The Coaching Manager; Developing Top Talent in Business

by James M. Hunt

• ISBN13: 9781412977760
• ISBN10: 1412977762
• Edition: 2nd
• Format: Paperback
• Copyright: 2010-05-06
• Publisher: SAGE Publications, Inc

Summary

While most coaching books focus on performance problems, The Coaching Manager presents a developmental coaching methodology that that managers can use to help skilled and competent employees excel to even higher levels, experience greater engagement with their organizations, and at the same time promote their personal development. It is based on the experience of practising managers, drawing on research, teaching and consulting contacts with over 4000 leaders from all business disciplines who use coaching in their work. Clearly written, without jargon, specific coaching techniques are illustrated through the use of short case studies and self-assessment exercises that will help the reader learn to apply the principles of The Coaching Manager quickly.The Second Edition has been updated with new ideas and cases that will show how developmental coaching can be integrated with all phases of the talent management process.

Table of Contents

Preface	p. xi
Acknowledgments	p. xvii
Introduction: The Coaching Manager	p. 1
Coaching Can Help, for Employees Who Want to Learn	p. 3
Coaching Is Good for You	p. 5
Why Don't More Managers Coach?	p. 8
Coaching and Learning	p. 10
The Coaching Manager and Emotional Intelligence (EQ)	p. 11
Coaching Isn't the Same as Mentoring	p. 13
Why Think About Becoming a Coaching Manager?	p. 14
Your Approach to Coaching Determines the Outcome of Your Effort	p. 16
An Overview of Developmental Coaching	p. 19
Developmental Coaching: An Example	p. 19
A Simple Model of Developmental Coaching	p. 27
As You Experiment With Coaching	p. 42
Defining Success as a Coaching Manager	p. 45
Coaching Managers Focus on Running a Business	p. 45
Not Just Results, but Process: How the Work Gets Done	p. 48
What Should the Coaching Manager Pay Attention To? Competency	p. 48
If Your Company Has a Competency Model	p. 54
If Your Company Does Not Have a Useful Competency Model	p. 57
Coaching and Selection	p. 59
Summary	p. 62
Creating a Coaching-Friendly Context	p. 63
Financial Co.-A Learning Context?	p. 64
The Values and Practices of the Coaching-Friendly Context	p. 67
The Coaching-Friendly Context and the High-Performance Organization	p. 72
Creating a Coaching-Friendly Context in Your Business Unit	p. 73
Fred, the Coach	p. 76
Protecting a Coaching-Friendly Context Over Time	p. 80
The Future of the Coaching-Friendly Context	p. 81
The Development of a Coaching Manager and the "Coaching Mind-Set"	p. 83
The Naturals	p. 84
The Manager Who Learns to Coach	p. 85
Can Anyone Learn to Coach?	p. 90
The Coaching Mind-Set: An Attitude of Helpfulness	p. 91
The Coaching Manager	p. 98
The "Coachable" Learner	p. 101
The Question of "Coachability"	p. 101
The Reluctant Coachee?	p. 102
What Do Employees Want From Their Managers?	p. 105
Hallmarks of the Coachable Learner	p. 107
The Problem of Impression Management	p. 110
Barriers to Coaching: What Does an Apparent Lack of Coachability Look Like?	p. 111
Coachability: Treat Each Employee as an Individual	p. 122
Stopping the Action and Starting a Coaching Dialogue	p. 123
Aron, the Struggling Team Leader	p. 126
Seizing a Coaching Opportunity With a Coaching Mind-Set	p. 127
Being Vigilant for Learning Opportunities	p. 127
Assessing the Importance of the Opportunity	p. 128
Is the Timing Right?	p. 130
Establish or Reestablish Rapport	p. 131
Ask Reflective Questions, Listen for Understanding	p. 131
On Learning to Ask Useful Questions	p. 137
Help the Employee Define and Take Ownership of the Real Issue	p. 140
Follow-Up: Ask the Employee About Useful Next Steps	p. 141
Practice Cases: Stopping the Action and Starting the Dialogue	p. 142
Is John Headed for Burnout?	p. 142
Sara, the Frustrated Superstar	p. 144
Stopping Time and the Coaching Dialogue	p. 145
The Coaching Mirror	p. 147
Why Are Performance Data, Even Observational Data, Suspect?	p. 150
The Real Problem: Our Tendency to Draw Inferences From Selected Data	p. 152
Error and Expectations: What You See Is What You Get	p. 157
Getting the Most From Direct Observation and Other Approaches to Gathering Performance Data	p. 159
The Coachee's Role	p. 161
The Coaching Manager as Observer: Promoting Learning and Performance, From the Sidelines	p. 163
Providing Balanced and Helpful Feedback	p. 165
The Benefits of Feedback	p. 166
The Problem With Feedback	p. 167
Making Feedback Useful-A Summary	p. 171
The Basics of Providing Balanced Feedback	p. 173
The Emotional Impact of Feedback	p. 180
Maximizing the Value of That Imperfect Instrument, Feedback	p. 184
Your Development as a Provider of Feedback	p. 186
What Does It All Mean? Collaboratively Interpreting Learning Needs	p. 187
What's Going On With Jack?	p. 187
Do You Need to Know Why?	p. 190
The Coaching Dialogue	p. 192
Root Causes	p. 193
Individual Factors	p. 194
Cultural Factors	p. 196
Team and Organizational Factors	p. 199
The Importance of "Getting It Right" When Interpreting Performance	p. 201
Goal Setting and Follow-Up: Making Change Happen	p. 203
Planned Development	p. 204
Setting Goals	p. 207
How People Change	p. 211
Unfreezing	p. 212
Change	p. 213
Refreezing	p. 214
Building Commitment for Learning and Change	p. 215
Conclusions: Goal Setting and Follow-Up	p. 217
Coaching and Career Development	p. 219
An Overview of Career Development in the Modern Organization	p. 221
Knowing What You Want	p. 223
Choosing Learning Goals	p. 229
Who You Know Does Count: Networks, Supporters, and Blockers	p. 233
Using Developmental Coaching to Address Career Concerns and Promote Career Development	p. 238
Coaching for Career Development	p. 240
The Good Employee Who Has Become Bored With Her Job	p. 241
The Employee Who Wants to Move Up (Too Fast!)	p. 243
The Employee With Work and Family Concerns	p. 245
Conclusions: Developmental Coaching and Career Development	p. 246
Developmental Coaching and Performance Problems	p. 247
Causes of Performance Problems	p. 250
Poor Managers and Poorly Communicated Expectations	p. 251
The Wrong Person in the Wrong Job	p. 252
The Right Person in the Wrong Situation	p. 253
Personal Problems	p. 254
What the Manager Sees	p. 256
What the Manager Hears	p. 256
What the Manager Never Knew	p. 257
Character	p. 258
Team Problems	p. 261
Organizational Change	p. 261
Addressing Performance Problems: Some Coaching Guidelines	p. 262
Using Coaching to Leverage the Investment in the Classroom	p. 265
The Nature of the Problem	p. 266
Transfer of Learning	p. 267
The Wrong Executive Education Experience at the Wrong Time	p. 270
Leadership Education That Helped	p. 271
The Challenge of Becoming More Strategic	p. 273
Making the Most of Classroom Learning	p. 274
Defining the Learning Goal	p. 276
Choosing the Right Program	p. 277
Following Up	p. 277
The Classroom and the Coaching Manager	p. 278
Epilogue: The Coaching Manager	p. 279
Technology and Coaching	p. 279
Changing Demographics	p. 281
Coaching in Tough Times	p. 281
The Relationship With the Coaching Manager Is the Key	p. 282
A Final Word for Our Coaches, Old and New	p. 283
Appendix	p. 285
References	p. 291
Index	p. 297
About the Authors	p. 303
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