27 posts tagged “development”

By Claire Loving

There has been a significant increase in the number of people who are offering themselves as coaches to people in both the business world and in life in general. Over time, the public has become aware of coaching as a means of support in jobs that come with a great deal of stress. Many more training courses for coaches being advertised for people to train to become coaches and therefore there is much more availability and choice for people who want to ‘be coached’ or as I would say ‘receive coaching’.

I have been coaching people working in businesses and other organisations for the past 18 years and I am often asked by people that I meet how I got started as a coach – usually because they are hoping to become a coach themselves and they are interested in any advice that I have to give them. I originally learned about coaching from a person called Ben Cannon who had originally been a tennis player and tennis coach but who took what he had learned in the sports environment on into business and applied many of the same techniques and approaches to help people in business to improve their satisfaction and performance. The style that I learned from him was a ‘non-directive’ approach rather than a ‘tell’ style and it was and still is best explained and understood for me in the excellent book “Coaching for Performance” written by John Whitmore, now Sir John Whitmore a British ex-motor racing driver.

His seminal book and the GROW model coaching technique that he describes in it, is still, in my view, the best text for an aspiring coach to start with. This brings me to another key point about becoming a coach – it is something that you learn – largely by experience – and not something than can solely be taught or acquired through a training course. The other book that I found to be very instructive for me as an aspiring coach was the “Inner Game” series of books written by Timothy Gallwey about sports such as tennis, golf etc. His approach to coaching was also a non-directive one and also had its roots in tennis coaching in the U S.

The key learning for me from this text was about the self-awareness and responsibility of the coaching subject – the coachee – for the doing of their job. It is their job and life – not yours as a coach, that is important and therefore your focus of attention should be on them and what they are thinking, feeling and experiencing rather than on you as the coach.

So when asked about how I would advise a person to find out about coaching I would direct them towards reading some of these basics texts which explain the philosophy, approach and some techniques for non-directive coaching. Clearly there is another much more directive style of coaching around that is best embodied in many professional football coaches (and in some other sports) which relies on the “tell” or “push” approach to coaching. This can and does work effectively in some spheres of human endeavour and with some performers but it relies on the concepts of power, authority, expertise, knowledge of the “right way” to do things and on the coach taking part of the responsibility of how and what to do away from the performer. In my experience this is not the best way to approach coaching in business because invariably the coachees know so much more about their business situation than I do as their coach and they also expect to treated as responsible adults and don’t want to be told by me what to do and how to do it – they see this, quite rightly, as their choice and responsibility.

Businesses often are unaware of the benefits coaching can give to their employees and as a direct result, their profits. It is often suggested that coaching is more effective in improving an individual’s performance than a leadership or management development programme. This is a somewhat subjective statement and as a business, you know you cannot afford to take a chance in these difficult times, on companies offering services that have little apparent and tangible results.

So what are the practical differences between coaching and leadership or management development programmes?

Firstly the coaching process is 1 to 1 and the focus is 100% on the individual, where as leadership and management development programmes are invariably for groups. By focusing on one person at a time, there is an opportunity to address the issues the coachee may not wish to raise in a group setting.  Also, the agenda and objectives for these group programmes are usually set in advance, meaning that it may not relate directly to the individual manager's specific developmental requirements. As the agenda for a coaching session is largely set by the coachee, the process becomes flexible and the results specifically tailored. On a leadership or management course, it is not easy to change the agenda and as the structure is more rigid, participants may leave with more questions than they arrived with.

When involved with coaching, the coachee may feel the call to action is stronger and more detailed than a participant of a leadership or management training course. The sessions where the action plans are often fewer and more general are clearly going to be less beneficial to those involved than action plans that are individually tailored and monitored by a coach.

A feature of coaching sessions is that notes will be taken, goals will be set at the end of every coaching session and managers will be asked by the coach if they have achieved their goals and how. Individuals are nurtured and are assessed to see if they need a different motivation technique. The ability to talk and act honestly, naturally and spontaneously is encouraged for a coachee whereas any displays of frustration, anger and emotion would be regarded as disruptive on a leadership or management training course. Managers should be encouraged to express their feelings in a constructive manner and this is generally more effective in one-on-one sessions.
 

There are of course, advantages for participants taking part in course-based activities, many people respond to group activity and create good networking opportunities, however, this is dependent on what you hope to get out of each method. Overall, I believe that subjects of coaching get more from their sessions purely through the specific advice offered to them. It has a powerful impact on their actions, performance but most of all, confidence in the subject’s own abilities and judgement. 

Trusting your staff to do what they are good at is key to building a successful organisation, but sadly too often managers fail to recognise the significance of this.

Modern Management as well as modern life seems to be one of control.  It is vital that budgets are hit, performance targets achieved, and often at the expense of freedom and creativity.  That is not to say that these things are unimportant, because, clearly they are important, but what a manager should never do is over control their staffs work.  

Humans are interesting animals.  We generally respond to stimuli from others in the same manner in which the stimuli are presented.  In other words, if you smile at someone, they will usually smile back, if you scowl, then don’t be surprised if they return something similar!

The point of this is that the more a manager controls their staff’s work, the more they will behave in a way that necessitates even more control.  This becomes a vicious circle with the Manager exerting more and more control, but also complaining that their employees don’t take any responsibility or show any initiative.

To break the cycle, Managers need to understand the impact their behaviour has on others.  Management Training can help because it teaches Managers techniques to empower their staff, as well as helping them overcome their fears about handing over ‘control’ to their staff.

Management Training can help Managers to:

·    Set out the desired results they want from their staff (in terms of what and not how).
·    Identify guidelines, policies, principles, and procedures considered essential to get the desired results.
·    Set out the necessary resources e.g. financial, human, or technical resources to achieve the results.
·    Hold their staff accountable – this isn’t about control but being clear about how results/performance will be measured and evaluated, and how progress reports and accountability sessions held.

There can be real benefits from investing in Management Training in this way.  Not only will Managers end up giving their staff the freedom to get on with the job, but they will also find that they have more time to think and do their own job.  In this way, the Manager, staff and ultimately the whole organisation benefits from the Management Training received.

All businesses need to allocate a good deal of resources to market their products and services if they are to be successful. It will not be self evident to the average purchaser that you provide the best management training, IT equipment or conservatories! Potential customers need to be told.

However, successful marketing is not simply about buying a few branded pens and paperweights and investing in an advertising campaign. It is about getting the fundamentals right in the first place.

The first “fundamental” activity is to deliver a quality product, service or experience in the first place. Investing in management training can help to ensure that all staff are motivated, capable and committed to this goal. Happy customers will naturally recommend your products or services to others without any prompting from you. Conversely, if staff are not committed to delivering a quality experience, no amount of promotions or advertising will change this.

Secondly, be clear about what is unique about your product or service that will enable your business to stand out from the crowd. For example, if you offer management training and development services what will set your business apart from the plethora of other training providers? Is it your approach, intellectual property or combined experiences?

Thirdly, proactively work with your existing customers. This may be in the form of promoting a wider range of products/services to them or alternatively using them as a route to winning new customers. For example, retailers use reward schemes that encourage and reward their customers for spending more money with them. Other examples include health or golf clubs who reward their members for recruiting their friends, family and work colleagues.

Finally, utilise your staff. Employees who are motivated, committed and happy will talk to their family and friends about what a fantastic place their work is and how their products/services are better than anyone else’s. It is therefore vital that managers are trained appropriately to get the most out of their staff.

Successful marketing is not just about advertising and promotion, it is also about getting the “fundamentals” right and appropriate investment in management training will help the business to get these in place. Once complete, the business is then in a position to invest in the more “traditional” aspects of marketing.

By the end of the feedback process to the participants in a Development Centre you should have both individual data specific to each person and also group data relating to the cohorts of managers who have gone through the process.

This data will cover the strengths, weaknesses and potential development areas & solutions for each individual as well as for the larger group. It will have been further informed by the input of the line managers when they have been involved in the feedback discussions with their participants and any development needs related to the needs of the current and future jobs.

The Organisation clearly has a responsibility to make productive use of this data for the direct benefit of the participants especially and also for the Organisation as a whole.
In addition you may also have some additional data about the future potential of the participants and their suitability or unsuitability for other roles in the future.

This data can further inform career development and succession plans for this group of managers.
Hopefully each participant would leave the development centre with a greater sense of their strengths and a personal development plan that they can follow. The Organisation should support this by providing resource, funding and access to any suitable training courses, development events, projects or individual coaching and mentoring initiatives to help the participants to grow and develop their competencies and performance.

There a number of factors to considered when making this decision.
The timing of the feedback is important – it should be given as close to the Development Centre event itself, so as to be fresh & relevant in the eyes of the participant and also to be fresh and clear for the observer who has been allocated this role.

It is also important not to let a participant “stew” for a long time and to become stressed, fearing the worst, whilst waiting for the feedback.
I am presuming here that the person giving the feedback would always be one of the observers present at this subject’s specific Centre. This is important for the participant to allow them to ask questions of the observer and of course to be given credible answers and feedback from a person who directly observed their performance and who made any judgements about their effectiveness and competency.

It also needs to involve the participant’s line manager in order for the feedback to be considered in conjunction with the employee's day to day work and in the context of the ongoing and future personal development planning for each individual. This is crucial given the line manager’s overall responsibility for the personal performance and team development of their employees. This can be done but does not need to take place at the same time as the initial individual Centre feedback outlined above. However it should be done within 2 – 4 weeks of the Development Centre event or it can lose its impact and relevance.

My ideal model is to give the participant’s more or less immediate feedback about how they have done, their strengths, development areas and any potential solutions on the last afternoon of a two day Development Centre process and then to follow this feedback report up with both them and their managers within two weeks of the event.

This is the first of three articles looking into the concept of “Followship”.

There are many books and articles that have been written about leadership, and how to become a great leader, but what about “Followship”, how can you encourage people to become great followers? After all it is important to recognise that successful leadership can only be achieved if there are fruitful interactions between those who lead and those who follow. Nevertheless many organisations focus their attention on leadership development with what appears to be an assumption that their staff will instinctively know how to follow.

So what are the characteristics of effective Followship? Interestingly they share a number of elements that are similar to effective leadership. For example followers:

· Lead and manage themselves effectively.
· Are highly participative.
· Show commitment to the organisation and what it’s trying to achieve.
· Model effective follower roles and behaviours.
· Continuously learn and develop.

Followers are not simply “sheep”. “Sheep” are passive and uncritical, lacking in initiative and a sense of responsibility. Effective followers are highly participative, critical and independent thinkers.

Further, research suggests that those who prove able to follow effectively, usually transition to formal leadership positions over time. This demonstrates the interactive nature of the leader/follower relationship.

For organisations to be truly successful they need both effective leaders as well as followers, but how can organisations develop effective Followship? This issue will be discussed in the following articles.

If you asked an employee what the difference was between having a good manager and a bad manager they might say:

A good manager is someone who is:

· Supportive

· Listens to my views

· Decisive

· Inspirational

· Empowering

· A good role model

· Concerned about their team and the individuals within it.

Whereas a poor manager is someone who is

· Task orientated

· A ‘teller’

· Over controlling

· Dominant

· The ‘expert’

· Dismissive

· Aggressive

· Concerned about themselves.

Good managers earn their employees trust by doing what they say, demonstrating their competence and showing you that they care. A poor manager might know all the latest theories, and talk a ‘good game’, but they fail because their behaviour is incongruent with what they say.

But why do some people become good managers and others do not? Invariably the issue is that they have not developed the necessary skills and behaviours because they have not had any formal management training or management development. Too often people are promoted into management positions but are not given the right support and development to fulfil their role adequately.

In the absence of any guidance, the newly promoted manager may stick to do what he or she knows best, (i.e. their old job), and they simply remain ‘doers’ focussed on the task and not their people.

It is essential therefore that newly appointed managers and team Leaders are given the appropriate management development and support to give them every possible chance of success. This support should help them to understand the importance and development of appropriate behaviours such as:

§ Integrity – Leading by example.

§ Confidence – The appropriate self awareness and display of self belief.

§ Influence – The ability to encourage others to follow, to lead by example as well as by persuasion.

§ Communication -. Ability to listen and understand others. Ability to be understood by others both, verbally & in writing.

§ Challenge - Not accepting the status quo. Taking on the difficult things, and encouraging others to do so.

§ Collaboration – Working effectively with other people, their team, peers and boss.

§ Flexibility - Adjusting and adapting to changing circumstances. Learning from mistakes as well as successes.

§ Growth - Learning, developing themselves and others.

§ Motivation - Ability to get others to want to do the things that need to be done.

Providing the right type of support and management development will not guarantee success for a newly appointed manager, but it will increase the likelihood of them being successful and prevent them from starting off on the ‘wrong foot’.

Communication is probably the most important skill a manager can have, but sadly many fail to recognise the impact their poor communication skills have on their team and colleagues. If you or someone you know needs to improve their communication skills, ask them to try the following tips to improve their interactions with others.

1. Always seek to understand others views and opinions first. When listening to someone always follow the order 1) listen, 2) understand, 3) interpret, and 4) respond. Resist the temptation to jump from listening to responding without making sure you understand.

2. Remember the basics of human interactions – if you want someone to listen to your more then you must first listen to them more!

3. Ask a trusted colleague/friend for feedback on your listening skills. For example, at meetings how often do you interrupt, misinterpret, look bored, become distracted, complete others sentences?

4. Remember over 50% of what we communicated is signalled by our body language. Develop your awareness of non verbal communication (body language) so that you can understand the true meaning of what others say to you.

5. Ask someone to critically examine your body language – does it work for you or against you?

6. To demonstrate you are listening, sit squarely facing the other person and maintain good eye contact (without staring).

7. Paraphrase what others have said to you to clarify meaning.

8. To present opinions forcefully and directly, avoid phrases like ‘it seems to me’ or ‘it is likely that’. Use strong, ‘punchy’ verbs.

9. Learn to make your points clearly and succinctly. Practice by taking articles from journals or trade magazines and produce a one page summary.

10. Ensure you use correct grammar, spelling and punctuation in your written communications. If you are unsure, The Little English Handbook - Choices and Conventions 8^th Ed. 1998 (Corbett and Finkle) will help.

Ultimately, the key to effective communication is to ensure that you are able to give people your full time and attention. If you do not have enough time then reschedule a time when you have do. By doing this you will also demonstrate the importance of your relationship with them.

Inevitably we take our personality along with us into any coaching relationship. We cannot avoid this unless we decide to behave or act in a way that is fundamentally different fro our core personality.

I recognise that in preparing for and particularly when conducting coaching sessions then some of my senses and behaviours are heightened. I will actively listen more. I will really think about the coachee’s response, what it might mean and where to go next with the conversation. I will ask them the very best questions that I assess will help them think more deeply and clearly. I will carefully observe their body language for signs that indicate how they are thinking and feeling. I will work hard to suspend my judgement, remain open minded and block out thoughts about my own world and situation. In short I will “give them a good listening to” as someone once described it back to me.

I will also be direct and honest with any feedback to them or responses to their questions of me. I will not infer things or drop hints in the hope that they will “get it” and work it out for themselves. I will also admit it if and when I have got lost in the discussion or when I am unsure about an answer to a question. I sometimes admit that and come back later with a more considered opinion.

However I will not suspend or deny my own personality. I will express things as I normally would and use plain language. I will react, laugh smile or look quizzical in my normal way. I will bring my natural personality “to the coaching party” and act in an authentic way. I do this because it is me, it demonstrates integrity and because I would not be comfortable doing it in any other way. After all we expect our coachees to be honest with themselves and with us so we should be modelling and demonstrating the way for them.

If my natural approach and personality does not work for someone and they don’t understand or appreciate my approach then I am not the coach for them. This is regrettable but fine by me and I explain this to them at the initial coaching meeting and I invite them to consider my appropriateness as a coach for them. I would rather that they opted out at this early stage if they feel that I am wrong for them than to soldier on through a number of sessions when they have not bought in to me and my approach. In practice this has rarely but occasionally happens.