Coaching for Performance

Facilitator: Douglas Kerr

Let’s face it. We can’t manage someone else’s performance or motivate anybody to do anything. People manage and motivate themselves. If we understand why people do what they do, then we have a better shot at influencing their choices by modelling the performance standards we want, focusing on what we want more of, and being increasingly skilled and mindful in our conversations with team members, colleagues, and managers using encouragement, support, guidance and development strategies.

Topics Covered:

  • The qualities of an exceptional coach
  • Coaching—toward a working definition
  • The Coaching Cycle—a model
  • Preparing for a coaching conference
  • Applying the model
  • Theories of motivation: 
    • Satisfiers and dissatisfiers
    • The expectation principle
  • Using the core interpersonal communication skills in performance coaching
  • Coaching practice—simulations

Learning Outcomes:

  • Write a plan for a coaching conference
  • Carry out a coaching conference with a colleague, working through each of the phases of a complete conference, and agreeing to a workable action plan
  • Prepare a written record of a coaching conference and a follow-up plan
  • Interact with colleagues in a consistently respectful manner when engaged in a coaching conference
  • Consistently convey genuineness through sustained congruence between the verbal content of the interaction and the non-verbal messages (both intended and unintended)
  • Use the core interpersonal communication skills listed below competently: 
    • Ask open-ended questions
    • Ask probing and prompting questions
    • Paraphrase
    • Summarize content
    • Acknowledge feelings
    • Reflect feeling
    • Express personal feelings appropriately
    • Disclose personal information appropriately
    • Clarify intent
  • Offer and provide focussed, descriptive, and timely feedback regarding performance and/or behaviour
  • Solicit feedback from their colleagues regarding the effects of their own performance/behaviour, and acknowledge it
  • Write a definition of the term coaching which incorporates the value of helping people maximize their potential
  • Describe at least five qualities of an exceptional coach
  • Explain why coaching as a skill-set, a practice, and a culture is important to the viability of their organization

This course can be taken on its own or as part of the Supervisor Skills Certificate.

Course Dates: Coaching for Performance

For more information about this course please contact Professional and Continuing Studies