Posts Tagged ‘Coaching’
In a response to my last post, (https://goo.gl/HW1lzl), Jason Read (@JasonReadPHD) correctly notes, “If only they practiced this ratio…”
It’s easy to blame the leader and then the organization (as creators of ability and culture) for not acting as a “coach” by stopping talking and asking, WAIT (Why Am I Talking). Well, guess what. There are two parties in that exchange and the “other” person (employee, customer, child) should be thinking, WAINT (Why Am I NOT Talking).
There are a number of plausible reasons why the “other” doesn’t ask WAINT more often.
- Both managers AND the employee (or “other,” whomever it is) have “always done it this way,” i.e., it has become the accepted MO for management. I talk, you listen. Then you do it. See ya.
- Some people like being told what to do. They don’t expect to be asked, so they either don’t prepare or want to put in the effort.
- They don’t have the opportunity to talk. Often not enough time is allotted for the real exchange of ideas, which ties back to the first point of the expectation of how the exchange is expected to occur (if “exchange” is even the right word; maybe more of a lecture).
- Some people have self-doubts, and it becomes a self-limiting obstacle to personal contribution. This also has lots of reasons, including past experiences and past contributions not being acknowledged, tried, and/or rewarded. This can go WAY back in a person’s upbringing, and can be difficult to change, but it often is an assumption the person is making about outcomes.
I feel myself drifting into clinical psychology (where I don’t want to be and am not qualified to be), so this behaviorist will return to the REAL reason for this post, and that is to propose that WAINT is fixable, regardless of the histoy. The first requisite of change is to increase awareness, and so we need to make people (all the “others” in the world) to first realize they are not talking and that, at times, that needs to change.
When we are the “other,” we have a responsibility to contribute. And we, as change agents (consultants, HR professionals, trainers, leaders who want change) need to create an environment (culture) that encourages the “others” to get involved and to be supported.
It starts with the awareness creation that the status quo is not working, and both managers and “others” need to change. The organization is losing a major resource in the minds and abilities of its employees when they aren’t heard , supported and recognized.
In a prior blog (https://goo.gl/6w57Fd) I proposed taxonomy of manager/other interactions, four types of discussions that are used in different situations. I propose that it is insufficient for managers to go off to training and learn this approaching to being a better manager and coach. It is equally important to create the awareness of the “others” that these conversations are all important and each type has its time and place. Part of the message is that Activator exchanges need to be happing more often, and this is where 10:1 ratio of listening to talking comes into play.
I also propose that part of this orientation for both managers and the “others” is to create a language that forms expectations about what kind of exchange is about to happen, as in the manager saying, “Lets have a check-in” so that both parties have a vision of what their roles will be. Or the employee might say, “I’m having a problem and we need to have an Activator chat.” When they enter that talk, they should be thinking that the 10:1 ratio will be used, versus maybe a 1:10 ratio when the Director discussion is happening. And, if the expectation is that the employee will have the opportunity to talk for 90% of the conversation, he/she had better be prepared to do just that.
Yes, the manager has the WAIT question to wrestle with. But the “other” has a WAINT to be aware of as well. It won’t do any good for the manager to create air time if, as they say on the radio, there is only dead air.
It has been two years since I last raised the question in this blog about “what is a coach?” (https://dwbracken.wordpress.com/2013/08/11/what-is-a-coach-redux/). While I think (and talk) about this topic often, I haven’t been moved to write about it in this forum until now when my friend Jon Low published in his daily Low-Down a piece from Fast Company by Kris Duggan titled, “Why The Annual Performance Review is Going Extinct.” (http://goo.gl/sH7hVi)
There’s a lot going on in this article. I disagree with the notion that performance appraisals are going “extinct,” so I want to focus on this question of coaching. Most of the arguments for dismantling the appraisal call for more interaction between the employee and the manager/supervisor, sometimes as if it’s an “either/or” type of choice, like you can’t do both have an annual appraisal and regular feedback and coaching.
Kris does the same in this article, as in “turning managers into coaches,” which here literally means checking in more frequently on progress toward goals. Taken to its logical end and the capability to monitor some jobs continuously, the best “coaches” will be those managers who constantly monitor their subordinates.
Actually, goal setting and monitoring are often set outside the definitions of “coaching” and reserved more for “managing” performance. Coaching requires some sort of situational diagnosis, but only as a starting point.
My reflex reaction is to say that “checking in” in not “coaching,” any more than “showing up” is 80% of success (according to Woody Allen). But maybe “checking in” is an activity (behavior) that is the transition from managing into coaching, the opportunity to clarify goals, check for understanding and identify possible barriers (e.g., resources). That also assumes that “checking in” is more than just saying, “Hey, how ya doin’?”
Here I may be falling into my own trap of making assumptions about what “checking In” means and is intended to mean. Kris and BetterWorks coworkers may have some particular methodology around training managers on how to “check in” to determine progress against goals. Yet “checking in” has a very casual feel to it in our vernacular, and has the very real risk of being misused as some sort of type of “coaching.”
What IS important is that manager/leaders/supervisors aren’t somehow led to believe that “checking in” is synonymous with “coaching,” and that they are “coaching” when they check-in and that’s the total requirement for being a manager-coach.
Building on a simple model of coaching that I started in the “Redux” blog mentioned above, let me propose a taxonomy of basic manager-as-coach that can create shared expectations for the manager and his/her team members. When there is a clear understanding of what various types of “coaching” can be used to approach a given situational need, and the understanding is shared by both parties (coach and coachee), then the event is expedited.
In an effort to be open-minded, I propose four basic types of coaching style that includes the “check in”:
- Checker: Ensures understanding of goals and resources.
- Director: Identifies problems and provides a recommended solution(s). Tells what action to take.
- Activator: Guides coachee through identification of options and optimal approach, aligned with team/org goals.
- Developer: Engages coachee in regular, formal discussions regarding current, short term and long term (e.g., career) goals and development implications/steps.
Imagine that the organization requires that every team (defined as a group with a manager/supervisor) has training on these four types of manager/employee interactions, when and how often each type is optimally used, how the conversation is best accomplished, and some role modeling.
Using elements of the ALAMO model (https://dwbracken.wordpress.com/2015/06/02/alamo-a-new-performance-model-webinar/) (across the top), we can provide examples of how the various interactions might go when initiated by the manager/supervisor. This table is provided to show the hopefully stark differences in the coaching styles available to a manager, each of which is appropriate under certain circumstances, though typically overused (Director) or underused (Activator).
|Checker||“Are you clear on your assignment?”||“Is there anything you need to know?”||“Are you making progress?”||“Do you have what you need?”|
|Director||“I know what is best. Go do it.”||“Here’s how to do it. It has worked for me before.”||“Success or failure will affect your PA rating.”||“Here’s your time frame and budget. Make it work.”|
|Activator||“What do you think is the best way to achieve this goal?”||“Yes, that approach is a good match for your skills.”||“It seems like you are most excited by this approach.”||“Are there any barriers that might hinder your progress?”|
|Developer||What are your career goals? What does the organization need?||What abilities will you need to develop to get there?||Why do you want to go that direction?||Why haven’t you already started?|
This can create a “language” for the team and for the organization, for that matter. Whether initiated by the manager or the employee, any formal or informal conversation might begin by saying, “Here’s the situation, and let’s have a quick Directive discussion”, or “Let’s have an Activation discussion on how to approach this,” and then dive in. Each person knows they are having a “coaching” session, whether informal or formal, and the basic objective. Or “I’m just checking in. Everything going OK?”
Performance management systems can be set up to allow managers to keep track of the very basics of when these types of sessions occur. This can help them track their own progress on using different styles of coaching, and also see when it is time to do career coaching, for example, if that has slipped through the cracks.
I heard, via a webinar, of one organization that gives employees cards with different types of interactions printed on them, and they can “redeem” them with their manager to initiate informal or formal discussions at their discretion. The manager, on the other side of the equation, can be challenged to collect the cards from each employee over the course of a quarter and/or year. So the employee will have cards that say, using my model, Checker, Director, Activator, or Developer. There will be a lot of Checker cards, but only a few (2-4) Developer cards. Each card might have some verbiage with guidance on how and when to best use them.
Finally, let me loop back around to a question Jon Low raises, namely “who should be judging who?” There is no question that employees should have the opportunity to provide feedback regarding their manager’s performance as a coach. Instruments such as The ManagerCoach© help define the desired behaviors and outcomes (e.g., trust) that will only occur if managers are measured and held accountable to, and hopefully developed, trained and selected as well.
We can’t create effective manager-coaches if we aren’t clear as to what they look like, and then select, train and reward accordingly. “Checking in” isn’t enough to be a manager coach, any more than just showing up leads to success.
Please join OrgVitality for our next webinar in the 2015 series!
ALAMO: A New Diagnostic Performance Model for Individuals, Teams and Organizations
Thursday, June 11th, 2015 at 12:30 PM EDT, 9:30 AM PST
David Bracken, PhD
Performance management and improvement are discussed constantly at all levels of an organization, i.e., individual, team and organizational. We can argue that all performance is sub-optimal (improvable), so the question is: what are the primary factors that drive performance, and then how to ensure that all those causal factors receive full consideration when prescribing interventions. Just considering individual performance alone, ALAMO addresses a huge need to provide managers with tools that support their critical roles of coaching and performance management.
The webinar introduces the ALAMO model of performance that is an acronym which mathematically combines ALignment, Ability, Motivation and Opportunity. We will discuss the value of acronyms, such as SMART and GROW, that promote the communication, retention and use of performance tools. In addition to being easy to remember, ALAMO promotes a holistic view of performance that considers a wide range of causal factors, derived from psychology, change management, and organizational culture. We will demonstrate how ALAMO can be applied to post-feedback discussions, including performance management and coaching at the individual, team and organizational levels.
We are pleased to inform you that this webinar has been approved to offer HR Certification credits. The use of this seal is not an endorsement by the HR Certification Institute of the quality of the activity. It means that this activity has met the HR Certification Institute’s criteria to be pre-approved for re-certification credit.
After registering, you will receive a confirmation email containing information about joining the webinars. We look forward to “seeing” you there!
Hope you will join me!
“Apologizing does not always mean that you are wrong and the other person is right. It just means you value the relationship more than your ego.”
I saw that anonymous quote on LinkedIn recently and it drew me back to a small note in Traning & Development magazine dated February 24 on this topic. (http://goo.gl/8X6yRe) The text follows:
A recent survey of 954 global professionals by the Forum Corporation found that although 87 percent of managers say that they either always or often apologize for their mistakes at work, only 19 percent of employees say that their managers apologize most or all of the time.
Naturally, managers not owning up to their errors has a direct impact on employee trust levels. Another interesting insight from the survey is that while 91 percent of employees say it’s “extremely important” to have a manager they can trust, only 48 percent of managers agree that it’s extremely important for employees to trust their managers.
So we can only assume that it’s those managers who do not place a premium on trust who are committing the following worst management sins, as identified by survey participants:
- taking credit for others’ ideas or blaming
- poor communication
- lack of clarity.
Managers may condone their mistakes because they are afraid of tarnishing their image. According to the survey, 51 percent of managers believe apologizing makes them appear incompetent, 18 percent believe it makes them look weak, and 18 percent shrug it off, saying that apologizing is unnecessary.
Unfortunately, the study also shows that a low regard for employees’ trust may result in low engagement levels.
This note caught my attention for a few reasons. First, this concept of trust is one that is central to the “manager as coach” work we have been doing in defining the foundation of a productive relationship that is required (in our opinion) if a manager is to be a successful coach for his/her team members.
Trust is also manifested in the perceptions of senior management, whether that group is perceived as individuals or in their aggregate actions. Either way, time after time we see that employee surveys indicate that “trust in senior leadership” is usually the primary driver of employee engagement, confirming the last sentence of the article.
Secondly, the basis for trust (or lack thereof), as listed in the bullets, is determined by behaviors. Behaviors are a choice; a person can choose to do them or not. That choice can be influenced by consequences. Evidently, a majority of managers see more value in behaving badly. We can change that behavior by making them aware that they are behaving badly, and then having negative consequences for doing so. From top to bottom.
Thirdly was the discrepancy between the importance of trust to employees versus their managers. It is hard to believe that organizations do not preach honesty, integrity and so on, whether through Values statements that hang on the walls, or by lip service. It does suggest that there is inadequate accountability.
This T+D blurb is another in a series of articles and blogs I have seen recently that bemoan bad leader behavior and the effect on an organization’s climate (see my recent blog https://dwbracken.wordpress.com/2014/02/05/nimble-and-sustainable/), but with no specific recommendation as to a solution.
I really hate whining without a proposed solution. I have suggested that a 360 process with accountability (i.e., consequences, good or bad) is a viable solution. I recently heard of a major organization that has introduced a new leadership behavior (competency) model, and, when I asked how leaders are to be measured against the model, the response what to fall back on single-source supervisor evaluation because “360’s haven’t worked here.” I felt like I was in a backward time warp to 20 years when we started talking seriously about the shortcomings of single-source (manager) performance evaluations (see Edwards and Ewen’s first 360 degree feedback book).
Behaviors can be shaped, starting with creating awareness that change is needed, aligning to the desired behavior, and usually requiring consequences (i.e., accountability). A few leaders will change without the carrot & stick, but those are usually the ones who are not the ones who need fixing.
If you have leaders who are undermining trust, you have a problem. I think there is a solution.
In an earlier post (https://dwbracken.wordpress.com/2013/01/14/what-is-a-manager-what-is-a-coach/) I asked the question, “what is a coach?” in the context of the role of manager as coach. A few publications crossed my virtual desk recently that continue to make me think that this question is being addressed from very different angles, neither acknowledging the other. Let me see if I can bring some focus to this dilemma stemming from the different mental models we have of what “coach” really means.
I think it’s a safe guess that the first vision most of us have when the word “coach” appears is that of the sports coach. From Wikipedia we find this partial definition:
“In sports, a coach is an individual that teaches and supervises, which involves giving directions, instruction and training of the on-field operations of an athletic team or of individual athletes.” For the purposes of this discussion, I will call this the “Instructor” coach.
Contrast to this definition of coaching/coach (that I have cobbled together from various sources):
‘Coaching‘ is working together to identify a person’s skills and capabilities and helping that person use their skills and capabilities to the best of their ability. A “Coach” is the individual who provides coaching.” I will call this the “Guide” coach.
These are not necessarily mutually exclusive views of what a manager-coach should be. There are situations when each is appropriate. My sense, though, is that the “Instructor” version is the default definition, i.e., the traditional version of coach and one that most managers find easiest and encouraged by organization. It is the “Guide” version of coaching that is more difficult to master but (I and others would argue) is more effective. More on that later.
So back to the publications I mentioned. The first is an article recently published in Personnel Psychology, “Development and Validation of The Performance Management Behavior Questionnaire” (Kinicki, Jacobson, Peterson and Prussia, 2013). To cut to the quick, the PMBQ instrument has multiple items/scales that describe manager behaviors associated with performance management, and one of the scales is called “Coaching.” Its items are these:
15. Shows others how to complete difficult assignments and tasks
16. Provides the resources needed to get the job done
17. Helps identify solutions to overcome performance roadblocks
18. Helps people to develop their skills
19. Provides direction when it is needed
So which type of coach does that sound like to you, Instructor or Guide? (That’s not a trick question.) As a hint, there is nothing in there that I see that suggests a dialogue with the coachee (employee).
Two points about this research. First, the Subject Matter Experts were largely existing managers who have probably been formed by history, reinforcement and some level of success to define coaching this way. Second, I was really disappointed to see that they use a frequency scale which I have noted before is seriously flawed both statistically and conceptually.
Compare those items with these sampled from the Perceived Quality of the Employee Coaching Relationship (PQECR) (Gregory and Levy, 2010) that I have integrated into The ManagerCoach© feedback instrument:
|My supervisor and I have mutual respect for one another.|
|My supervisor is easy to talk to.|
|My supervisor spends more time listening than talking when he/she is coaching me.|
|I am content to talk about my concerns or troubles with my supervisor.|
|I feel safe being open and honest with my supervisor.|
|My supervisor helps me to identify and build upon my strengths.|
|My supervisor engages in activities that help me unlock my potential.|
Hopefully those sound more like the “Guide” coach where the relationship comes to the forefront.
It seems like every time I read something about effective managers, the topic of empowering and involving subordinates surfaces. Such is the case with the most recent issue of People & Strategy Journal (from HRPS) that focuses on the topic of performance management (and also includes an article by Allan Church and myself, but that’s another blog topic to come). In one piece alone, we find these statements from Gyan Nagpal:
- …many 21st century employees are rejecting conversations that are one-way…
- Greater employee autonomy and empowerment also changes the meaning of management.
- We have gone from a “supervisor of task and outcomes” to an “enabler of performance, innovative thinking and collective success.”
With a related theme, there is the most recent issue of Harvard Business Review with an article titled, “Connect, Then Lead” (Cuddy, Kohut, & Neffinger, 2013) with this observation:
A growing body of research suggests that the way to influence—and to lead—is to begin with warmth. Warmth is the conduit of influence: It facilitates trust and the communication and absorption of ideas.
But, instead of quoting others, let me make my own case for differentiating the Instructor and Guide versions of coaching using the ALAMO model that I have introduced before (most recently, https://dwbracken.wordpress.com/2013/04/22/aligning-to-alignment/) where I propose that:
Performance = Alignment x (Ability x Motivation x Opportunity)
The ALAMO view on two types of “coaching” might sound like this as we listen in on the conversation with employees:
Type of Coach
|Instructor||“I know what is best. Go do it.”||“Here’s how to do it. It has worked for me.”||“Success or failure will affect your PA rating.”||“Here’s your time frame and budget.”|
|Guide||“What do you think is the best way to achieve this goal?”||“Yes, that approach is a good match for your skills.”||“It seems like you are most excited by this approach.”||“Are there any barriers that might hinder your progress?”|
(Let me note here that there are times when the manager needs to be the “Instructor”, and one of those is in the area of organizational values. Organizational values exist to define and guide appropriate behavior, which is a process of Alignment. But with Values, the question is not one of Ability but more a matter of choice, i.e., the choice by the employee as to whether (or not) he/she is going to behave that way. This is where 360’s can be a valuable tool by providing the manager (and organization) reliable data on how these behaviors are observed by others (coworkers and, if applicable, customers).)
It is disappointing when I see organizations define coaching using Instructor language. I believe that most of us see that we have moved toward a more humanistic, involving and empowering model of supervision, reinforced by work configurations (e.g., global, remote, matrix) that demand nontraditional leadership styles. As importantly, the Guide model of coaching is more sustainable AND more developmental.
©2013 David W. Bracken
I still get the Sunday New York Times in “hard copy” on Sundays (in addition to the electronic version the other days), partly because my wife and I are addicted to the crosswords. Let me add that I am one of those people who mourn the fadeout of the newspaper, and often find that browsing the physical newspaper often exposes me to pieces of information that I would otherwise miss in the electronic version (whatever form your “browsing” takes, if at all). (I believe, for what it’s worth, that a similar phenomenon is happening in the music world with the ease of downloading single songs and probably less “browsing” of albums where some other gems are often lurking.)
Back on topic, the Sunday NYT also has a feature in the Business section called “Corner Office” where a business leader is interviewed. This week it was Francesca Zambello, general and artistic director of the Glimmerglass Festival and artistic director of the Washington National Opera. When asked about leadership lessons she has learned, she says:
When you’re in your 20s and have that leadership gene, the bad thing is that you don’t know when to shut up. You think you know all the answers, but you don’t. What you learn later is when to just listen to everybody else. I’m finding that all those adages about being humble and listening are truer and truer as I get older. Creativity cannot explode if you do not have the ability to step back, take in what everybody else says and then fuse it with your own ideas.
In the parallel universe of my personal life, my daughter Ali sent along an edition of the ABA Journal that references a study of the happiest and unhappiest workers in the US (http://www.abajournal.com/news/article/why_a_career_website_deems_associate_attorney_the_unhappiest_job_in_america/) that cites associate attorney as the unhappiest profession (which by coincidence is her husband’s job). If you don’t want to go to the link, the five unhappiest jobs are:
1) Associate attorney
2) Customer service associate
4) Registered nurse
The five happiest are:
1) Real estate agent
2) Senior quality assurance engineer
3) Senior sales representative
4) Construction superintendent
5) Senior applications designer
Looking at the unhappiest list and possible themes/commonalities among these jobs, one is lack of empowerment and probably similar lack of influence in their work and work environment. (The job of teacher may less so, and its inclusion on this list is certainly troubling and complicated I am sure). But I suspect that these first four jobs have a common denominator in the way they are managed that ties back to Ms. Zambello’s reflections on her early management style, i.e., having all the answers and not taking advantage of the knowledge and creativity of the staff. It also causes me to remember the anecdote of the GM retiree who mused, “They paid me for my body. They could have had my mind for free.”
This is certainly not an epiphany for most of us, but more serendipity that two publications this week once again tangentially converged on this topic. I will once again recommend Marshall Goldsmith’s book, “What Got You Here Won’t Get You There” that is a compendium of mistakes that leaders make in their careers, including behaviors that might have served them well when starting their career but lose their effectiveness as they move up the organization. The classic case being the subject matter expert who gets promoted and assumes that being the “expert” is always the road to success. In Marshall’s book there are 20 of these ineffective, limiting behaviors (some might call them “derailers”), and when we think of the prototypical leader who wants to be the “expert” and doesn’t listen, it potentially touches on multiple behaviors in the list of 20, including:
2. Adding too much value
6. Telling the world how smart we are
10. Failing to give proper recognition
11. Claiming credit we don’t deserve
13. Clinging to the past
16. Not listening
Considering this list as possible motivators for the umbrella behavior of “not listening,” we can see how it might be very challenging to change this behavior if the leader believes (consciously or unconsciously) that one or more of these factors are important to maintain, or (as Marshall also notes) are “just the way I am” and not changeable.
We behaviorists believe that any behavior is changeable, whether a person wants to change or not. What is required is first awareness, i.e., that there is a gap between their behavior and the desired/required behavior, followed by motivation to change that may come internal to the person, but more often requires external motivation that usually comes from accountability. Awareness and accountability are critical features of a valid 360 feedback process if designed to create sustainable behavior change.
Let me add that the “shut up and listen” mantra is a core behavior for coaches as well. This consultant believes that the challenge that most organizations have in morphing managers into effective coaches is also rooted in this core belief that the role of coach is to solve problems for their subordinates, versus listening to fully understand the issue and then help the subordinate “discover” the solution that best works for them and the situation.
This is a serious problem that has two major downsides. For one, it, at least in some major way, is likely a root cause of creating the “unhappy” job incumbents that in turn leads to multiple negative outcomes for the organization. The other major downside is a version of our GM retiree’s lament, that is, the organization is losing out capitalizing on a significant resource in the form of the individual and collective contributions of its workforce.
There may be no time in our history where involving our young workers is more critical, which includes listening to their input and empowering them to act. Consider the many reasons that this might be so:
- The pace of change, internally and externally, requires that we have processes that allow us to recognize and react in ways that most likely will diverge from past practices
- Younger workers bring perspectives on the environment, technology and knowledge that are often hidden from the older generations (that are, by the way, retiring)
- As the baby boomers do retire en masse, we need to be developing the next generation of leaders. Another aside, this means allowing them to fail, which is another leadership lesson that Ms. Zambello mentions (remember her?).
Listening is actually a very complex behavior to change, but it begins with increasing awareness of ineffectiveness, and the creating motivation to change by educating leaders on its negative consequences and lost opportunities.
©2013 David W. Bracken
My last blog was a brief description of the notion of the “ManagerCoach,” and that continues to be a topic of great interest for me. Evidently it is of great interest to a number of people given some recent (and not so recent) articles that have popped up.
For example, just recently Human Resource Executive had a piece called, “Employees Improving Bosses” (http://www.hreonline.com/HRE/view/story.jhtml?id=534354629) that describes a survey of 2700 workers. One of the findings was that approximately a third said their bosses needed to improve in communicating a clear vision of success, motivating employees during adversity, and being open about their own strengths and weaknesses. (That last part is more about the manager than the employee, and is an interesting twist on effective management.)
Also a recent Fortune magazine (Dec. 3, 2012) included a one pager called, “Five Ways to Keep Your Employees Excited” by Verne Harnish (whom I am not familiar with). The third “way” says, Grow Better Bosses, and includes “Do they know how to coach your employees so they can excel…”
These articles made me recall a study from Google that was described in the New York Times in 2011 regarding the critical abilities of leaders there. Eight such abilities were identified, the most important of which is coaching, defined as 1) provide specific, constructive feedback balancing the positive and negative, and 2) have regular one-on-ones, presenting solutions to problems tailored to your employees’ specific strengths.
Finally (for now), we have a client that collected over 4000 responses to leadership effectiveness behaviors with the finding that coaching behaviors are not only the lowest scoring but also the greatest drivers of engagement.
When I ask leadership development professionals in organizations whether their managers need to be better coaches, there is unanimous and vehement agreement. And many organizations have “coaching” built into their training and development curriculum to varying degrees.
But what is a “coach,” particularly in the context of also being a manager/supervisor inside an organization with (usually) multiple direct reports? There a many mental models of what a “coach” can/should be. The Google model seems to suggest that being a coach is accomplished by telling the employee the “best” way to solve a problem, with “best” defined by the manager on behalf of the organization and focusing on strengths.
To this person, that is not “coaching.” I (and others) believe that the “best” solutions are discovered by the employee (coachee) through a process of discovery facilitated by the coach. Coaching should also be built upon a foundation of a trusting relationship that is created and sustained over time. That facet is probably the biggest barrier to establishing a coaching relationship where the employee has significant input into determining the best actions to take to make him/her more effective and a better contributor.
There is an important role for the manager to “tell” (i.e., inform) their employees about organizational goals and priorities, and how their jobs contribute to the achievement of those goals. But at some point the “telling” should drop off and “listening” should replace it. If you are a manager and you are talking/telling more than 50% of the time, you are not being a coach.
©2013 David W. Bracken