1. Refrain from making personal judgments It's natural not to get along with everyone on your team. How does your liking or disliking of a team member affect your relationship with them? We understand that your perception varies depending on the team member you're considering. It's more comfortable to mentor someone you have a good rapport with. Despite our desires, we can't be fond of everyone we collaborate with. Do you tend to be more lenient with people you like as a manager? Or do you find yourself being stricter with those you like and more lenient with those you don't, as a way of compensating? In any case, you're reacting as a human being to another human being. Don't be too hard on yourself, but recognize how it influences the coaching dynamic.
2. Distinguish between characteristics and Performance influencing factors To distinguish between characteristics and factors influencing performance, consider all potential factors contributing to the performance gaps you have observed and can substantiate with evidence and facts. It is crucial to brainstorm a wide range of potential causes for performance gaps, as this will form the foundation of your performance assessment and observation. The subsequent step involves categorizing these causes into two groups:
a - Characteristics refer to the personal traits, skills, and capabilities that a team member possesses and utilizes in their performance, including attitudes, skills, and knowledge.
b - Factors influencing performance: These are the factors that are outside the control of your team members. The next step involves reviewing the list of characteristics and factors that affect performance, and searching for evidence to either support or refute each one. It is common at this stage to realize that all the contributing factors are actually performance-affecting factors rather than characteristics. This requires you to switch from a coaching role to a managerial role and address these factors. For example, if you discover that poor time management and coordination skills are evident in a missed deadlines issue, you now have identified the specific characteristics you need to focus on.
3. What specific event led you to realize that this behavior requires modification? What observations have you made regarding the other person's actions that indicate a need for improvement? For instance, you notice the individual consistently arriving late for work each morning and making repetitive excuses about traffic.
4. How can I assess the effectiveness of the changes made and determine if the situation has improved? What signs should you look for to confirm that the individual has implemented the required changes? For instance, observing the individual at their desk and prepared to work at the designated time, in line with the rest of the team.
5. Encourage questioning instead of asserting. This method empowers individuals to draw their own conclusions and compels them to contemplate the matters at hand. For instance, ask "How else could you have responded when ......?" instead of stating "You should have ........!" (The above instances could all be effectively reformulated as inquiries: "What impression do you think the interviewee had when he noticed you tightly gripping your pencil, causing your knuckles to turn white?" and "How did she respond when you began shouting?").
6. Provide feedback on what an individual has done well, as well as areas for improvement. It is crucial for individuals to feel empowered through the feedback process in order to effectively enhance their performance. If the feedback makes them feel incompetent or embarrassed, it will not be beneficial. Due to cultural barriers to accepting compliments, it is especially vital that praise is genuine and focuses on specific behaviours. This approach ensures that even the most reserved individuals will appreciate the feedback.
7. Encourage them to share their story and experience through a "Narrative-rich discussion" Engaging in narrative-rich discussions involves prompting individuals to recount the complete story of an event. By encouraging them to provide intricate details, nuances, and emotions (all the unique elements of the story), you can gain deeper insights into the situation compared to a straightforward request for facts.
8. Collaboratively establish development strategies How can the individual work towards achieving success? Your support can be valuable, either through direct action (i.e., serving as a role model for effective learning) or by reinforcing positive behavior when observed. However, it is more probable that a well-defined plan will be necessary, addressing the following points: • What actions can you take personally? • How can others, including myself, contribute? • What approach will be taken? • Who will participate? • Which techniques will be utilized? • What obstacles might arise and hinder progress? I.e., anticipate and prepare contingency plans for any foreseeable challenges.
9. Monitoring Progress and Follow-upHow will progress be acknowledged? How will it be assessed? Strike a balance between the individual's responsibility and the learning process, acknowledging that mistakes can occur during learning. Develop a structured reporting system and foster an environment of transparency and honesty for addressing any issues that may arise.
10. Ensure there is always sufficient time allocated for the coaching session. Conducting a successful coaching session should not be hurried or done hastily. It is a detailed process that necessitates thorough preparation and strategic planning to achieve the desired outcomes and effectively assist your team member in addressing specific performance issues. It is possible that the discussion with the coachee regarding their requirements and subsequent goal setting may require more time than initially anticipated. In such cases, it is advisable to conclude the meeting after analyzing the needs and schedule another session to discuss objectives. If you realize that time is running short, it is important to promptly reevaluate how to finalize this phase.
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