Throughout the Coaching Skills for Managers specialization, we’ve discussed many topics for improving coaching conversations with our employees. It is now time to put all of that theory and discussion into practice and examine great examples of common coaching conversations! Note: This course builds on all previous courses in the Coaching Skills for Managers specialization. It is highly recommended that students complete or be familiar with the topics covered in those courses before taking this course. In particular, you should be familiar with the coaching strategies and tools discussed in previous courses (such as the 5 whys technique, resisting what is, among others), and should have a full understanding of the Thought model and the various components of it: circumstances, thoughts, feelings, actions, and results. By the end of this course, you will be able to demonstrate appropriate and effective strategies when engaging in coaching conversations with those that you lead. By exploring and analyzing common coaching scenarios that are acted out in this course, you will have a great sense of what works well and not so well during such a conversation. Specifically, you'll be able to better differentiate between a developmental coaching approach and a directive management style, discuss new strategies and techniques for dealing with both mind set and skill set gaps, describe how to use the feedback loop effectively in a conversation, and demonstrate the use of good questioning techniques and the thought model to not only help an employee identify issues, but help the employee really change their thinking. The final assignment is all about actually having a coaching conversation with another person where you can apply everything you've learned in this course and throughout the Coaching Skills for Managers specialization. Again, it is highly recommended students complete the other courses in the specialization before taking this one. This peer review assignment, in particular, will be difficult to complete without knowledge of the topics covered in these courses. After going through the course materials and completing the assessments, you will be able to have more effective one-on one-coaching meetings with those you manage and deepen your understanding of the essential practice of coaching conversations.
Milestone 3 Overview
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Do curso por University of California, Davis
Coaching Conversations
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University of California, Davis
90 ratings
Curso 4 de 4 em Specialization Coaching Skills for Managers
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Milestone 3: Demonstrate Your Ability to Coach Effectively
In this final module, it's time to actually prep for and have some coaching conversations. This is a true test for yourself to see how far you've come in this specialization and will help you reflect on areas in which you're already doing well and areas where you still may need a little work. This module contains an overview video discussing key ideas to consider when working on the milestone, as well as some review videos from earlier courses in the specialization that should help you as you work on the assignments related to this milestone. Good luck!
Conheça os instrutores
Kris PlachyCEO and Founder & Instructor, Leadership Coach, LLC &
UC Davis Division of Continuing and Professional Education
[MUSIC]
Hello and welcome to the last milestone for this course,
where we're really going to be addressing your competency as a coach.
One of the challenges with doing soft skills learning through online is
the lack of immediate feedback.
And we really do recognize that.
So your participation in this milestone is really going to be essential for
your own success, and also the success of your cohorts.
But coaching is both an art and a science, right?
We've talked a lot about science of coaching in this specialization,
because it's much more measurable, right?
We can look at your coaching philosophy, we can look and teach you the thought
model, so you understand where people's thinking is coming from, and
how it's influencing their performance results.
We can use coaching algebra to diagnose performance.
We can talk about the difference between a developmental conversation and
a tactical conversation.
We can demonstrate for
you the thought model and action through the videos that we have provided.
So science are all these data points or all these tools that are available to you
that are very clear, that are measurable, that you can sort of look at and reference
but maybe not know how well you're using, and that's the art piece, right?
And the art is essential.
So coaching is both a science and an art, and the art is the part
that needs development, the part that needs nurturing to improve.
And so I want you to think about this in the same way
you were to learn a musical instrument for example.
There are a lot of people who play the piano, right?
But there are some people who are masters at playing the piano.
And what is the difference?
What is it that makes that one person playing the piano so
much more exceptional than the other?
When the music is the same, the notes on the paper are the same, right?
So coaching to me reflects that same kind of concept.
It's recognizing that there are tools that are available and
you know I say this to people all the time.
I mean, whether you're taken this course or
you've taken another one, coaching tools can be very powerful.
I think you find a philosophy that aligns for you, and you make it your practice.
So I have shared with you mine.
But there are others, right?
Just like there would be multiple ways to learn how to play the piano,
using that example.
But ultimately the piano sits there, and it gets played, right?
So what makes it art?
What makes someone different and
exceptional at something versus just being tactically effective.
And I think there's a couple of keys.
First of all, there's interest and passion.
People who are exceptional coaches like to coach.
They're interested in it.
They're interested in it because they're attracted to coaching,
just for their own sake or because they've actually experienced and
really understand the benefit of an effective coach.
And so maybe through their own modelling or
working with someone they've really created their own passion for something.
So passion is essential, having a consistent practice is essential, right?
Which is what I certainly have hoped to provide for
you through the exercises within this program.
And the last thing is having consistency of development.
Are you building your skill?
Are you in the process of,
on a regular basis, tapping into the tools and using them?
If we think about a piano player reference again, I could have three people
say sit down and play the scale and the scales are consistent right?
It's a science, the notes A, B, C, D, E, F, and G.
But then one person might sit down and play that scale and
it's beautiful versus someone else just playing it technically accurate, right?
And the reason that person who can sit down and play that scale and
it's beautiful is because they have practiced and they know those notes and
they know how their hands lay on that piano like nobody's business.
They're connected to that piano and the sound that it makes.
And that's what I believe makes a difference between a good coach and
an exceptional coach.
An exceptional coach knows and understands their instrument and uses it all the time.
And through that process, that's how we develop skill.
We can't expect to learn something and then not use it and be good at it.
And coaching is the same thing, right?
You can't just buy golf clubs and be a great golfer.
You can't just buy a piano and be a great pianist.
You can't just buy a tennis racket and become an exceptional tennis player.
You have to be willing to learn the skill and then practice it to the point
where you are ridiculously uncomfortable, [LAUGH] that you experience things that
are hard and painful and you make mistakes and you fail.
That's where your expertise is developed.
It's through those exercises of failure, trying again and then repeating, okay?
So when we delineate the difference between the science of coaching and
the art of coaching, we're really talking about willingness to try and
practice and gain feedback.
So when I first learned a lot of the tools I've taught you, which was a long time
ago, [LAUGH] more than a decade ago really, I just started coaching everybody.
Probably to the point where people got sick of it.
But it's how I developed my skill.
And now it's so innate for me, I don't think about it too much.
In fact, even developing this course has been fascinating for
me to slow this down enough for me to really think about, what is it that I do?
I have key tools I know how to use, but how do you teach the art?
And you teach that through feedback.
And so this milestone is really about you practicing and I really want
you to think about who are the people that you're going to be coaching?
How can you prepare for those conversations?
What are the questions that you know you want to have prepared to ask them?
How comfortable are you with the Thought Model?
We've given you a lot of tools in this program.
Another quote that came from my new favorable book, The Practicing Mind,
that I referenced to milestone two, is analyze don't judge,
which I just think is so powerful.
So for people's performance, people's thinking, all of that is up for analysis,
but don't ever get into judgement.
As soon as you start to judge what other people are thinking,
you evoke your own emotion, which interferes with your behavior, right?
So we want to make sure that we can hear people's thoughts without judging them, or
believing them.
And that's the power of a coach.
That's what we are able to do, is we're able to have someone say, I hate this.
I don't love this.
I don't want to do this anymore.
I don't like this job.
I don't like this company.
And not experience judgement from when you're in your coaching role.
But just have someone say okay, you just don't like your job anymore,
how do you feel when you think that?
And when you feel that way, how do you behave at work?
And when you behave that way, what kind of results you're getting?
So, we can really create that personal responsibility for other people.
So we want you to think about those conversations that you need to have.
And then as a part of this milestone, this is going to be all about you recording
those conversations and giving one another feedback.
This is where it's time for you to take everything that you've done and
put it into conversations and get feedback on those conversations.
And there's a few things we should all be looking for
in one another's conversations.
For starters, are you able to help people understand their own thinking and
how it's influencing their performance?
For those people that just need skills transfer, can you help them with that?
Because those are the two reasons that people do or don't perform.
Mindset and skillset, right?
So at the end of the day, as a coach, these are the two things
we have to become masters at if we want to drive high performing teams.
It's that simple.
All the other stuff is extremely important.
But those are the two things that if I met you on the street and you said Chris,
I took your class.
I would say okay, let's talk about skillset and mindset.
Because that's how you drive a team.
You've got to get into their thinking, and
you've got to know what their skillset is, right?
So how can you conduct those conversations?
How well do you do those?
That's what we're going to be looking at in this milestone.
So I'm excited for you to start to put yourself, your work, your thinking,
and your practice into the world of coaching and get some feedback.
And we're going to give you some parameters for
how to do that with one another.
This is a supportive, uplifting, positive environment for
feedback, and I want to stress that.
That everybody here is learning, nobody here is an expert, and
everybody gets the benefit of having positive feedback through this exercise.
There is no place for tearing people down, insulting, or being trite with feedback.
If we can't give substitutive feedback, then we don't give feedback.
Feedback is always about the other person and their development.
Not about making ourselves feel better, right?
And so we'll make sure that we have those guidelines for feedback also included in
this milestone because it's essential that we remember why we're
giving feedback and the feedback should be based on the tools that we provide.
So I always want to make sure that positive,
supportive feedback is understood when I invite people to participate in feedback.
Because everybody feels vulnerable when we go through these exercises.
But this is truly where the learning happens,
it is truly where you have the ability to learn and try again.
And the best way I can think about that, again using a sports analogy,
is if you've ever played golf, right?
You would get feedback on how you're holding the club, and
how you pull the club back and what you're doing with your shoulders and
your elbows and your hips when you're doing that.
That's how you fix your performance when you're playing golf.
And that's also how we fix ourselves when we're learning how to coach,
is we have to have that kind of feedback.
So I'm excited for all of you to share with one another, and
learn from one another, as we go through the milestone together.
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