CCCA Performance Coaching (SVL)

It is a matter of alignment…
All of us have goals, personal, professional, spiritual, life
goals, effective performance coaching is a matter of
aligning life goals with professional goals, once we
understand this we can be extremely successful coaches
and therefore extremely successful managers!

The meaning of the word coaching comes from the analogy
of someone who takes someone else to a different place,
the purpose of all coaches should be to change agents that
facilitate the journey of transformation of the coachee, from
the current status, to the desired status.

All Collaborators should look forward to the coaching
session, if it is viewed as punitive or even dislikeable the
positive effect we can exert will be significantly reduced.
A good manager should recognize that a positive coaching
experience is the foundation of coaching effectiveness.

O u r O b j e c t i v e s …
• Become successfulmanagers through effective coaching
• Increase the ROI of our coaching session
• Understand howaligning personal and professional goals is the key
for coaching andmotivation
• Learn how tomanage your team’s performance and produce goal
breaking results!

Successful Completion will give you:
• Ability to recognize the personal and professional goals of your team
and the tools to align them
• Ability to recognize performance gaps and develop plans to address
them
• Understanding the different phases of Performance Management in
Call Center environment
• Tools to manage your Team’s Performance to meet and exceed your
targets

Why do we Coach?
• To Increase:
• Collaborator’s Motivation
• KPI Results
• Efficiency
• Effectiveness
• To Decrease:
• Collaborator’s Disengagement
• Feelings on Inadequacy

The Skill vs. Will Matrix
Most of the Performance Gaps that require manager intervention can
be categorized in either Will or Skill issues.
Will Issues: Arise when the Collaborator’s Personal Goals are not
aligned with the Organizational Goals. The symptoms can be lack of
motivation, lack of desire to achieve, security or confidence,
disengagement.
Skill Issues: Arise from absence of proper training, knowledge or the
required ability to perform a task. The Symptoms include deficiencies
in Product Knowledge, KPI achievement, Language Proficiency, or
Tools Usage Abilities.

Skill
Will
High Will / Low Skill High Skill/ High Will
Low Will / Low Skill High Skill/ Low Will

How to coach based on this Matrix?
To simply know if your Team Member has a Will or a Skill issue ask the
following questions;
• Does he/she knows what to do?
• If No → Skill, If Yes → Continue to next question
• Does he/she knows how to do it?
• If No → Skill, If Yes → Continue to next question
• Does he/she have the desire to complete the task?
• If no → Will Issue

Once you have determined where in the matrix your collaborator lies,
we recommend the following approach to guide your Performance
Management Efforts;

Skill
Will
Develop Delegate
Align Excite

How to Coach with
the Skill/Will Matrix
High Will/Low Skill
Best Approach:
Develop
This collaborator needs a shift in training techniques:
-Hands on Training/On the Job Training
-Role Plays
-Explain context and give a sense of business relevance
and ripple effects

How to Coach with
Low Will/Low Skill
Best Approach:
Align
Collaborators in this category are at risk of becoming attrition.
- Build the will through appropriate Coaching (following slides) and
set progressive objectives, easier to achieve first to build motivation,
and harder as time progresses to keep them challenging.
- Once you have built the will you will be a team in building skills

How to Coach with
High Will/High Skill
Best Approach:
Delegate
Involve in decision-making
Frequently ask employee for opinions
Give responsibility and authority because employee is competent and committed.
Provide a clear vision of his/her career path
Ask for check-ins at key milestones or when employee has questions.
Praise and reward for success

How to Coach with
High Skill/Low Will
Best Approach:
Excite
Discuss why task is important and why employee is best choice
Discuss what would motivate employee.
Be clear regarding expected outcomes (goals) and limitations of time, budget, etc.
Check for understanding
Give responsibility and authority because employee is competent
Provide frequent feedback
Require frequent check-ins (verbal or written)
Praise and reward for success

Aligning Goals & Objectives
To Align the Life Goals of an Individual with the
Organizational Goals for his/her function you should first
know both;
• (a) Knowing Personal Goals requires conversations with
the Collaborator, not only about work related elements
but about their needs, we don’t need to know their ‘life
and miracles’ but at least understand what would make
them want to be a Top Performer.

To Align the Life Goals of an Individual with the
Organizational Goals for his/her function you should first
know both;
(b) Organizational goals are defined by your organization and
should be known by the supervisor, look for expected vs.
actual results within the job descriptions, find the most
relevant gaps and start coaching!

Coaching to Will Issues

We already presented the etymological definition
coaching, as defined, it requires the participation of at
least 2 people, you can’t coach if the coachee doesn’t
want to be coached. This is why we suggest to first build
the Will first and when you accomplish this you will be a
team in driving performance.

In order to have a measurable impact in your
collaborator’s performance we must make sure we have
their respect and credibility.
We often say to our collaborator’s “people don’t care how
much you know until they know how much you care”.

This is also applicable to coaches, if you want to impact
someone’s behavior earn their trust, show you care, only
then will you be a team in improving performance.

Masslow’s Pyramid
Morality,
Creativity,
Spontaneity,
Problem Solving,
Lack of prejudice
Self-esteem
Confidence, achievement
Respect of others, respect by others
Friendship, family, sexual intimacy
Security of body, of employment, o resources
Of morality, of the family, of health, of property
Breathing, food, water, sex, sleep, homeostasis, excretion
Self Actualization
Esteem
Love/Belonging
Safety
Physiological

Masslow’s Pyramid
Self Actualization
Esteem
Love/Belonging
Safety
Physiological
You can think of the role of a coach
as a process in which you move the
needs of your collaborator that are
fulfilled by the organization from
the most basal, to the higher order
needs, this will help create the
alignment we are ultimately looking
for and will shift the coachee to be
intrinsically motivated.

How to Uncover your Collaborator’s Life Goals
• Everyone has personal goals whether consciously or
unconsciously, you need to help them uncover them and start the
process of aligning those goals with the goals of your organization.
• Goals help everyone sustain motivation and develop a long term
vision of what they want to achieve.

Phase 1:
How to Uncover your Collaborator’s Personal Goals
• Think of what you want to Accomplish in the Short Term, but most
importantly give a vision of what your Collaborators want to
accomplish in the Mid and Long Term with their lives.
• Longer Term Goals will help the collaborator achieve self-motivation
in his/her current role, even more so if you can show
them how to align these goals with the goals of the organization.

Phase 1:
How to Uncover your Collaborator’s Personal Goals
"Your gift lies in the place where your values, passions, and
strengths meet. Discovering that place is the first step toward
sculpting your masterpiece, your life."
Schuman and Paxton, the Michelangelo Method

The Self Awareness Template
UCG
Ult imat e Career Goal
Have my own Psychology practice
1 2 3 4 1 2 3
Customer Satisfactio n AHT Quality Assurance Attendance Wo rk as a psycho lo gist Achieve F inantial Stability
Acquire
new Skills
Short Term Improve overall CSAT scores 10% Decrease weekly AHT by 15% Improve QA Scores by 20% Come to work every Scheduled Day Get a paid job as a Psychologist Improve my income 25%
Get a Master's
Degree in Labor
Psychology
Mid Term Be on or above CSAT Target Be below AHT target while keeping CSAT scores on target Be consistently above target for QA Scores while keeping AHT on target Be on Time Everyday Get a high paying job as a Psychologist Improve my income 45%
Obtain at least
3 relvant
certifications
Long Term Help others improve their CSAT scores Help others improve their AHT Help others improve their QA Scores Respect your lunch and break schedule Have my own Psychology Practice Have satisfaction of all my needs
Be one of the
top 3 best
coaches in the
country
Lif e Goals
Top 3 Lif e Goals
Values - Ideas, Ideals that provoque an emotial response for or
against them
P assio n - What excites your enthusiasm? Strengths - What are your best attributes?
3 Understand Others Psychology Good Listener
2 Learn to identify the needs of those around me Work as a Psychologist University Studies
1 Learn how to help others Develop experience in my field of expertise Interested in helping people
Co llabo rato r's Name:
Collaborator's Employee ID: 43752
Collaborator's Signature:
You can apply your knowledge in Psychology and your desire to help others in a Supervisory position, where you can coach and develop your collaborator's. However in order to aspire to that possibility, you first need to know how to
comply with the requirements of your current role, so you have the expertise to help others and so you have better possibilities of being selected for the role.
Customer Satisfactio n AHT Quality Assurance Date:
Improve CSAT scores by 5% Improve weekly AHT by 10% Improve your QA score by 10%
Improve CSAT scores by an additional 5% Improve weekly AHT by an additional 5% Improve your QA score by an additional 10%
Be consistently above target for CSAT Scores Be consistently below target for AHT goals Be consistently above target for QA Scores
Be on the top 3 of the Team's Stack Rank Be on the top 3 of the Team's Stack Rank Be on the top 3 of 4 the Team's Stack Rank
If I achieve t he goals I commit t ed t o I will get f rom my supervisor:
A tailored Career Path
“If you want to live a happy life, tie it to a goal, not to people or things.” -
Albert Einstein Additional Evaluations and Feedback
AHT tips and product training
Commitment :
I recognize that there are alternatives to applying my skills, values and passion in the organization, I'm willing to make an effort to improve my performance if I get help to improve and I'm shown a career goal that is compatible with my
personal goals.
Week
1
Manager's Signature
2
3
Career Goals
Areas f or Improvement Career Goals
Ult imat e Lif e Goal
Have a fulfilling life for me and help others achieve it as well
Let 's review angain your ULG
Have a fulfilling life for me and help others achieve it as well
Compare t hat wit h your UCG Have my own Psychology practice
M anager's Proposal

The Self Awareness Template
The Self Awareness Template is an approach to the alignment of Life
Goals with Career goals :
• This exercise requires the Supervisor and Collaborator to trust and
respect each other.
• If properly executed, this tool can be the key to long term
motivation and can even be a career changing event for the
Collaborator.
• Depending on how clear the Collaborator knows his/her strengths
you may want to do a SWOT Analysis first.

Coaching should address
Behaviors
There is a difference between behavior and personality, behaviors are
a response to stimuli, while behaviors are part of the individual’s
personality, personality is much more complex, containing also
emotional and attitudinal responses.
In summary a behavior is what you do when presented with certain
stimulus, your personality largely defines who you are.
Coaching should be directed towards changing behaviors that impact
performance and never towards a change in the individual’s
personality.

Behaviors
Psychologists recognize 2 types of behaviors;
Reflexes: Physiological responses to a stimulus which are not
controlled consciously.
Operant Behavior: For these behaviors the
response can be selected based on consequences.

Behaviors
There are 5 main ways to modify operant behaviors, which either
involve the removal or presentation of reinforcement or punishment.
Punishment is counterproductive in modern working environments so
we will limit the discussion to reinforcements;
Positive Reinforcement (Reinforcement): Occurs when a behavior
(response) is followed by a stimulus that is rewarding, increasing the
frequency of that behavior. This procedure is usually called
simply reinforcement.

Behaviors
Negative reinforcement (Escape): Occurs when a behavior (response)
is followed by the removal of an aversive stimulus, thereby increasing
that behavior's frequency. [In an experiment, negative reinforcement
can be a loud noise continuously sounding inside a room until the
subject engages in the target behavior, upon which the loud noise is
removed].

Behaviors
In practical terms Positive Reinforcement is easier to apply (it is much
more feasible to provide a positive reinforcement than to remove a
negative one) and is more widely used.
A positive reinforcement can be as simple as a “thank you”, a pat in
the back, or a grateful email to the collaborator who earned it, so
positive reinforcement is not limited to rewards with monetary value.
Any display of appreciation can help, but knowing which of the
displays you can use works best for each of your team members
makes a huge difference.

Behaviors
7 Free ways to show you care:
What is preferable to you? Recognition for Success!
Rate them from 1 to 7
A sincere Thank you! 6
Public Recognition! 3
A pat in the back! 7
A Thank you email! 5
Determine if it possible to:
Receive Training of 1up tasks 1
Be assigned to help others 2
An extra break? 4

Coaching should address Behaviors
Overall, coaching should provide a shift towards ever longest term goals for the
collaborator, coupled with consistent small tokens of appreciation, this is the only
way to maintain long term motivation in a team.

Coaching to Skill Issues

Teaching New Skills
We will assume that all Will issues have been overcome
before you start working Skill issues, these may at times
be interconnected and require a more holistic approach,
however in order to better understand them, we will
handle them separately.

Teaching New Skills
There are multiple theories for Adult Learning
Techniques, we will discuss only a couple of examples,
however it is important to point out that they all agree
that adult learning is fundamentally different that
child/teens learning, mostly because of the significant
impact that our life experiences have in our adult
learning approach.

Teaching New Skills
A n d r a g o g y
According to Malcom Knowles:
Andragogy assumes the following about the design of learning:
• Adults have the need to know why they are learning something.
• Adults learn through doing
• Adults are problem-solvers
• Adults learn best when the subject is of immediate use

Teaching New Skills
Andragogy Pedagogy
Relates to: Learning strategies
focused on adults.
All learning and
teaching strategies,
regardless of age.
Introduction
Modified from:
Andragogy consists
of learning
strategies focused on
adults. It is often
interpreted as the
process of engaging
adult learners with the
structure
of learning experience.
Pedagogy is the study
of being a teacher.
The term generally
refers to strategies of
instruction, or a style
of instruction.
http://www.diffen.com/difference/Andragogy_vs_Pedagogy

Teaching New Skills
Pedagogy Andragogy Humanagogy
The Learner is dependent on the
instructor for all leanring The Learner is Self-Directed
These 2 sets of characteristics or
assuptions are not factual truth, in
reality most individuals can be
placed somewhere in between
these sets of elements, which can
be seen as described by some
scholars as opposite ends of a
spectrum rather than parallel lines.
The position of the individuals in
this spectrum not only varies in
time but also varies in reference to
the subject matter and task we are
trying to accomplish.
The instructor Assumes full
Responsibility for what is taught
and how it's learned
The Learner is responsible for
his/her own learning
The Instructor evaluates learning Self-Evaluation
For further discussion on this
debate you can visit:
The leaner comes with little
experince that can be associated
with the learning
http://scholar.lib.vt.edu/ejournals/J
OTS/Summer-Fall-
2000/holmes.html
The experience of the instructor is
most influential
The Learner has a wealth of
expierence that can be associated
with the learning
Adults because of their experiences
are influential to one another
Learners are told what to learn in
order to advance to the next level
Typically adults have a need to
know, the act of learning is
motivated by a need
Adults have the ability to assess to
some extent the difference
between current and desired status
Learning is a process of acquiring
prescribed subjet matter
Learning must have a relevance to
the individual experience
Contents are sequenced based on
predefined knowledge curriculums
Learning is organized around the
fulfillment of objectives given by
the individual's experience
The Learner
Role of the Learner's Experience
Readiness to Learn
Orientation to Learning
Motivation for Learning Extrinsically Motivated Intrinsically Motivated
Mofified from:
http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.p

Teaching New Skills
Edgar Dale’s Cone of Learning
10% Read Read
20% Hear Hear
30%
View Images
See
Watch Videos
50%
Attend Exhibits/Sites
See/Hear
Watch a Demosntration
70%
Participate on Hands-on Workshops
Write
Design Collaborative Lessons
90%
Simulate Model or Experience a Lesson
Do
Design/Perform a Presentation - "Do the real thing"

Teaching New Skills
Edgar Dale’s Cone of Learning
In summary, Dale’s cone of Experience should remind us
that the greater the number of senses involved in the
learning process, the greater the chances that each
individual will store the acquired knowledge in the long term
memory.

Teaching New Skills
As a rule of thumb the more Intrinsically motivated a collaborator is,
the most you can rely on Andragogy for to design their training
needs, the opposite is not necessarily true, however we are assuming
that all Will issues have been resolved, so for now we’ll just say that
training has to be delivered to the specific needs of each collaborator,
and to include as many senses as possible if you want to maximize
your results.

Teaching New Skills
The Multiple Intelligences Theory
• Linguistic intelligence
• Logical-mathematical intelligence
• Spatial intelligence or the ability to form a mental model of the spatial
world and to maneuver within it using this model
• Musical intelligence
• Bodily-kinesthetic intelligence, or the ability to solve problems using
one’s body as performed by athletes, dancers and other craftspeople
• Interpersonal intelligence which is the ability to understand other
people
• Intrapersonal intelligence which is the ability to understand one’s self

Coaching Examples
After we have seen all of these tools, let’s see how
to apply them to real life scenarios!

Coaching Examples
We will see one scenario for coaching Will issues and one for
coaching Skill issues.
Let’s start with the Low Will Scenario.

Coaching Examples
Like what you just read?
The full version of the document contains examples on how to coach
both Will and Skill issues, step by step and including more tools.
There are also other relevant call center subjects as part of the
, be sure to check them out!
If you work in a call center, and you are in a position where you have
to coach others, or want to be in one of these positions, this is a
proven tool to help you be a successful coach!

https://www.facebook.com/cccadvancement
callcentercareeradvantage@gmail.com

CCCA Performance Coaching (SVL)

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