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IMPACTING LIVES ● DEVELOPING LEADERS

Session 1: Introduction to the Coaching Process

SESSION 1 OBJECTIVES:  To understand the fundamentals of the coaching process as well as TMSi-specific framework and guidelines. (THINK it)  To think critically about and discuss these fundamental elements and determine how each of us will incorporate them into our coaching roles. (MEAN it)

 To reflect effective coaching skills that are congruent with LEGACY intentions for our leaders. (SHOW it)

The Fundamentals of Coaching

“Coaching focuses on future possibilities, not past mistakes.” -John Whitmore

 What is coaching? Although the Concise Oxford Dictionary defines the verb “to coach” as ‘to tutor, train, give hints to, prime with facts’, that isn’t the full story for coaching within TMSi. o The way a person is coached is paramount. It is most effective when done in a supportive relational environment. o Improving performance is the foundational goal of coaching, but how we do that is what we’ll be exploring together.

Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.

In the 1980’s Timothy Gallwey, in his groundbreaking books, The Inner Game of Tennis (Golf, Skiing), challenged our thinking in the arena of effective sport coaching by suggesting that the “Opponent within one’s own head is more formidable than the one the other side of the net”. He claimed that if a coach could help a player reduce or remove the internal obstacles to their performance, an unexpected natural ability would flow – not needing volumes of technical input from the coaches. This new model suggested that we are more like acorns – having all the potential to be a magnificent oak tree within . We need nourishment, encouragement and the light to reach toward…but the “oaktreeness” is already within.

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Coaching in the business world: (“The Inner Game of Work”, by Tim Gellway) o Your ‘opponent’ is really your friend if he makes you stretch and run – he is not your friend if he just passes the ball back to you. That requires no improvement of your game. o A good coach thinks of people in terms of their potential, not their performance. We need to believe that the best is in there. Our beliefs about the capabilities of others have a direct impact on their performance. (Pygmalion Effect) o Even more important than the coach’s belief in a coachee is that individual’s recognition of their own hidden potential.

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IMPACTING LIVES ● DEVELOPING LEADERS EXERCISE: Answer these questions for discussion: 1. What percentage of people’s potential manifests itself in the workplace on average?________________________ 2.

What evidence do you have to support your figure? _______________________________________________ _______________________________________________ _______________________________________________

“Building awareness, responsibility, and selfbelief is the goal of a coach.” -J. Whitmore

3. What external and internal blocks obstruct the manifestation of the rest of that potential? _______________________________________________ _______________________________________________ _______________________________________________ Traditional Mindset vs. Coaching Mindset:

ME

Vs

YOU

Telling Solving Advising Dependency

vs vs vs vs

Solving Drawing Out Promoting Discovery Interdependency and Self-Reliance

 When we stay in the “me” side, it is easier for the coachee, but doesn’t help them grow. By focusing on the “you” side, the coachee is pushed to determine the action and his/her own beliefs on the subject matter.  When NOT to use traditional coaching: o When the person doesn’t know what to do… o When the person has never done the job and has no transferrable skills o When an urgent decision is needed o When it is a crisis situation

http://www.performanceconsultants.com/header-coaching This brings us to the difference between coaching and mentoring: Mentoring: Focused on the “me” side. Conversations are based on the mentor’s experience. They advise and advocate for certain approaches. Coaching: Focused on developing the individual’s ideas. This approach takes more time on the front end, but in the long run gains time. IDEAL: A blend of coaching and mentoring!

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IMPACTING LIVES ● DEVELOPING LEADERS

“Coaching is a more sustainable way to do better business…”

Distinct Coaching Guidelines for LEGACY: 1. The purpose of our coaches is: To develop Legacy leaders with full-spectrum skill-sets; equipped for new organizational opportunities:  Level 1: Crisis Director – pursuing profit, able to manage adversity and willing to take charge.  Level 2: Relationship Manager – developing relationships that support corporate needs: between employees, customers, suppliers, and peers.  Level 3: Manager/Organizer – emphasizing being the best and developing best practices. Focusing appropriately on productivity, efficiency, quality, and systems and processes.  Level 4: Facilitator/Influencer – focused on continuous renewal; promoting learning and innovation. Empowering others and building teams.  Level 5: Integrator/Inspirer – developing the corporate community. A part of encouraging a positive, creative corporate culture with shared vision and values.  Level 6: Mentor/Partner – Skills that reflect ability to collaborate with customers and the local community. Develops strategic alliances, helps employees grow to fulfillment. Steward of the environment.  Level 7: Wisdom/Visionary – Heart for humanity and the greater good. Demonstrates a long-term perspective with future generations in mind. Reflects the highest level of ethics.

2. Expectations of our coaches:  6 month commitment – (Beta Phase)  Hold coaching conversations with coachee 2 x per month (total time commitment: 2-3 hours/month includes coaching & training)  Meet with coach coordinator and other coaches on monthly development call  Maintain objectivity and confidentiality within the coaching relationship  Know when to ask for help  Remember that coaching is driven by the coachee  Keep consistent records  Participate in program evaluation at conclusion of beta phase 3. Expectations of our coachees:  Commit and engage in the process!  Ensure timely communication with coach  Be accountable to commitments made within the coaching session  Be honest and transparent  Be open to new perspectives  Cultivate self-knowledge  Take responsibility for the process and its outcomes  Help us evaluate the effectiveness of your experience

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IMPACTING LIVES ● DEVELOPING LEADERS LEGACY Internal Coaching Framework:

“You can have very enlightened practices in the heads of the top leaders, and employees hungry for enlightened practices. And then managers are operating the way they always have, not understanding that there’s anything more to their responsibility than a good profit-and-loss statement.” -Deborah Holmes, Ernest & Young

Lead Coaches

Coaches (Director Level for Beta Phase)

Coachees (Succession Leaders)

Support Network Organizational Development Team

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IMPACTING LIVES ● DEVELOPING LEADERS LEGACY’s Internal Coaching Process: After contracting with the coachee:

ASSESS (Conduct LVA and MBTI)

EVALUATE

PLAN (Analyze priorities for growth)

COACH (Using GROW model)

Now What? 1. How have I approached coaching someone “for performance” in the past? 2. What is one thing that I might do differently as I purposefully coach someone in the future?

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IMPACTING LIVES ● DEVELOPING LEADERS

Session 2: The GROW Model- #1 Goal Setting

SESSION 2 OBJECTIVES:  To understand the basic components of the GROW model of coaching (THINK it)  To identify areas of coaching strengths and areas of needed improvement with coaching competencies. (MEAN it)  To reflect effective coaching skills that utilize desired competencies (SHOW it)

THINK IT: G = Goal Setting! “The effects of goals can help a person focus on the important details needed to be accomplished. Distractions are easily dismissed when seen in light of the ultimate goal. Writing down goals clarifies priorities to keep the person on track. Activities not related to the goal can be eliminated or postponed. The effects of setting goals can empower a person to believe in the outcome and maintain a positive attitude while in the process of achieving that goal. A seemingly large feat can be broken down into specific manageable steps.” Read more: Appendix 1 “When I want to, I perform better than I have to. I want to for me, I have to for you. Self-motivation is a matter of choice.” - John Whitmore

Think it

Coaching Goal #1: Session Goal Begin the coaching session by determining the goal for the session itself. Questions that can clarify this are:  What would you like to get out of this session?  I have half an hour for this, where would you like to have got to by then?  What would be the most helpful thing for you to take away from this session?  Some responses might be:  An outline for the month that I can develop.  A clear idea of and commitment to my next two action steps.  A decision as to which way to jump.  An agreed budget for the job.

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IMPACTING LIVES ● DEVELOPING LEADERS What type of Goal: End Goal, Performance Goal, or Dream Goal? End Goal: “The final objective – to become the market leader, to be appointed sales director, to land a certain key account, to win the gold medal – is seldom within your own control. You cannot know what your competitors will do.”

“Coaching aims to eliminate both the external and the internal obstacles to achievement of a goal” -John Whitmore

Performance Goal: “Identify the performance level that you believe will provide you with a very good chance of achieving the end goal It is LARGELY WITHIN YOUR CONTROL and it generally provides a means of measuring progress. It is far easier to commit yourself to, and take responsibility for , a performance goal, which is within your control, than an end goal, which is not. As end goal, whenever possible, should be supported by a performance goal. The end goal may provide inspiration, but the performance goal defines the specification.” Dream Goal: “A personal dream, an internal vision, inspires action. Take the example of Rebecca Stevens, the first British woman to climb Mt. Everest. She gives lectures on her lofty achievements to businesses but also schools. You can be certain that after hearing her inspirational talk, many a schoolchild has run home and begged a parent to take them rock climbing…” -“Coaching for Performance”, by John Whitmore ©2004

Who owns the goal?  Choice and responsibility are essential in terms of selfmotivation.  Without self-motivation, overall performance will often be lowered even if the target is higher than that set initially by the individual.  De-motivation often occurs when individuals are not setting their own goals.

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IMPACTING LIVES ● DEVELOPING LEADERS S.M.A.R.T. GOALS:     

S = Specific M = Measureable A = Agreed R = Realistic T = Time Phased

Dream

End Goal

Performance Goal

Process

MEAN IT: How will you do in a coaching situation? What do you need to give attention to? Activity: Role Play: One person acts as the coach, one as the coachee, one as an observer. How would your initial goal-setting discussion go? Role of the Coachee: You want to develop stronger relationships with your direct-reports. Role of the Coach: You are the coachee’s supervisor.

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IMPACTING LIVES â—? DEVELOPING LEADERS SHOW IT: As you look at your personal style and competencies, what do you think you need to do to be most effective at helping a coachee determine effective goals?

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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IMPACTING LIVES ● DEVELOPING LEADERS

Session 3: The GROW Model- #2 Determining Reality

SESSION 3 OBJECTIVES:  To understand the basic components of the GROW model of coaching: determining reality (THINK it)  To identify areas of coaching strengths and areas of needed improvement with coaching competencies. (MEAN it)  To reflect effective coaching skills that utilize desired competencies (SHOW it)

THINK IT: R = Determining Reality G = Goal Setting

R = Determining Reality O = Identify Options W = What will you do?

“The courage to face the demands of reality…”

Elements of determining Reality: 1. Objectivity: “Objectivity is subject to major distortions caused by the opinions, judgments, expectations, prejudices, concerns, hopes and fears of the perceiver.” 2. Awareness: “Perceiving things as they really are; selfawareness is recognizing those internal factors that distort one’s own perception of reality.”

- Dr. Henry Cloud

 For Discussion:  Why is it so difficult for us to be objective about where we personally are?  What gets in the way of true self-awareness?  What do you see as vital benefits of having an accurate grip on reality? Fundamentals of questioning to determining realty:  The demand for an answer is essential to compel the coachee to think, to examine, to look, to feel, to be engaged.  The questions need to demand high resolution focus to obtain the detail of high-quality input.  The reality answers sought should be descriptive not judgmental, to ensure honesty and accuracy.  The answers must be of sufficient quality and frequency to provide the coach with a feedback loop.

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IMPACTING LIVES ● DEVELOPING LEADERS IN SHORT: What – When – Who – What - How Much Exercise: In the space below, write some questions that you would use to help identify the specific reality for a person who had identified a need to develop strong “follow through” skills. After you had determined the specific “smart” goal, what sort of questioning would help you and the coachee to get to the core of the current reality? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ For you as a coach: 1. What are some things that you may find difficult as you try to help a coachee determine what the true reality is? 2. As a group, brainstorm some ways to get around those blind spots.

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IMPACTING LIVES ● DEVELOPING LEADERS

Session 4: The GROW Model- #3 Identifying Options

SESSION 4 OBJECTIVES:  To understand the basic components of the GROW model of coaching: determining reality (THINK it)  To identify areas of coaching strengths and areas of needed improvement with coaching competencies. (MEAN it)  To reflect effective coaching skills that utilize desired competencies (SHOW it)

THINK IT: O = Identifying Options G = Goal Setting R = Determining Reality

O = Identify Options W = What will you do? We live in a black and white world: everything either absolutely right or absolutely wrong? 3. Can you give examples to support this world view? ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ 4. Can you give examples to challenge this world view? ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

 For Discussion:  How do you develop alternatives or options when faced with a problem? Or an opportunity? What have you done in the past?

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IMPACTING LIVES ● DEVELOPING LEADERS Exercise: In the space below, write some questions that you would use to help someone develop options to a specific problem, challenge, and opportunity. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ For you as a coach: 1. What are some things that get in the way of a coachee developing options? 2. Are there negative assumptions at play? 3. Can you get them out in the open for review? Classic Negative assumptions – we all carry them around and choose when to pull them out of our pocket: It can’t be done It can’t be done like that They would never agree to that It’ll cost too much We can’t afford the time Someone already tried that The big “What If? – What if you had the time? What if it could be done that way? What if you know the answer or could not fail? What if that obstacle didn’t exist – what would you do then?

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IMPACTING LIVES â—? DEVELOPING LEADERS Join the dots, using four straight lines, only. Your pen must not leave the page and you may not repeat any line.

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IMPACTING LIVES ● DEVELOPING LEADERS

Session 5: The GROW Model- #4 What will you do?

SESSION 5 OBJECTIVES:  To understand the basic components of the GROW model of coaching: determining reality (THINK it)  To identify areas of coaching strengths and areas of needed improvement with coaching competencies. (MEAN it)  To reflect effective coaching skills that utilize desired competencies (SHOW it)

THINK IT: W = What will you do? G = Goal Setting R = Determining Reality O = Identify Options

W = What will you do? Coaching in action: let the questions begin…. 1. What could you do, what are you thinking of doing, which of these options do you prefer? 2. When are you going to do this or have this complete by? 3. Will this action meet your goal 4. What obstacles may get in the way of you doing this? 5. Who needs to know? 6. What support do you need? 7. How and when are you going to get the support that you need? 8. What other considerations do you have? 9. Rate your chances of success from 1-10 that you will do what you have said you will do? 10. What prevents this from being a 10? Follow-up in writing – action plan from coach to coachee. 

Adopt the reporter’s mindset vs. instructor.

At the end of the coaching cycle – have you RAISED AWARENESS and BUILT RESPONSIBILITY on the part of the coachee? Now What? Think it

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IMPACTING LIVES â—? DEVELOPING LEADERS

APPENDIX 1

The Importance of Goal Setting – www.livestrong.com Goal setting can take a variety of forms. The main purpose is to outline a set of clear objectives and the means by which to reach them. Goals help teams and individuals reach a destination and track their progress and participation during the experience. Goals provide direction and a plan that can always remain open to revision as progress is assessed.

Function Goals can help a person stay focused and maintain motivation to maintain certain activities required to achieve a goal, such as exercising to lose weight or saving money to buy a certain item. Goals can help direct behavior and define a person's priorities, report educators at the University of Illinois Department of Disability and Human Development. Setting goals breaks down the process needed to achieve a specific outcome.

Significance Although the outcome is the desired result, the significance of goals is apparent every day as the person with the plan has clear direction. The final outcome is less overwhelming when broken down into manageable steps outlined in a plan. Goals that are made public also can produce positive reinforcement and encouragement from others.

Effects The effects of goals can help a person focus on the important details needed to be accomplished. Distractions are easily dismissed when seen in light of the ultimate goal. Writing down goals clarifies priorities to keep the person on track. Activities not related to the goal can be eliminated or postponed. The effects of setting goals can empower a person to believe in the outcome and maintain a positive attitude while in the process of achieving that goal. A seemingly large feat can be broken down into specific manageable steps.

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IMPACTING LIVES â—? DEVELOPING LEADERS Consideration By taking the time to set goals, priorities and personal desires are defined. The goalsetting process requires people to consider their lives and what's important. Goal-setting can provide meaning when life seems fruitless; it fuels dreams and ideals. When setting goals, one must take into consideration other people and how they might be affected, how the goal will be achieved and what kinds of resources are available to make it happen.

Warnings It's important to set goals that are achievable, report doctors at the Association for Applied Sports Psychology. Moderate goals often are better to write down than very difficult goals because achieving a goal can motivate a person to continue making further goals. Goals should be measurable and specific and hold the true potential of being achieved. Read more: http://www.livestrong.com/article/113768-importance-setting-goals/#ixzz1KkZNt6CT

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