call centres.
Coached in this world class, stimulating learning environment, the
graduates of our coaching courses can confidently and securely
lead their call centres into the exciting and ever challenging
world of the call centre industry.
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