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FORTUNE, 2/21/00

 Coachingis “one of the hottest things

in human resources.”

 Coach – part personal consultant, part

sounding board, part manager. The
coach functions as a therapist too
(they deny it).
FORTUNE, 2/21/00

 Coaching began in the 1980s in the

financial planning industry. The advisor
asked clients if “they wanted to talk more
broadly about life issues, and they
jumped at it!”

 Who can be a coach? – “pretty much


 “Inthe age of Every Man for Himself, every

man can have a coach - and, in an ever
more commonly held view, needs one.”
FORTUNE, 2/21/00

 Coaching taught a Met Life manager “people

have to take more responsibility for their own
growth and development”

 In a Coaching class, one of the things they

teach is “…the most basic of coach skills –
FORTUNE, 2/21/00

 “Corporate America had better heed the

phenomenon, even if it falls outside the
traditional corporate organizational chart.”

 An Ernst & Young partner found a coach to

be a valuable sounding board. He made a
call and found himself on the phone with a
strange woman. She didn’t know much
about his area of work, “but within 20
minutes he decided she could be both
trusted and helpful.
FORTUNE, 2/21/00

 “Why do I need a coach? Perhaps it’s for

the same reason that Tiger Woods needs a
coach. Tiger would say ‘I know how to play
golf.’ But his coach is probably the most
important person in his life.”

A coach pushed Met Life mgr. to reexamine

goals and values. Ultimately, the mgr.
organized retreats (w/ tai chi, massages)
and encouraged employees to keep
journals. By year end, sales were up 60%.
Working with Emotional
Daniel Goleman, 1998

 Goleman asks, “What’s the key to success as a


“The best coaches show a genuine personal

interest in those they guide, and have empathy
for and an understanding for their employees.”

Good coaches: are trustworthy, show respect,

and display empathy

Poor coaches: are impersonal and cold, and the

relationship seems one-sided or self-serving
Working with Emotional Intelligence
Daniel Goleman, 1998

 In the Art of Listening section, Goleman says:

“A finely tuned ear is at the heart of empathy.”

“Listening well and deeply means going beyond

what is said by asking questions, restating in
one’s own words what you hear to be sure you
understand. This is ‘active’ listening.”
Active listening
 Intensity

 Empathy (put yourself in speaker’s shoes)

 Acceptance (listen objectively without judging
 Willingness to take responsibility for
completeness (ask questions, probing,

Working with Emotional Intelligence

Daniel Goleman, 1998
Characteristics of effective
 Motivated

 Make eye contact

 Are interested and focused

 Are fully present

 Are empathic

 Ask questions to clarify, paraphrase, confront


Working with Emotional Intelligence

Daniel Goleman, 1998
Expand your coaching
Executive Excellence, October, 2004

 “The key variable in successful coaching is

not the coach – it is the person being
It’s not about the coach
Fast Company, October, 2004

 We focus too much on the salesperson rather

than the customer.

 There is a tendency to think that everything

grows out of the leader/coach.

 Alternatively, I don't hold myself up as "coach

as expert." I'm much more a "coach as
Coaching Classes
Employee Benefit News, November, 2004

 “Coaching is about developing a relationship

with employees that lasts and will change
their behavior.” (Financial Finesse CEO Liz
CEO Coaches
Business Week, November 11, 2002

 “
always bleeds into the interpersonal….My
responsibility is to help them look inside
themselves as much as outside.” Coach

 “This is enforced reflection” McKee said

about a Unilever coaching program that
kicked off in Costa Rica. The senior team
talked openly about themselves, each other,
and the company’s “unspeakables.”
The ingredients of good coaching
Works Management, June, 2000

 Most definitions of what constitutes coaching

revolve around the aim of empowering
people to make their own decisions, and
unleashing their potential.

 The key skills of coaching sound simple

enough -- asking rather than telling, listening
more than talking -- but is what makes a
successful coach innate, or can the skills be
The ingredients of good coaching
Works Management, June, 2000

 The answer, say many experts, is that they

can be learned.

 Inaddition to questioning and listening, you

need to follow the coachee's thought
processes and respond spontaneously.
The ingredients of good coaching
Works Management, June, 2000

 You must also be able to withhold your own

opinions and solutions, recognizing that the
best solution will come from the coachee.

 "Yourquestions should aim to raise their

awareness and generate responsibility in
them as to what action to take," she says.
The GROW Model
 Goals –
 What do you want to achieve and when?

 Is it within your personal control?

 Is it realistic?

 Is it measurable?

 How much do you have/want?

 Reality –
 What have you done so far? What were the
 Who is involved?

 What is happening around /inside you?

 What are the constraints to progress?

 When do you notice this happening?

 How confident are you on 1-10 scale?

 Options –
 What options do you have?

 What other options do you have?

 What else could you do?

 What would you do if you were boss?

 Would you like another suggestion?

 Will –
 What are you personally going to do?
 When are you going to do it?
 Actions/Obstacles? How will you overcome them?
 What support do you need?
 Are you committed?
 How clear are you?
 How enthusiastic are you?
Guidelines for Applying Goals
 To apply goals effectively, it is important that
EACH goal is SMART:
 Specific

 Measurable

 Achievable

 Relevant

 Trackable
 S-Specific: You should state exactly what you are
responsible for. Research has shown that a person
who says he wants to do one thing or another -
giving himself an alternative - seldom gets beyond
the “or.” He does neither. This does not imply
inflexibility. Flexibility in action implies an ability to
be able to make a judgment that some action you
are involved in is either inappropriate, unnecessary
or the result of a bad decision. Even though you
may set out for one goal, you can stop at any time
and drop it for a new one. But when you change,
you again state your goal without an alternative.
 M-Measurable: Your goal must be stated so that it
is measurable in time and quantity. For example,
suppose your goal was to finish a proposal this
week. You would specify your goal by saying, “I am
going to complete the end of the year report, with
final revisions by Friday, June 30th.” That way, the
goal can be measured; when Friday comes, you
know whether or not you have achieved it. Ideally,
you also want to be able to measure such variables
as cost and quality. From the manager’s viewpoint,
this is important because when you observe
someone’s behavior, you want to be able to
determine whether it is contributing toward the
accomplishment of the goal or taking away from
goal achievement.
 A-Achievable: The goals you sent must be
accomplishable or reasonable with your given
strengths and abilities. Too many companies set
impossible goals that are simply not realistic. While
you want to stretch yourself, you do not want to set
goals that are so difficult that they’re unattainable,
thus, serving to be demotivating. For example, if you
were a rather obese 45 year-old, it would be foolish
to set a goal running the four minute mile in the next
six months-that simply would not be achievable.
 R-Relevant: About 80% or the performances you
want from people comes from 20% of their activities.
Therefore, a goal is relevant if it addresses an
activity that makes a positive difference in overall
performance. (Clearly, your goal should never be
destructive to yourself or to others. Destructive
goals should not be supported. If someone is
seeking potentially destructive goals, an effort to
encourage him/her to consider different goals
should be made.)
 T-Trackable: Ideally, you want to be able to
monitor progress. In order to do that you’ve
got to be able to measure or count
performance frequently, which means you
need to put a record-keeping system in place
to tract performance. Monthly reports or time
sheets are examples of systems that allow
you to easily track performance.