Active Listening, Questioning Skills & Coaching Conversations
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1 de Sep de 2011•0 recomendaciones•7,869 vistas
Active Listening, Questioning Skills & Coaching Conversations
1 de Sep de 2011•0 recomendaciones•7,869 vistas
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Active Listening, Questioning Skills & Coaching Conversations
- 1. Active Listening, Questioning Skills & Coaching Conversations Mostafa Ewees (PhD) Stanford University at California Assistant Professor at German University in Cairo (GUC) EDUCATIONAL CONSULTANT
- 3. COACHING is everything you do to Release aspirations Produce extraordinary results Build Capacity Amid change, complexity, competition Robert Hargrove. Masterful Coaching Field book ©2000
- 18. Barriers that get in the way of listening…
- 31. The Funnel – Questioning Model
- 33. G.R.O.W. Coaching Conversation Model
- 38. Coaching Practice #1 Coach Coaches Coaches will talk about a situation they have that needs coaching. (Challenge or from Coaching Raw Material Handout) (2) Feedback. 3 min . (1) Coach 7 min.
Notas del editor
- 1 minute
- 1 minute Transform a climate of resignation into a climate of opportunity Set higher performance goals and standards for yourself and others Offer a teachable point of view on a business issue Share practical know-how with colleagues when asked Intervene when you anticipate an individual or group making a mistake Provide potentially embarrassing feedback needed for growth and learning Things a Coach may do Release aspirations-improve strategic thinking about business future you want to create Build capacity-ignite personal & team learning in solving business problems while building the organizational capability you need to succeed. Produce desired results-produce extraordinary results-don’t need coaching for ordinary results. Everything you do to give your entire organization an edge and advantage . Mentor someone on his or her professional development Expand team capability through teaching collaboration skills Create a development plan for each person in the group Coach leaders on their thinking, performance, development Foster leadership and teamwork at the top with a teachable point of view Create stretch goals with others Connect everyone so that coaching of individuals and groups is possible across the organization
- 3 minutes The first building block we will explore is Active Listening Move to next slide, CREATIVE ORIGAMI, then run that activity
- Assumption: In the sharing and the reflection (thoughts/feelings) from Back to Earth participants will have brought out points about listening. Facilitation Framing: Based on what came from Back to Earth, frame the next unit on active listening in a way that transitions and links smoothly.
- Time: 2 min Transition: The way to improve mutual understanding is to practice the skill of confirming what you understood the speaker to communicate. There are 4 steps involved in confirming our understanding. Next Slide
- 1 minute
- Confirming Your Understanding Instructions: Briefly state the 4 steps involved in confirming your understanding Ask participants to go to WB p. ____ and go over examples as listed below of each type Solicit a few volunteers to give a couple of examples of how they might have confirmed understanding in the 1st stage messages Step 1 Use a confirming statement Let me confirm… Let me make sure I understand your request… So you want… I’d just like to confirm that… Step 2 Summarize key facts. You want to compare benefits of the mutual fund products. You’d like to find out if we have any resources we could provide you with this week. Your shipment never arrived. Step 3 Ask if your understanding is correct. Did I get that right? Is that correct? Did I understand you correctly? Right? Is that it? Step 4 Clarify misunderstandings (if necessary ). Go to next slide which talks about why active listening is important for client relationships and business.
- TIME: 3 min Acknowledge the ones that participants offered, add new ones Transition: Mention that #2 Pausing or Silence is one element of Active Listening that most of us can improve on Body Language: leaning forward, nodding Next Slide
- 2 min
- Time: 2.5 min Instructions : Ask participants to turn in their Participant Binders to p. and complete the Thoughts/Reflections page. The idea is to try and record the exact internal thoughts you were having during the exercise (in your role as either the instructor or the client) and the feelings you were experiencing and to write down any exact thoughts they can remember having during the class or any feelings they experienced under the two columns in their role as client or instructor As they are doing this, collect the envelopes from the Instructors and DISTRIBUTE new envelopes to the other participant who will play INSTRUCTOR for Round 2 Transition to Round 2…
- 10 minutes Instructor Instructions: (Activity follows the instructions) Overview: (1minutes) Explain to the individual or group that one of the most important skills of the emotionally intelligent leader is his/her listening skills. Explain that effective listening builds trust and encourages positive problem solving and other behaviors conducive to creativity, quality and productivity. Tell the group that just like developing a good golf or tennis swing, listening takes practice. Explain that it is also helpful to be aware of negative habits that could influence listening skills and work against the mission of building high trust in the workplace. Objective: (1 minute) The purpose of this exercise is to help you gain self-awareness regarding negative listening patterns that may have developed over the years. By being aware of your negative listening patterns, you are then in a position to do something about it. However, listening is second nature to most people, and they don’t give it much thought or study. Therefore, sometimes it is very important to step back and analyze your listening habits or to get some feedback about your listening habits to that you can work to improve them. In this exercise, you will do just that. You will analyze your current listening patterns to determine if you have any negative habits that you would like to break, and you will get some feedback from others on your listening habits. GO OVER NEXT 6 SLIDES defining each of the negative listening habits Task Directions: (6 min) After going over the Slides, give Participants Listening Habits Handout Review and give examples of the six negative listening habits listed on the worksheet. Demonstrate these negative habits and ask if the participants know of people who practice them. (The Next set of Ask participants… below are optional-don’t have to ask all but which ones seem appropriate to group and where they are…) Ask participants to put a check mark next to those negative habits that they think they may sometimes practice with employees Ask participants to break into groups of five to discuss the impact of each of the negative listening habits on employees. Ask participants to state why these listening habits could cause harm and interfere with building strong bonds with employees. Ask participants to log their listening habits over the next week. Ask them to record any negative listening habits that they practice with employees. Encourage them to actually fill out the form and mark on the form to indicate any listening patterns that they have practiced. Ask participants the following week to analyze their negative listening habits and make commitments to change negative patterns. NOTE : Usually this exercise is powerful enough to elicit change on the part of the participant, even if no opportunity for follow up is available. Debrief: (2 min) What patterns did you discover? Where you more aware of your listening habits? How so? Where you more aware of the listening habits of others? Please explain. What changes did you make in your listening habits? Jot down any reflections in your learning journal .
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- Time: 1 min Framing: There are three type of questions we are going to focus on: Next Slide:
- Read the 3 types Ask” What is an open question Draw: answers from several participants Next slide
- ACKNOWLEDGE ones participants have contributed ADD and comment on any ones they haven’t mentioned Transition: ASK: What is a probing question? DRAW: Answers and probe for more specifics where appropriate and if you do this point out that you have just asked a probing question to draw more specifics about what a probing Question is. Next slide
- Acknowledge what participants shared Add-on and comment on one’s they didn’t bring out Transition: Being Clear on all 3 types of Q’s let’s do one more practice scenario
- Time: 5 min Acknowledge ones participants contributed Add and comment on any ones they haven’t mentioned Transition: With clarity on what open & probing Questions are, let’s get some practice using them! NEXT SLIDE:
- Quickly summarize by explaining the funnel model as you have basically explained when doing the two mini-exercises. This is a visual model that helps make clear your verbal explanation. Transition: To summarize open, probing, closed and one more type (Leading questions) Next slide
- 1 min
- 10 min total The questions listed here are supplementary to the GROW page of Questions they will have in their Workbook. Some questions may be the same, but some will be new. For facilitator reference if you want to add any. Goal What is it you would like to discuss? What would you like to achieve? What would you like from (to achieve in) this session? What would need to happen for you to walk away feeling that this was time well spent? If I could grant you a wish for this session what would it be? What would you like to be different when you leave this session? What would you like to happen that is not happening now, OR What would you like not to happen that it happening now? What outcome would you like from this session/discussion/interaction? Is that realistic? Can we do that in the time we have available? Will that be of real value to you? Reality: What is happening at the moment? How do you know that this is accurate? When does this happen? How often does this happen? Be precise if possible What effect does this have? How have you verified, or would you verify that that is so? What other factors are relevant? Who else is relevant? What is their perception of the situation? What have you tried so far?
- (cont’d 10 min total) OPTIONS: What could you do to change the situation? What alternatives are there to that approach? Tell me what possibilities for action you see. Do not worry about whether they are realistic at this stage What approach/actions have you seen used, or used yourself in similar circumstances? Who might be able to help? Would you like suggestions from me? Which options do you like the most? What are the benefits and pitfalls of these options? WRAP-UP: What are the next steps? Precisely when will you take them? What might get in the way? Do you need to log the steps in your diary? What support do you need? How and when will you enlist that support?
- 45 minutes TOTAL TIME: 1(0 min Coaching + 5 min to write S.B.I. + 30 min to have participants go live with S.B.I. and coach them) Facilitator will now model a GROW coaching session and you will have an opportunity to practice giving feedback to the coach in the form of S.B.I. Coaching (facilitator runs a coaching session-start by asking what the person wants to talk about and go from there…) Alternative: go back to Negative Listening Habits Checklist and ask for volunteer who wants to be coached on one of negative listening habits After the Coaching session is over, ask observers and coachee to each write S.B.I. feedback for you: 1 motivational and 1 formative: (can give S.B.I. on the use of GROW, or any other aspects you observed that appeared to be effective Start with coachee and ask him/her to share SBI, then ask several others who have different points to share. (Coach them as required to help them understand how to make it SBI if it isn’t)
- 40 minutes total The purpose of this first Coaching Practice Roulette is to give each person a chance to experience “coaching”, “being coached” and “giving feedback” without any formal instruction. That means that the Coach will do whatever they think they “ought to”-might talk and give a lot of advice; might ask questions, might display effective or poor listening skills and the Coachee in giving feedback will also give feedback in the way they have in the past. Some may have had experience coaching in Leading People or Leading Teams and if that is the case, they may hopefully try to use the GROW conversation model and possibly SBI feedback model. Others may have had no previous training at all ANYTHING that happens will be OK. It is a foundation practice session for them. ______________________________________________________________________ Each round will take 10 min. + 2 min to change roles and get rolling again=12 min/round Two rounds with cushion time: 24 min Debriefing Questions: 5 min to write answers in Learning Journal + 10 min facilitator draw answers and F/C at front of room Then wrap up. _________________________________________________________________________________ INSTRUCTIONS: This first round is Coachee initiated. So coachee comes to Coach to talk about a situation, problem, issue. Options: We will hand out Coaching Raw Material and they can choose from this list throughout the day as they enter Coaching Practice sessions Another way to do this is to cut the Coaching Raw Material into strips and hand out one we select each round. My preference is #1. Facilitator can decide on #2 if they prefer Assuming a group of 12 participants: Split them into pairs (6 groups of 2) *There is no observer Facilitator should have 6 copies of 3 different coachee initiated situations ready to distribute (1 situation per round) After completing the Coaching Practice #1, give them 5 min to write answers in their learning journal to debrief Q’s 1-4. Then draw answers from them and F/C at front of room, summarize, make transition to Self-Assessment and move on…Total (15 min) DEBRIEF QUESTIONS: When you were in the role of coach what were some things you feel you did well? Not do so well? When you were in the role of observer and giving feedback, what were some things you felt you did well? Not do so well? What do you think you need to do or develop to improve your coaching ability moving forward? What do you think you need to do or develop to improve your feedback skills moving forward?
- 15 min .(included in previous slide time of 40 min) 5 min writing in learning journals 10 min drawing out through questioning and probing (facilitator flipchart responses) Transition to Coaching Self-Assessment
- 5 minutes Read the quote aloud. Read slowly and at a pace that people can hear and digest it.