COACHING

FOR

PERFORMANCE












PROF DR NOR AISHAH BUANG
FAKULTI PENDIDIKAN UKM.
Objectives for the session
To understand the principles behind coaching
and why it is useful in working with students
and adults

To clarify the differences between coaching,
mentoring and counselling

To use coaching skills and experience the
benefits of coaching

What is coaching?

Coaching is a training or development process via
which an individual is supported while achieving a
specific personal or professional competence result
or goal. The individual receiving coaching may be
referred to as coachee.
Coaching helps us to:


Identify and clarify potentials

Find ways to reach the potentials

Commit to action

Develop skills, motivation, confidence
and self-esteem


Why coaching?

Holding onto core beliefs about the people you coach is at the
heart of what makes coaching so powerful as an agent of
change. When you communicate confidence and trust in another
persons ability to make choices, their performance goes up.
(Thomas W. and Smith A. (2004), Stafford, Coaching Solutions.
Network Educational Press.) .
there is a much better chance of learning from someone in
the next classroom than from someone 20 miles away
(Reynolds D. (2003) News & Opinions, TES 20 June.)

Training courses and workshops fail to make a long-term
impact on classroom practice.
(Joyce, B. and Showers, B. (1995) Student Achievement through
Staff Development. White Plains, New York places: Longman.)

Why coaching?
1 __% of teachers will transfer a new skill into their
practice as a result of theory
2 __% will transfer a new skill into their practice
with theory and demonstration
3 __% will transfer a new skill into their practice with
theory and demonstration and practice within the
training
4 __% will transfer a new skill into their practice with
theory, demonstration, practice and feedback
within the training
5 __% will transfer a new skill into their practice with
theory, demonstration, practice and feedback
within the training, and coaching support in school
Why coaching?
5% of teachers will transfer a new skill into their
practice as a result of theory



10% will transfer a new skill into their practice with theory
and demonstration
20% will transfer a new skill into their practice with theory and
demonstration and practice within the training
25% will transfer a new skill into their practice with theory,
demonstration, practice and feedback within the training
90% will transfer a new skill into their practice with theory,
demonstration, practice and feedback within the training, and
coaching support in school
Beliefs

We all have untapped potential to learn and to
improve what we do

The solutions to each persons professional
challenges are to be found within one self
Those who share their skills as coaches will
inevitably improve what they do
The limits to achieving our potential are
largely self-imposed.
Principles of coaching
Confidentiality
Trust
Non-judgemental, non-critical support
A belief in the coachees capacity to learn,
develop and change
Recognising strengths; building and
maintaining self-confidence and self-esteem
Challenging the coachee to move beyond the
comfort zone
A belief that there are always solutions to
reach potentials..
Breaking down big challenges into
manageable steps






How is coaching different from other
helping processes?
Non-directive
Coun sellin g
Coach in g
Facilit at in g
Advisin g
Men t orin g
Guidin g
Direct in g
Directive
Coaching
A helping skill
Non-directive and non-judgemental
Focuses on solutions
Advice is not given
Belief that the coachee has the answers
Focuses on the coachees strengths
Commits the coachee to specific action
Enables the coachee to evaluate her/his
progress
Promotes a high degree of independence
Uses the skills of questioning, clarifying,
reflecting, observing and giving feedback



Counselling
Looks backwards and at the present
Non-directive
Advice is not given
Not usually solutions focused
Tends to enable the client to understand
emotions and their source.(Why do I feel
as I do?)
Belief that the client has the answers
May promote a degree of dependence
May use the skills of questioning, clarifying,
reflecting and observing
Mentoring
Mentor has expert knowledge or experience
Specific advice (and direction) given
Focuses on solutions
Mentor has the real answers
Belief that the teacher can learn
Commits the teacher to specific action
Mentors evaluation of progress is shared with
the teacher
May lead to a degree of dependence.
Uses the skills of questioning, clarifying,
reflecting, observing and giving feedback



HI GH SKI LLS


I NSPI RE WALK WI TH
( CONFI DANTE)
( COMPANI ON)


LOW MOTI VATI ON HI GHMOTI VATI ON




DI RECT GUI DE( COX)

( PERSONAL
TRAI NER)


LOW SKI LLS
( ADAPTED FROM: POWELL, G. , CHAMBERS, M. AND BAXTER, G.
( 2 0 0 1 ) PATHWAYS TO COACHI NG. BRI STOL: TLO. P. 1 0 . )
The Skillsmotivation matrix

Coaching skills
Listening

Questioning

Clarifying

Reflecting

The FLOW Model for coaching sessions
Find the challenge

Look at reality

Open possibilities

Win commitment


(Reproduced by permission of TLO Limited, from Powell, G. Chambers, M. and
Baxter, G. (2001) Pathways to
Coaching. Bristol: TLO.)

The STRIDE model
Coaching sessions focus on:

Strengths awareness of the colleagues or
students strengths
Targets agree a focus and challenge to work on
Reality agree the present reality and what things
need to change
Ideas and options help the student/colleague to
weigh up the options
Decide which is best and commit to action
Evaluate:
is this the best place to start?
what has happened, over time, as the result
of the commitment?


The Model: Eight-Phased Approach

Phase 1 - Establish Goals
Phase 2 - Collect Performance Data
Phase 3 - Analyze Performance
Phase 4 - Review and Modify Performance Goals
as Needed
Phase 5 - Identify Developmental Resources
Phase 6 - Develop an Action Plan
Phase 7 - Implement Strategies
Phase 8 - Evaluate Performance



THE G.R.O.W. MODEL

1. GOAL (Set the goal to achieve)

2. REALITY (Look at the coachee current stand, what
coachee had done to at the that stand)

3. OPTIONS (what can coachee do to reach the
target potential)

4. WILL (create contract with coachee, he/she will
do A, B, C etc)
PRACTICE
GROW

1 GOAL

Apakah yang ingin anda capai?
Apakah yang anda ingin lakukan?
Apakah sebenarnya yang anda hendak?
Bolehkah anda nyatakan kebolehan anda dalam
satu ayat?
PRACTICE.
2. REALITY

Setakat ini anda berada dimana?
(Gunakan skala)

1 2 3 4 5 6 7 8 9 10
Apakah yang anda telah lakukan sehingga anda
berada disitu (pencapaian)?
Apakah yang telah membantu anda berada disitu
sekarang? (Bagus!!!)

PRACTICE
OPTIONS

Apakah yang boleh anda lakukan untuk mencapai
sasaran baru anda?

Contoh:
Apakah yang anda boleh lakukan untuk menghentikan
perasaan rendah diri anda? (Psikologi)
Apakah yang anda boleh lakukan untuk boleh berbaik
semula dengan kawan anda? (Personal)
Apakah yang boleh anda lakukan supaya tidak lagi suka
mengambil barang kawan anda? (sahsiah)
Apakah yang anda boleh lakukan untuk meningkatkan
pemahaman bagaimana boleh menjawab semua soalan
algebra dalam matematik betul? (Pembelajaran)
PRACTICE.
4. WILL (buat contract4W1H)

Apakah yang anda perlu lakukan?
Apakah yang anda akan lakukan?
Kepada siapakah anda akan dapatkan bantuan?
Kemanakah anda akan pergi?
Apakah yang akan menghalang anda dari
melakukannya?
Bilakah anda akan melakukan perkara tersebut?
DALAM MASA DUA MINGGU DARI SEKARANG,
APA YANG ANDA BOLEH LAKUKAN UNTUK
MENCAPAI SASARAN PENCAPAIAN ANDA?





PRACTICE
(MOTIVASI)

Bagaimanakah pentingnya kepada anda jika
mencapai sasaran anda?
Bagaimanakah perasaan anda jika dapat
mencapainya?
Apakah kesannya kepada diri anda?



Other models.
OSCAR
RESPECT

(WE JUST USE THE GROW MODEL)
Coaching for Better Relationships

Do:
Be very sensitive to the individual and their needs.
Allow an individual to correct their own mistakes,
but monitor closely.
Do Not:
Stand idly by while an individual is making a
mistake.
Jump in and try to help too quickly, but dont allow
the problem get out of hand.
Set yourself up as a know it all.

Reminder: An individual does not necessarily have to
be on your immediate team for you to help.
DO YOUR BESTBE SI NCERE AND HONEST


THANK YOU