Welcome to the BEST Consulting

1
Welcome to the BEST Consulting

• Successful Consulting, Level II
• Workshop Series
• Presentation by
• Rick Sell

Team Oriented Coaching
and Mentoring
2
Facilities

• Location of
• Restrooms
• Telephones and Messages
• FAX Machines
• Smoking Areas
• Water and Sodas
• Snacks

3
Workshop Groundrules

• This is a workshop and is designed to be
  informal, however
• Respect others and their opinions give them the
  space to successfully learn and grow.
• Turn those phones off and put your beepers on
  vibrate - PLEASE?
• Resist those that are trying to summon you until
  the break.

4
Workshop Overview

• Caveat
• We will not severely differentiate between
  coaching and mentoring due to the reasonable
  assumption that there are no overriding major
  fundamental differences between the two.
• For the purposes of this workshop the following
  semantic rules will apply
• Synonymous words
• Performer, worker, co-worker, employee, team
  member, individual
• Project team leader, team leader, supervisor,
  manager, management

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Introductions

• Who am I?
• Rick Sell
• Now its your turn!

6
Introductions

• and you are?
• How long with BEST Consulting, how
• long in consulting in general?
• Current assignment and skill sets
• Hobbies/outside activities or interests
• Last movie seenwould you recommend?
• Important What are your expectations of this
  course?

7
Workshop Agenda

• Work, Learn, Have Fun!
• Session 4 hours
• Introductions
• Course Overview
• Discuss Topics
• Breaks - What Breaks!!!

8
Workshop Overview

• What this workshop is
• A practical and pragmatic approach to coaching
  and mentoring team members in a performance
  environment .
• What this workshop is not
• This workshop will not make you an expert
  coach/mentor, although it will lay a foundation
  for continued improvement.

9
Workshop Overview

• Workshop Objectives
• Upon completion, you will be able to
• Define a workplace performance environment.
• Explain the need for coaching and/or mentoring in
  a variety of organizational settings.
• List a variety of situations where coaching
  and/or mentoring can be effective.
• Apply strategies to improve interpersonal
  communication in the workplace.
• Implement techniques to improve your success when
  giving and receiving performance feedback.

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Workshop Overview

• Workshop Objectives (cont)
• Upon completion, you will be able to
• Define the steps of an effective Coaching and
  Mentoring Model that can be used in hierarchical
  and team-driven environments.
• Execute strategies for dealing both with
  substandard performers.
• Develop or improve a system for accurately
  documenting all team member coaching and
  mentoring activities.

11
Instructional Materials

• Student Manual is provided as a valuable desk-top
  reference.
• Case Studies and Student Exercises are an
  integral part of this course, and essential
  events in your learning process - Please
  Participate?

12
Student Activity Self-Assessment

• Goal
• To provide you with an idea of how well you
  perform in each area.
• An opportunity to define your style
• Provide a baseline for improvement.

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Why Coach/Mentor?

• Learning Objectives
• After completing this subject, you will be able
  to
• Define the performance environment
• Define performance coaching and mentoring
• Describe the characteristics of an effective
  coach/mentor.
• Explain the importance of coaching/mentoring in
  improving workplace effectiveness.
• Identify and eliminate excuses for not coaching
  or mentoring.

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Examining The Performance Environment

• Formal evaluated, defined, and documented
  organizational program containing
• Project Management Plan
• Project performance goals (expected outcomes)
• Performance baseline criteria
• Continued Performance Improvement Plan
• Individual (Team Member) Performance Plan
• Performance behavior expectations
• Education and Training plan

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Why Coach/Mentor?

• Shifts in Behavioral Expectations
• Axiom
• Change is inevitable people are adverse to
  change
• Roles and behavior are changing to match new
  demands in the workplace.
• Organizations are moving from Hierarchical to
  Team Structure.

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Why Coach/Mentor?

• What is Coaching and Mentoring?
• Its what we do all the time - we just dont put
  a name to it!
• Influencing, helping, instructing, motivating,
  leading.

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Why Coach/Mentor?

• What does Coaching and Mentoring Involve?
• Any activity in which a coach/mentor and an
  individual work toward individual performance
  improvement.
• Influencing, helping, instructing, motivating,
  leading.
• What are some other skills practiced by
  successful coaches and mentors?

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Why Coach/Mentor?

• Characteristics of an Effective Coach/Mentor
• Excellent communication skills
• Motivated
• Enthusiastic
• Goal oriented
• Creative
• Patient
• What are some other characteristics of successful
  coaches and mentors?

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Why Coach/Mentor?

• Benefits of Coaching/Mentoring?
• Success, Success, Success
• Win-win situation
• Improved perception of the consultants who take
  on active roles of coach and/or mentor.
• Increased business opportunities through success.

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Why Coach/Mentor?

• Excuses for Failing to Coach/Mentor
• Excuses are used by others, not consultants.
• Excuses are nothing more than internal
  roadblocks.
• Excuses are a roadmap for failure.

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Opportunities for Coaching/Mentoring

• Learning Objectives
• Upon completion of this subject, you will be
  able to
• Realize the cost of failing to coach/mentor.
• Recognize opportunities for coaching and/or
  mentoring team members.
• Develop a strategy for orienting new team
  members.
• Explain the importance of developing team members
  performance.

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Opportunities for Coaching/Mentoring

• When
• Anytime a new team member comes on board.
• You (team leader) are off-site
• The individual appears to be too dependent on you
  and other team members.
• When changes take place in the workplace.
• New processes, policies, procedures implemented.
• A team member is failing, or is displaying the
  behavior to potentially to fail.

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Opportunities for Coaching/Mentoring

• Goal
• Build teams.
• Coach/mentor yourself out of a job.
• Empower team members allowing them to be
  independent.
• Minimize impact of changes in the workplace.
• Smooth implementation of new processes, policies
  and procedures.
• Eliminate the need for formal counseling and
  retraining.

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Opportunities forCoaching/Mentoring

• Develop and Document an Orientation Process
• The program has to be used to be effective.
• Show genuine personal interest in new people.
• Publish the Orientation Procedures.
• Develop and Use an Orientation Checklist.
• Evaluate, Train, and Assign buddies, then
  continually re-evaluate.

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Opportunities forCoaching/Mentoring

• The Cost of Failing to Coach/Mentor
• Failure, Failure, Failure
• Lost team members
• Lost revenues
• Lost time
• Lost confidence in your credibility by management
  and other team members

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Coaching/Mentoring Process

• Learning Objectives
• Upon completion, you will be able to
• Develop a systematic approach to coaching and
  mentoring, using the formal eight-phase model.
• Set effective goals and objectives with your team
  members.
• Identify resources for individual development.
• Construct an Action Plan for individual
  development.

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Coaching/Mentoring Process

• The Model Eight-Phased Approach
• Phase 1 - Establish Goals
• Phase 2 - Collect Performance Data
• Phase 3 - Analyze Performance
• Phase 4 - Review and Modify Performance Goals
• as Needed
• Phase 5 - Identify Developmental Resources
• Phase 6 - Develop an Action Plan
• Phase 7 - Implement Strategies
• Phase 8 - Evaluate Performance

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Coaching and Mentoring for Better Relationships

• Learning Objectives
• After completing this subject, you will be able
  to
• Apply the Communication Process.
• Explain how coaching and mentoring can aid in
  building better relationships.
• Use your knowledge of communication to improve
  interpersonal relationships in the workplace.
• Learn to avoid the Nine Deadly Sins that affect
  relationships.
• Build stronger relationships with your team
  members, peers, and boss.

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Coaching and Mentoring for Better Relationships

• The Communication Process
• Communication is the transmission of information
  and meaning from one individual or group to
  another.
• Contains the Communication Model.
• Building solid two-way communications in your
  team cannot be overemphasized.

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Communication Model
Sender has idea
31

Sender encodes message
Sender has idea

• How may the sender encode a message?
• Verbally or nonverbally
• By speaking, writing, gesturing

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Sender encodes message
Sender has idea
Channel carries message

• What kinds of channels carry messages?
• Letter, memo, telephone, TV, report,
  computer picture, voice, body--Others?

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Noise
Receiver decodes message
Sender encodes message
Sender has idea
Channel carries message
Noise

• How does a receiver decode a message?
• Hearing, reading, observing

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Noise
Receiver decodes message
Sender encodes message
Sender has idea
Channel carries message
Noise

• What is noise?
• Anything that disrupts the process

35

?
Noise
Receiver decodes message
Receiver understands message
Sender encodes message
Sender has idea
Channel carries message
Noise
36

Feedback travels to sender
Noise
Receiver decodes message
Receiver understands message
Sender encodes message
Sender has idea
Channel carries message
Noise

• How can a communicator provide for feedback?
• Ask questions, watch responses, dont
  dominate exchange.

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Feedback travels to sender
Noise
Receiver decodes message
Receiver understands message
Sender encodes message
Sender has idea
Channel carries message
Noise

• What kind of feedback is better?
• Descriptive rather than evaluative.

38

Feedback travels to sender
Noise
Receiver decodes message
Receiver understands message
Sender encodes message
Sender has idea
Channel carries message
Noise
Possible additional feedback travels
to receiver
39

Feedback travels to sender
Noise
Receiver decodes message
Receiver understands message
Sender encodes message
Sender has idea
Channel carries message
Noise
Possible additional feedback travels
to receiver
40

Feedback travels to sender
Receiver understands message
When is communication successful?
Sender has idea
Possible additional feedback travels
to receiver
41

Feedback travels to sender
When the message is understood as the sender
intended it to be.
Receiver understands message
Sender has idea
Possible additional feedback travels
to receiver
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Try your skill ...

• Select the definition or explanation of the
  following parts of the communica-tion process.
• 1. Encoding is the process of
  a. Creating a meaningful dialogue.
  b. Selecting and organizing symbols to
  represent a message. c. Understanding the
  meaning of a message.

43
Try your skill ...

• Select the definition or explanation of the
  following parts of the communica-tion process.
• 1. Encoding is the process of
  a. Creating a meaningful dialogue.
  b. Selecting and organizing symbols to
  represent a message. c. Understanding the
  meaning of a message.

44
Try your skill ...

• 2. Decoding is the process of a. Avoiding
  noise and interference.
• b. Selecting and organizing symbols for
  feedback.
• c. Interpreting the meaning of communicated
  symbols.

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Try your skill ...

• 2. Decoding is the process of
  a. Avoiding noise and interference.
• b. Selecting and organizing symbols for
  feedback.
• c. Interpreting the meaning of communicated
  symbols.

46
Coaching and Mentoring for Better Relationships

• Learning Objectives
• After completing this subject, you will be able
  to
• Apply the Communication Process.
• Explain how coaching and mentoring can aid in
  building better relationships.
• Use your knowledge of communication to improve
  interpersonal relationships in the workplace.
• Learn to avoid the Nine Deadly Sins that affect
  relationships.
• Build stronger relationships with your team
  members, peers, and boss.

47
Coaching and Mentoring for Better Relationships

• Nine Deadly Sins that Affect Relationships
• Failing to Communiciate Effectively.
• Playing Games.
• Playing Favorites.
• Getting Involved with Individuals Personal
  Problems.
• Becoming Personally Involved with Team Members.
• Ignoring Performance Gaps.
• Treating Team Members Unfairly.
• Failing to build a Sound Foundation.
• Displaying a Lackadaisical Attitude.

48
Coaching and Mentoring for Better Relationships

• Peer Relationships
• Do
• Be very sensitive to the individual and their
  needs.
• Allow an individual to correct their own
  mistakes, but monitor closely.
• Do Not
• Stand idly by while an individual is making a
  mistake.
• Jump in and try to help too quickly, but dont
  allow the problem get out of hand.
• Set yourself up as a know it all.
• Reminder An individual does not necessarily
  have to be on your immediate team for you to help.

49
Effective Feedback Strategies

• Learning Objectives
• Upon completing this subject, you will be able
  to
• Recognize various types of feedback.
• Identify strategies for giving and receiving
  feedback.
• Give praise effectively.
• Give criticism constructively.
• Develop an environment that encourages the use of
  feedback.

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Effective Feedback Strategies

• Importance of Feedback?
• Positive communication review the communication
  model.
• An effective tool for building relationships.
• Potentially destructive if not used carefully.
• Team members must be coached and mentored in
  feedback strategies.
• Know what message you are trying to send.
• All important Timing, Timing, Timing!

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Effective Feedback Strategies

• How to Give Feedback
• Written correspondence. Write it and then live
  with it for a period.
• Verbal communication. Practice before you
  deliver!
• Nonverbal communication. Watch that body
  language!
• Actions/Inactions. Timing, Timing, Timing!
• Trappings. Think about how do you present
  yourself?

52
Effective Feedback Strategies

• Approaches to Feedback
• Focus on the individuals behavior, not the
  persons personality.
• Avoid globalizing behavior. (always,never)
• Use I instead of you language.

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Effective Feedback Strategies

• Using Feedback Effectively - Ask yourself
• Is this the right time?
• Is this the right place?
• Is this the appropriate person?
• What is the best way to communicate my message?
• Is the feedback well thought out and valid?
• What problems might feedback create?
• Will my feedback damage the relationship? If
  yes, how?

54
Effective Feedback Strategies

• Positive Feedback (Praise)
• Giving
• Team members require positive motivation.
• Be specific about what you liked.
• Feedback should be given right after the
  performance. (Timing,Timing,Timing)
• Receiving
• Be courteous, say thank you.
• Ask for clarification if you need it.

55
Effective Feedback Strategies

• Giving Negative Feedback (Criticism)
• Tell the person exactly what you observed.
• Explain exactly how you feel about the behavior
  and the impact.
• Solicit feedback.
• Show support and solicit possible solutions from
  the individual.
• Get a commitment to improve behavior.
• Reaffirm the individuals worth.

56
Effective Feedback Strategies

• Approaches to Feedback
• Focus on the individuals behavior, not the
  persons personality.
• Avoid globalizing behavior. (always,never)
• Use I instead of you language.

57
Effective Feedback Strategies

• Receiving Negative Feedback
• Listen, do not interrupt.
• Ask for clarification or more information.
• Try to be objective. (Yes, it is hard!!!)
• Decide if the comments are valid.
• Now its your turn Be polite and provide
  appropriate feedback. Say thank you.

58
Effective Feedback Strategies

• Encouraging Feedback
• Build a system which encourages feedback.
• Feedback empowers team members. Gives them
  buy-in to the process.
• Allow team members to fail.
• Remember Feedback (communication) is a two-way
  street!

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Managing Team Members Performance

• Learning Objectives
• After completing this subject, you will be able
  to
• Determine what motivates performers.
• Recognize signs of negative behavior.
• Define strategies for dealing with substandard
  performers.
• Identify techniques to assist and reward
  above-average performers.

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Managing Team Members Performance

• What motivates performers?
• Coach/Mentor Motivator
• You are the motivator, its your responsibility to
  find out.
• Simplest method? Ask!
• Remember the individual, they all have separate
  needs, wants, and desires.

61
Managing Team Members Performance

• Performance Level
• Know what the performance gap is.
• Address performance gaps after determining what
  factors affect team members.
• Allocate your resources to address each group of
  performers separately poor, average, superstar.

62
Managing Team Members Performance

• Indicators of Performance
• Does the individual meet established standards
  and goals?
• Are there complaints from other workers about
  this individual?
• What are the current quality and quantity levels?
• How much initiative and enthusiasm does the
  individual exhibit?

63
Managing Team Members Performance

• Behavioral Performance Indicators
• They Wont
• They are not motivated.
• They Cant
• They lack the ability.
• Outside factors impede them.
• Inadequate team leader guidance.
• They Dont Know How
• Lack of technical or job knowledge.

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Managing Team Members Performance

• 80/20 rule
• Having 80 of your time taken up by the 20 of
  poor performers.
• You must be very careful not to neglect other
  performers while trying to fix a broken one.

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Managing Team Members Performance

• Managing Substandard Performers
• Identify substandard performers early.
• Develop an Action Plan for improved performance.
• Superstars are potentially poor performers
  because they can be extremely disruptive to the
  team.
• You must be proactive in your approach to
  managing all performers, but especially
  substandard individuals.

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Summary

• Where your expectations met, if not, why not?
• Do you have any further questions? Now is the
  time.
• Your suggestions, comments, and constructive
  feedback are honestly solicited.