Dealing with Change Review & Analysis

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来自 University of California, Davis 的课程

Coaching Conversations

115 个评分

University of California, Davis

Coaching Conversations

115 个评分

课程 4（共 4 门，Specialization Coaching Skills for Managers）

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.

从本节课中

Missing Deadlines and Dealing with Change

Welcome to Coaching for Managers Specialization Course 4: Coaching Conversations. In this first module we're going to focus on two common coaching conversations - an employee who consistently misses predetermined deadlines, and an employee dealing with a process change. By the end of this module, you should be able to differentiate between a developmental coaching approach and a directive management conversation, suggest strategies for both mindset and skill set coaching, and identify mindset and skill set gaps in employees. After a short introductory video, you will watch both an ineffective example, and effective, model example of how each type of conversation should be handled; we will wrap up each lesson with an in depth review and analysis of both the ineffective example and the effective example before you have the opportunity to check your understanding of the material.

Dealing with Change Introduction0:51

Dealing with Change Ineffective Example (Scenario)1:14

Dealing with Change Example (Scenario)7:08

Dealing with Change Review & Analysis8:00

与讲师见面

Kris Plachy
CEO and Founder & Instructor, Leadership Coach, LLC &
UC Davis Division of Continuing and Professional Education

[MUSIC]

I think you can see why the bad example is so bad,

the manager is direct and insistent.

Essentially, she just wants Ton to quote, figure things out,

without helping him to think through any sort of approach to the problem.

She's demonstrating that she doesn't even care what Ton's

thoughts are on the situation.

She sees a problem and

wants it fixed, without having to really get involved in the issue.

Obviously this isn't helpful for our employees.

In contrast, the good example is an excellent demonstration

of a developmental conversation.

Featuring both mindset and skill set coaching.

The coach identified pretty early on in her communication with Ton.

That he didn't really know how to handle the situation with this new

property management company.

And so, there were some legitimate need to talk about it and help him, right?

So let's walk through how this went down.

The first thing the coach said was, hey I know there's a problem.

What's the issue?

And then Ton went into describing what the problem is.

What I want you to notice is that when we're doing mindset coaching.

When we're looking at our thought models, we don't need to indulge the story.

We want to give him the opportunity to tell it, but

he did tell us what happened, right?

There was a changeover issue and there wasn't enough staff and

then he got kind of in trouble for asking people to stay.

The next question the coach asked was, why is that a problem?

Ton's response was, they didn't like that I asked them to stay.

Now it's important to not make assumptions about what you think is going on, right?

Why is that a problem?

What we found out through the conversation is that a process is changing and

its causing a time delay.

So then the coach kind of said, okay,

well I can tell there are some things here that you are kind of resisting.

And when we go through change maybe sometimes we need to think about things

a little differently.

And that's when she suggested that they consider that there might be another

way to think about working.

With this property management company as they're going through this change.

In coaching, I call this heavy lifting.

This is when we're doing some skill set development.

So we're going to give our client or

our employees some new ideas, some new things to think about, right?

In this scene, the manager introduces this notion of what are the balances.

If we're going to ask someone to do something for us,

does it make sense that we might offer something to them in return?

That's how we mitigate new relationships and

make for better relationships as we're going through change.

The next thing she did was to invite Ton to

elaborate on other thoughts he had regarding the situation.

And notice that what he said was that he wanted them to change, right?

That was his answer, well, they need to change.

[LAUGH] And the manager responded well, we know we can't control them so

let's not wait for that.

Because that's why so many people struggle, right?

They say, well everything will be fine when someone else's behavior changes.

[LAUGH] But this is huge in coaching, because we cannot change other people.

We can only decide what we want to believe about something and

how we want to react to something.

So we don't want to wait for

the property management company to miraculously be different.

Because that they may not ever happen, they may never get more responsive.

So then the coach tried another way.

She said well, how do you want to feel, right?

And what I want you to notice in that question is how he gave her more thoughts.

She asked, how do you want to feel?

And he said, there's always a happy medium.

Well, we know that's not a feeling, that's a thought.

But then she asked him, okay, so when you think there is always a happy medium,

how do you feel?

And that's when he said confident, right?

That's when he gave her a feeling and then she said, so

what kind of things do you think you could do?

And he started having a conversation with his manager about being more

proactive, right?

So the manager used the thought model in the conversation to help Ton realize

there's always a happy medium.

And that makes him feel confident.

That behavior, the action is pro-activity, which ultimately leads to hopefully.

The result of a better solution for both, Ton and the property management company.

But I think what's pretty cool is that she said hey, let's try it and

see what happens.

So we didn't end this conversation with, okay, the situation is resolved.

We ended this with how about you go into this meeting?

With this new perspective knowing that there's

always trade-offs when we're going through change and see what happens.

And then she ended the conversation by asking Ton to tell everything back to her.

Again, this is an example of skill-set development.

We can't just make an assumption that someone got something, right?

So, he said it back to her and

then she provided a little feedback on what he said.

So remember our skill set model, tell, show, do, review.

That example was the do and review part.

So we had him say what he thinks he could say.

She gave him a little feedback in what we call the review part

of that skill set transfer model, so we had both things happening here.

So in summary, this is what a developmental conversation for

an employee who is already performing highly, might look like.

So if we go to our employee continuum,

we have an employee who is either ascending or is consistent.

So we're doing developmental coaching.

We're not having a direct management conversation,

as wasn't the case in the poor example.

The coach identified that a little skill set work was needed.

So there was a little more talking from the coach because she was demonstrated and

teaching him a concept that I call heavy lifting.

Where she gave him some ideas about working through new relationships and

dealing with change.

But the manager also did some mindset coaching

because she could tell he was frustrated.

And that feeling of frustration was not going to lead to positive results for Ton.

What we needed to do was help him think differently, so

that he could behave differently and ultimately get a different result.

Then when we look at the bad manager example again,

we can see that the manager just lectured the employee.

She wanted to let him know that she saw that there was a problem and

she wanted him to know it was unacceptable.

And that she wouldn't tolerate it again.

You can see how that drives very little response from the employee.

Again, the manager is going to think she did a good job.

She's going to think, good, I addressed this with Ton.

It won't be a problem again.

However, this approach doesn't help Ton understand why there's a problem.

Nor does it help him come up with a plan to address it if it happens

again in the future.

All we've done as a manager is check the box.

I've told Ton this is unacceptable and he needs to figure out how to deal with it.

And while in a moment, that can make a manager feel like they've addressed

the issue, it isn't really solving the problem.

Ultimately, it takes the work of coaching to really help an employee

identify not just what the gap is.

But why the gap exists and what they can do better to avoid it next time.

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