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Coaching Skills Training- Identifying performance gaps

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Coaching Skills Training- Identifying performance gaps Powered By Docstoc
					?Coaching starts when coach and coachee recognise a gap between the coachee's
potential (what they could do) and their results (what they actually do). These are
known as performance gaps.

Where the performance gap is to do with knowledge:

Coaching is of little use where a person needs to develop their performance by
acquiring knowledge; coaching can not tease out what is not actually there.

For example, it would clearly be absurd for a driving instructor to take a pupil on a
first lesson and ask "How might you press those pedals in sequence to bring about
some forward movement?" The pupil would have no idea because in the first instance
they need some input, some knowledge that they can begin to use and develop.

In such cases we are obliged to adopt a Tell style although we must recognize its
drawbacks and look to move towards a coaching style as soon as the people we coach
have enough knowledge to become responsible for developing their own learning
from that point. Many coaches make the mistake of trying to coach where the
development need is one of knowledge and invariably the coaching session breaks
down and leaves both parties feeling frustrated and confused by the coaching process.

Where coaching can be useful is in helping people think through for themselves the
ways in which they might go about filling their knowledge gaps.

Where the performance gap is to do with skills:

In any sphere of work there will be a body of knowledge needed to perform well in a
job and a set of skills necessary to put that knowledge to good use. The key to
developing good skills is practise. Say I wanted to develop my skills as a public
speaker. I could read numerous books on the subject but I would not begin to become
an effective public speaker until I stood up and began to practise the skills of speech
variance, positioning, hand gestures, etc.

Coaching can be highly effective here. Whilst it cannot replace the time needed for
practise it can help people to decide upon their practice priorities and how they are
going to get the most from any practice opportunities.

In trying to develop my presentation skills, I might practise positioning my visual
aides and asking audience questions because the books I read suggested these were
key aspects of successful presenting. However, my coach may help me realise that in
fact my last presentation didn't go as well as I hoped because I ran out of time and
was rushed at the end. Much better then, for me to practise pacing my delivery and
designing flexible material.
Where the performance gap is to do with attitude:

Coaching comes in to its own as a development tool where individuals have a decent
level of knowledge and skills but for some reason are not putting them to good use.

Of course this may be because they have become disillusioned with the work or the
organization and are looking for an opportunity to leave. If this is the case it might be
best for both parties to part company and perhaps we could offer coaching as a way
for people in this position to decide on their next steps.

Quite often though people are not harnessing their knowledge and skills because they
have lost sight of what they are trying to achieve or have some limiting beliefs that
say 'I'm just not good enough' or 'it's a young person's world these days' or 'they'd
never take me seriously' etc.

Coaching provides a useful remedy to these problems because it enables people to
regain their focus. Focus means being free form distractions and we focus most easily
on what we find compelling. If you've ever watched a child play with a toy they find
fascinating or a cat toy with a mouse or an insect or you'll know this to be true.

Some people confuse focus with effort but this is not the case. In fact if we try too
hard we tend to get uptight and tired. We begin to develop a fear of failure and our
endeavours become totally unenjoyable.

Focus can be easily developed by taking more notice of what we notice. If for
example I discover in a coaching session that I tend to lose eye contact with an
audience when giving a presentation, then I should try to note how often it happens
next time. Actually, it is likely to be far less because I am now more focused.

Hopefully you can see that this is very different to someone suggesting that I 'don't
lose eye contact'. Such well-meaning advice will simply increase pressure and
probably produce mistakes in other aspects of my presentation.

Focus is a very tenuous thing and we can be distracted quite easily. Especially from
things we do not really enjoy (compare reading a novel with a textbook).

Coaching is effective because it works with what the person being coached finds most
interesting and promotes ever-deeper levels of focus, and consequently awareness.


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Matt Somers has been training managers as coaches since 1996. His learning and
expereince in this field have resulted in two excellent books, Coaching at Work (2006)
and Instant Manager: Coaching (2008). His popular guide "Coaching for an Easier
Life" is available FREE at

				
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