3. February 23, 2016 3
Dr. Leahcim Semaj
Chief Ideator & Resultant
The JobBank
Keep In Touch!
4. Course Outline
1. The What and Why of Coaching &
Mentoring; The Processes as Learning
Platforms
An in-depth discussion of coaching and
mentoring, their differences, and their
value and importance to an organisation.
2/23/2016 www.LTSemaj.com 4
5. Course Outline
2. Basic Coaching Models, Mentoring
Models and Goal-Setting Approaches
An overview of coaching and mentoring
models and goals-theory application
approaches.
2/23/2016 www.LTSemaj.com 5
6. Course Outline
3. Coaching & Mentoring in Practice -
Do’s and Don’ts
Learn the many facets of coaching
including what to do and what not to do.
Techniques and tools to use to become
highly effective coaches and mentors.
2/23/2016 www.LTSemaj.com 6
7. Course Outline
4. Understanding Personality and Its Implications on Your
Coaching/Mentoring Style
The physical elements of coaching/mentoring delivery
including the your tone of voice, word choice, body language,
and timing.
An understanding of how to devise coaching /mentoring
strategies and anticipate pacing requirements that will be
effective with a variety of coachees/mentees.
2/23/2016 www.LTSemaj.com 7
8. Course Outline
5. Understanding How to Use Vocal and
Visual Control in Coaching & Mentoring
Vocal and Visual control, and their
contributory ratios to the unspoken “balance
of power” in any human interaction.
2/23/2016 www.LTSemaj.com 8
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“We have all that we need
to create what we want
because all the resources
we need are in our minds”
Theodore Roosevelt
14. 2/23/2016 www.jobbank-ja.com 14
The Traditional Responsibilities of The
Supervisor
1. Scheduling and tracking progress
2. Teaching new skills
3. Evaluating employee performance
4. Enforcing work rules and safety
policies
5. Selecting personnel
15. 2/23/2016 www.jobbank-ja.com 15
The Supervisor is Now Responsible
for Ensuring Total Quality
Service that
exceeds
customers
expectation
CONTINUOUS IMPROVEMENT
EMPLOYEE INVOLVEMENT
CUSTOMER FOCUS
MEASUREMENT
16. 2/23/2016 www.jobbank-ja.com 16
The Expanding Role Of The Supervisor
1. Developing teamwork
2. Encouraging continuous improvement
3. Encouraging employee involvement
4. Customer focus
5. Measurement
18. 2/23/2016 www.jobbank-ja.com 18
Contrasting The Roles
EXPANDED
Developing teamwork
Encouraging continuous
improvement
Encouraging employee
involvement
Customer focus
Measurement
TRADITIONAL
Scheduling and tracking
progress
Teaching new skills
Evaluating employee
performance
Enforcing work rules and
safety policies
Selecting personnel
19. 2/23/2016 www.LTSemaj.com 19
The New Way
Performance coaching
represents a new philosophy
in developing people
Based on the hands-on
experience and on-the-job
knowledge of the immediate
supervisor
You focus on the
company’s business
objectives
You connect training
to the job
22. 2/23/2016 www.LTSemaj.com 22
If Your Employees Are Average
Probably no more than 20 %
These top performers often
are eager to learn because
they have high achievement
drives
25. 2/23/2016 www.LTSemaj.com 25
All of Us Need Coaches
Most people work
Learn
Stretch more
If they are encouraged and
coached
Than if they try to go it alone
26. 2/23/2016 www.LTSemaj.com 26
Everyone Needs a Push Sometimes
Muhammad Ali
Asked to identify
the greatest lesson
he learned in life
The Sonny Liston
title fight in
January 1964
27. 2/23/2016 www.LTSemaj.com 27
“Liston Was the Strongest Man I Ever Fought”
“Every time I hit him, it hurt
me worse than it did him
When the 6th round ended
I was completely spent
I couldn’t even raise
my arms”
28. 2/23/2016 www.LTSemaj.com 28
“I Couldn’t Even Stand
up
to Go Back Into the Ring”
“I’m going home!
I told Angelo
Dundee
I’m not going back
in there!”
32. 2/23/2016 www.LTSemaj.com 32
The Lesson of Coaching
“The greatest lesson I’ve
learned is to have
someone pushing you and
making you do things you
didn’t think you can do”
The Greatest Athlete of the 20th Century
33. 2/23/2016 www.LTSemaj.com 33
Everyone Needs a Push Sometimes
Muhammad Ali
Asked to identify the
greatest lesson he
learned in life
The Sonny Liston title
fight in January 1964
34. 2/23/2016 www.LTSemaj.com 34
“Liston Was the Strongest Man I Ever Fought”
“Every time I hit him, it hurt
me worse than it did him
When the 6th round ended
I was completely spent
I couldn’t even raise my
arms”
35. 2/23/2016 www.LTSemaj.com 35
“I Couldn’t Even Stand up
to Go Back Into the Ring”
“I’m going home! I
told Angelo
Dundee
I’m not going back
in there!”
39. 2/23/2016 www.LTSemaj.com 39
The Lesson of Coaching
“The greatest lesson
I’ve learned is to
have someone
pushing you and
making you do things
you didn’t think you
can do”
The Greatest Athlete of the 20th Century
40. 2/23/2016 www.LTSemaj.com 40
Managers Change -
From Supervisors to Coaches
Coaches help teams solve
problems
Old Order bosses design and
allocate work, supervise, check,
monitor and control
Teams do these things for
themselves
Mentors look out for long term
career development
41. 2/23/2016 www.LTSemaj.com 41
Middle Management Has A
New Role
From guardians of the functional
units to smashers of the
boundaries
To facilitators of the teams on
the front line
From defending what use To be
To encouraging what should and
can be
42. 2/23/2016 www.LTSemaj.com 42
Organizational Structure Changes-
From Hierarchical to Flat
The team and the
process is the reality
Coequal people can
operate with autonomy
and fewer managers
A manager can
typically supervise
about seven people
He can coach up to
30 or 40
43. How to Stop Supervising
And Start
Coaching
A
JobBank
Presentation
44. Mentorship - Origins
The first recorded modern usage of the term can be
traced to a book entitled
"Les Aventures de Telemaque",
by the French writer François Fénelon
In the book the lead character is that of Mentor.
This book was published in 1699 and was very popular
during the 18th century
The modern application of the term can be traced to
this publication.
2/23/2016 www.LTSemaj.com 44
45. Mentorship - Origins
This is the source of the modern use of the word mentor:
a trusted friend, counselor or teacher, usually a more
experienced person.
Some professions have "mentoring programs"
in which newcomers are paired with more experienced people,
who advise them and serve as examples as they advance.
Schools sometimes offer mentoring programs to new
students,
or students having difficulties.
2/23/2016 www.LTSemaj.com 45
46. Today Mentors
provide expertise to less experienced individuals to
help them
advance their careers,
enhance their education,
and build their networks.
In many different arenas people have benefited
from being part of a mentoring relationship.
2/23/2016 www.LTSemaj.com 46
47. DEFINITION OF MENTORING
A deliberate, conscious, voluntary relationship:
• That may or may not have a specific time limit
• That is sanctioned or supported by the Company
by time, acknowledgement of supervisors
Or administrators,
or is in alignment with the mission or vision of the organization
2/23/2016 www.LTSemaj.com 47
48. MENTORING
• Occurs between an experienced, employed (the
mentor)
• and one or more other persons
• the partners/graduates
• Who are generally not in a direct, hierarchical or
supervisory chain-of-command
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49. MENTORING
• The outcome of the relationship is expected to benefit all
parties in the relationship (albeit at different times)
for personal growth,
career development,
lifestyle enhancement
spiritual fulfillment,
goal achievement
and other area mutually designated by the mentor and the partner
• With benefit to the Company
2/23/2016 www.LTSemaj.com 49
50. MENTORING
• Such activities taking place on
• a one-to-one,
• small group
• or by electronic
• or telecommunication means
• Typically focused on
• interpersonal support,
• guidance, mutual exchange,
• sharing of wisdom,
• coaching,
• and role modeling
2/23/2016 www.LTSemaj.com 50
51. Mentee
The student of a mentor is called a protégé.
Sometimes, the protégé is also called a mentee.
The -or ending of the original name Mentor does not
have the meaning of "the one who does something",
as in other English words such as contractor or actor
The derivation of mentee from mentor is therefore an
example of backformation
(cf. employer and employee)
2/23/2016 www.LTSemaj.com 51
52. Notable Mentorships
Authors -
H.P. Lovecraft mentored Robert Bloch, Clark Ashton
Smith, and Robert E. Howard
Business people -
Freddie Laker mentored Richard Branson
Politicians -
Aristotle mentored Alexander the Great
2/23/2016 www.LTSemaj.com 52
53. Notable Mentorships
Directors -
Roger Corman mentored Francis Ford Coppola,
Martin Scorsese, Ron Howard, Peter Bogdanovich, Jonathan
Demme, Joe Dante,
James Cameron, John Sayles, Donald G. Jackson, Gale Anne
Hurd, Carl Colpaert,
Monte Hellman, Paul Bartel,George Armitage,
Jonathan Kaplan, George Hickenlooper, Curtis Hanson, and Jack Hill.
Martin Scorsese
mentored Oliver Stone at New York University
2/23/2016 www.LTSemaj.com 53
54. Notable Mentorships
Actors -
Laurence Olivier mentored Anthony Hopkins.
Martin Landau mentored Jack Nicholson.
Mel Gibson mentored Heath Ledger
Musicians -
Johann Christian Bach mentored Wolfgang Amadeus
Mozart.
Dr. Dre mentors Eminem.
2/23/2016 www.LTSemaj.com 54
55. Notable Mentorships
Athletes -
Eddy Merckx (five-time Tour de France winner) mentored Lance
Armstrong (seven-time Tour de France winner).
Bobby Charlton mentored David Beckham
Movies -
Obi-wan Kenobi mentored Anakin Skywalker and his son Luke
Skywalker
2/23/2016 www.LTSemaj.com 55
56. Notable Mentorships
Television -
Perry Cox mentored J.D. (Scrubs)
Video Games -
The Boss mentored Naked Snake.
Solid Snake, mentored Raiden.
Poetry -
Seamus Heaney mentored Paul Muldoon
2/23/2016 www.LTSemaj.com 56
57. 2/23/2016 www.LTSemaj.com 57
Coaches Are Mentors
Allows you to share your
experiences with your
employees
Help them achieve the
same level of success as
you
58. 2/23/2016 www.LTSemaj.com 58
Coaches Are Mentors
As they benefit from your
experiences, they avoid
the mistakes that can set
back or ruin their careers
59. 2/23/2016 www.LTSemaj.com 59
Mentoring
Helps you to become a
caring, sympathetic
and patient supervisor
You learn to listen to
the fears and
frustration of your
employees, as well as
the joy and victory
Can increase your
motivation and
enthusiasm towards
you as you help
employees walk the
same path you
followed
62. 2/23/2016 www.LTSemaj.com 62
MORE BENEFITS
They improve
the performance
of their company
Improve
relationships
between managers
and employees –
further improving
performance and
productivity of
employees
63. 2/23/2016 www.LTSemaj.com 63
How to be a Good Mentor
1. CREATE A NETWORK
A network of contacts with various
departments and hierarchical levels
provide knowledge about the
organisation’s history, philosophy,
strategic direction
you can share with your workers
64. 2/23/2016 www.LTSemaj.com 64
2. Allow Freedom
Sometimes being exposed to
different values, beliefs and goals
is necessary to help employees
grow
Employees may want to turn to
someone other than you
65. 2/23/2016 www.LTSemaj.com 65
3. Invest your time wisely
Don’t spend time on
employees who are always
focused on the negative
aspects of their work and
having nothing good to say
about the company or its
people
66. 2/23/2016 www.LTSemaj.com 66
Invest your time wisely
Your time is better spent
with positive employees
who are open to
suggestions
and ready to take
responsibility for their
growth and development
67. 2/23/2016 www.LTSemaj.com 67
4. Give & You Get Back
Mentoring is reciprocal
When you share your
knowledge and experiences –
you’ll gain insights and
knowledge about yourself and
your job
69. 2/23/2016 www.LTSemaj.com 69
6. Be an active listener
No relationship can succeed if
the supervisor does not actively
listen to employees
You will be able to gather
information from your
employees through verbal and
non-verbal cues
70. 2/23/2016 www.LTSemaj.com 70
7. Have Chemistry
A personal
chemistry between
managers and
employees must
exist for the
mentoring
relationship to be
successful
71. 2/23/2016 www.LTSemaj.com 71
8. Formally Establish
a Mentoring Relationship
You can
develop a
formal
development
plan with each
employee
72. 2/23/2016 www.LTSemaj.com 72
Outlines your responsibilities
The goals and
outcomes your
employee wants to
achieve
The action steps and
strategies that will be
used to achieve them
73. 2/23/2016 www.LTSemaj.com 73
9. Establish Relationship Boundaries
Some topics have to remain taboo
even in mentoring relationships
Example
promotions
your relationships with managers
In order to develop trust and harmony
in the relationship, be clear and
forthright about the boundaries
74. 2/23/2016 www.LTSemaj.com 74
10. Create Reciprocity
Both parties
must benefit from
the mentoring
relationship
clearly your
employee will
benefit the most
Managers and
employees grow
and learn from
each other
76. 2/23/2016 www.LTSemaj.com 76
The best mentoring relationships
Enhance and encourage
the confidence and
creativity of both the
managers who is guiding
the employee and the
employee who is learning
how to succeed
77. 2/23/2016 www.LTSemaj.com 77
As a Performance Coach
You make sure that
employees receive
on-target training
You are
accountable for the
performance of
employees being
trained
78. 2/23/2016 www.LTSemaj.com 78
As a Performance Coach
It is results that
count
not the training
activity
No more training
for training’s
sake
79. 2/23/2016 www.LTSemaj.com 79
What does this mean?
Break up training into
small units that last only
a few hours or less
This eliminates
launching a tidal wave
of information at
employees that they
forget as soon as they
step out of the
classroom
80. 2/23/2016 www.LTSemaj.com 80
Performance Coaching
Developing the full
potential of
employees
Help to identify and
grow the personality
and performance
strengths that will
make them better
employees
83. 2/23/2016 www.LTSemaj.com 83
So What?
For many, training,
coaching and
mentoring employees
is just another task to
be added to their
already overflowing
agenda
84. 2/23/2016 www.LTSemaj.com 84
The Reason:
They view
employee
development as
an activity
irrelevant to the
job they must
accomplish
88. 2/23/2016 www.LTSemaj.com 88
Human Resource Professionals
Support
you in
your new
training
role
Developing training
activities and
teaching training
skills such as how
to make
presentations and
lead discussions
89. 2/23/2016 www.LTSemaj.com 89
In Addition:
They should be
responsible for
the
organisation's
performance
management
system
Performance
standards
Evaluation
systems
Compensation
and reward
systems
90. 2/23/2016 www.LTSemaj.com 90
How to
Build Relationships With Workers
A performance-
coaching
relationship with
your employees
must include
some special
components
91. 2/23/2016 www.LTSemaj.com 91
1. Freedom From Fear
Fear kills organisational
and individual
performance
An intimidating boss and
constant fear of reprisals
make employees:
Frustrated
Angry
Resentful
92. 2/23/2016 www.LTSemaj.com 92
What of Relationships?
Good relationships can’t
survive under such
conditions
Do not emotionally and
verbally abuse employees
Give them leeway to be
creative
Even to make mistakes
Without fear of retribution
93. 2/23/2016 www.LTSemaj.com 93
2. Communication
Two-way communication
Need good listening skills
to encourage employee
communication
Communicating on the
same level and with the
same language
94. 2/23/2016 www.LTSemaj.com 94
3. Interaction
To have healthy
fear-free - and
mistake-free
communication:
You should allow
personal interaction
between self and
employees
95. 2/23/2016 www.LTSemaj.com 95
4. Acceptance
Relationships
must be non-
judgmental
Be ready to
listen to what
employees
have to say
96. 2/23/2016 www.LTSemaj.com 96
5. Personal Involvement
Know your
employees as
human beings
Let them
know you as
a human
being
98. 2/23/2016 www.LTSemaj.com 98
7. Honesty
Relationships
depend on total
honesty
That doesn’t
mean you can’t
hide things that
will hurt your
employees
100. 2/23/2016 www.LTSemaj.com 100
9. Personal and
Professional Development
The manager's job
is to offer the right
work assignments
and help the
employees achieve
their goals
102. 2/23/2016 www.LTSemaj.com 102
First - MEANING
Present
information only
if it is
meaningful
Theory should
be tied to
practical
applications
103. 2/23/2016 www.LTSemaj.com 103
Second - MASTERY
Present information in a
way that permits
mastery
Employees have to
understand completely
and be able to use what
you are training them to
do
106. 2/23/2016 www.LTSemaj.com 106
The Seven Laws of Training
The following
laws of training
will help you
perform the task
of the trainer
better
107. 2/23/2016 www.LTSemaj.com 107
1. The Law of The Trainer
You have to convince
employees that you
know what you're
talking about
Must have both
knowledge and
experience in the
subject being taught
108. 2/23/2016 www.LTSemaj.com 108
2. The Law of The Learner
Learners pay
attention if
you use
diversionary
methods such
as games or
exercises
109. 2/23/2016 www.LTSemaj.com 109
Training and Performance Aids
User friendly
aids such as
laminated cards
or posters can
be used to keep
key points fresh
in employees'
minds
110. 2/23/2016 www.LTSemaj.com 110
3. The Law of The Language
Training must be
conducted in
plain, intelligent,
understandable
language if it is to
be successful
111. 2/23/2016 www.LTSemaj.com 111
4. The Law of The Training Session
Training must be
tied to a frame of
reference that
employees can
understand
Something the
employee is
familiar with
112. 2/23/2016 www.LTSemaj.com 112
5. The Law of the Training Process
The best learning
process challenges
employees to
study for
themselves
Don't spoon-
feed them
114. 2/23/2016 www.LTSemaj.com 114
7. The Law of Review,
Application and Evaluation
Review the
material to
ensure that the
employee fully
understand it
And know how
to apply it to
their jobs
117. 2/23/2016 www.LTSemaj.com 117
Support learning
through action and reflection
Take time after a
specific event or during
the scheduled coaching
meeting to ask some
questions
118. 2/23/2016 www.LTSemaj.com 118
Questions To Ask
What happened?
What did you do?
How successful do you think the action was?
How did you feel before, during, and after?
How did other people react?
Did you get any feedback?
Do you need to follow up?"
119. 2/23/2016 www.LTSemaj.com 119
One goal of the coach in
the action-and-reflection cycle
To make the worker
realise how his
behaviours affect
his ability to
succeed
The best way to
accomplish that is to
ask him to imagine
how others might be
reacting to his
behaviour
120. 2/23/2016 www.LTSemaj.com 120
Move from easy to hard
1 1 3 Don’t expect
the
behavioural
goal to be
reached
without some
trial and error
along the way
121. 2/23/2016 www.LTSemaj.com 121
WHEN WORKING ON SEVERAL BEHAVIOURS
Pick the one
that is likeliest
to change
quickly and
with the least
amount of
trauma
122. 2/23/2016 www.LTSemaj.com 122
Set Microgoals
These goals
approximate the
ultimate goal and
form the basis for
reflection and
discussion between
coach and worker
123. 2/23/2016 www.LTSemaj.com 123
If the ultimate goal is to be more trusted
and approachable
Successive
microgoals might
be to ask a staff
assistant how his
weekend went
To solicit other
people's opinions
about a decision
To follow up with
them afterward
To ask more people
out to lunch
To take notes about
how a particularly
bothersome
relationship is
progressing
124. 2/23/2016 www.LTSemaj.com 124
If the ultimate goal is to stop overly
controlling behaviour
A series of
microgoals might
encourage the
worker to hold
back her opinion
in a meeting until
everyone else has
spoken
125. 2/23/2016 www.LTSemaj.com 125
Use tape delay
The coach
encourages the
worker who gets
into trouble by
speaking before
thinking to wait for
five seconds
before reacting in
meetings
126. 2/23/2016 www.LTSemaj.com 126
Practice script writing and role-playing
The coach can help
the worker who
has problems
communicating by
encouraging him to
write scripts and
then to play out
possible scenarios
127. 2/23/2016 www.LTSemaj.com 127
Set up relationship-repair meetings
The coach must ask
many questions of
the worker to find
out what is
happening in a bad
relationship
128. 2/23/2016 www.LTSemaj.com 128
Set up relationship-repair meetings
When the worker is
ready to work on the
relationship, the coach
may help him script
and play out a first
meeting
It also may be of
benefit if the coach
acts as meeting
facilitator
130. 2/23/2016 www.LTSemaj.com 130
Napoleon stressed how everyone
responds to rewards when he said,
"Men don't risk
their lives for
their country.
Men risk their
lives for medals”
Human nature
has not changed
132. 2/23/2016 www.LTSemaj.com 132
Make Training Work at Work
Refresher courses help
employees review the
material
talk about the difficulties
integrating new skills or
knowledge in the
workplace
133. 2/23/2016 www.LTSemaj.com 133
Journals and Daily Logs
Journals and Daily
Logs allow
employees to to
record the
circumstances and
events in applying
the learning
134. 2/23/2016 www.LTSemaj.com 134
Follow-up Activities
One-on-one
interviews
Focus-groups
sessions
Used to see the
problems employees
are having in
applying the learning
136. 2/23/2016 www.LTSemaj.com 136
Study Failure
To see how you
can better design
future training so
that applying it
can be done with
minimal
disruption
137. 2/23/2016 www.LTSemaj.com 137
How to be
an Effective Career Coach
The primary
purpose of career
coaching is to help
employees consider
alternatives and
make decisions
regarding their
careers
138. 2/23/2016 www.LTSemaj.com 138
Get the Right Person in the
Right Job
Prevents
organisations from
investing too much
time and money in
employees who are
not suited for
certain jobs or
responsibilities
140. 2/23/2016 www.LTSemaj.com 140
The Career Coach
Managers and
Supervisors rather
than human
resource
professionals are
the best choices for
career coaches
most familiar with
employees'
performances
They are the ones
accountable for
those
performances to
motivate and
encourage their
employees
141. 2/23/2016 www.LTSemaj.com 141
The Right Environment
To succeed as a career coach
employees must be willing and
able to confide in you
There must be a climate of open,
honest communication between
you and your employees
142. 2/23/2016 www.LTSemaj.com 142
Positive Communication
Is more than paying
"my door is always
open” lip service
Employees have to
believe that you are
sincerely concerned for
their well-being
143. 2/23/2016 www.LTSemaj.com 143
Interpersonal Communication
Once you create and
open environment the
stage is set for you to
be a career coach
Your interpersonal
communication skills
are critical
144. 2/23/2016 www.LTSemaj.com 144
Attending Skills
Show concern for
employees
acceptance,
empathy and
understanding
Create trust and
fearlessness in
employees
145. 2/23/2016 www.LTSemaj.com 145
Active Listening
Means that you
are more
interested in
hearing what the
employee has to
say than hearing
your own voice
147. 2/23/2016 www.LTSemaj.com 147
Reflective Skills
You reflect on
what employees
have said
Paraphrasing
Clarifying
Interpreting
Summarising their
feelings and
thoughts
148. 2/23/2016 www.LTSemaj.com 148
Good Career Coaches
Career coaches must deal with
three different types of employees:
Movers
Middle-of- The-Roaders
Stuckies
150. 2/23/2016 www.LTSemaj.com 150
Movers
They are interested in
learning new skills
and want to apply
them on the job
They have a long-
term perspective on
their careers and are
always looking ahead
151. 2/23/2016 www.LTSemaj.com 151
Middle-of-the-Road Employees
Balance their work and personal-life responsibilities
More than upward momentum, these employees
are looking for stability
They want challenges but not risks
Job rotation is a nuisance, not an opportunity
152. 2/23/2016 www.LTSemaj.com 152
Stuckies
These employees view
their careers, their
jobs and often
themselves negatively
They don't see
themselves going
anywhere and they
leave eventually
154. 2/23/2016 www.LTSemaj.com 154
Coaching must reflect
The complexity and difficulty of
genuine efforts to change
behaviour
Behavioural change requires
understanding one's effect on
other people
A process that can be painful
156. 2/23/2016 www.LTSemaj.com 156
Change requires faith:
Progress in the
beginning may come in
small increments as the
worker moves from
minor modifications to
more noticeable
differences
158. 2/23/2016 www.LTSemaj.com 158
Change means
deferring gratification:
Expect no applause;
Even after a behaviour
changes for the better,
few people will notice
until new behavioural
patterns are well
established
160. 2/23/2016 www.LTSemaj.com 160
Getting Results Through Rewards
As a performance
coach, you push and
encourage your
employees to perform
better – for
themselves and the
organisation
You must reward their
commitment and effort
162. 2/23/2016 www.LTSemaj.com 162
Bad Reward Strategies
A company rewards
employees for quality
work and then put
such stringent
deadlines on that
work that quality
suffers
164. 2/23/2016 www.LTSemaj.com 164
Other companies state expectations
But fail to
reward, or
even monitor
employee
performance
in those areas
Employees
base their
priorities on
what you
inspect rather
than what
you expect
165. 2/23/2016 www.LTSemaj.com 165
You can say that you expect quality
but if quality
control is not a
priority in your
organisation then,
quality does not
become a priority
for your employees
167. 2/23/2016 www.LTSemaj.com 167
Don’t treat all results the same
By not communicating
which results are
important
This can confuse
employees who may
work hard to produce
unimportant results
168. 2/23/2016 www.LTSemaj.com 168
Good Reward Strategies
There are four
reward strategies
that help
performance
coaches enhance
employee
performance and
commitment
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1. Reward long-term solutions
Examples include a yearly
bonus in stock credits to be
redeemed at retirement
Sabbatical program for
employees who have long
time service
Compensation system tied to
the long time performance
and profitability of the
company
170. 2/23/2016 www.LTSemaj.com 170
2. Reward Entrepreneurship
Employees should
be recognised and
rewarded for having
the self-confidence
to act on their
convictions
171. 2/23/2016 www.LTSemaj.com 171
Employees experience “controlled” failure
This failure will
be a learning
experience that
will benefit both
employees and
the company
172. 2/23/2016 www.LTSemaj.com 172
3. Reward performance improvement and quality work
Clearly
communicate
the
performance
and quality
level you are
expecting from
the employee
When that level
is reached,
there should be
some kind of
reward in
recognition of
the employee’s
efforts
173. 2/23/2016 www.LTSemaj.com 173
4. Reward Teamwork
Many companies
talk about the
importance of
teamwork and
then reward
individual efforts
and
contributions
Reward employees
for the efforts of
the team rather
than for their
individual roles
This will further
encourage
teamwork
174. 2/23/2016 www.LTSemaj.com 174
What Rewards?
Performance-
based money
rewards, such
as bonuses
and profit
sharing plan
Recognition
(formal and
informal)
Advancement
opportunities
Greater
autonomy
176. For the message to get through people must
believe that you are
trustworthy
likeable
represent
warmth
represent
comfort
represent
safety
23/02/2016 www.LTSemaj.com 176
177. This happens without words
We plug
into
thousands
of
preconsciou
s cues
23/02/2016 www.LTSemaj.com 177
178. The First Brain:
The Non-reasoning
Non-rational Part
Seat of human emotion
The brain stem
Provide immediate
instinctual response
Limbic system
- The emotional centre
23/02/2016 www.LTSemaj.com 178
179. The New Brain:
The cerebral cortex
Seat of conscious thought
Memory
Language
Creativity
Decision making
23/02/2016 www.LTSemaj.com 179
180. To Get To The New Brain
The
message
must first
pass
through the
first brain
23/02/2016 www.LTSemaj.com 180
181. EFFECTIVE COMMUNICATION…
is based on emotional impact
we must be believed to have impact
ALL FIRST BRAIN
LIKABILITY IS THE SHORTEST PATH
TO BELIEVABILITY AND TRUST
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182. 2/23/2016 www.jobbank-ja.com 182
The 4 to 1 Rule
Studies show that you can get
top performance by giving four
positive reinforcers – or more –
for every punishing
consequence
Anything less creates
performance problems
184. 2/23/2016 www.LTSemaj.com 184
IN SUMMARY
Why Should
You be a
Coach?
How to Build
Relationships
With Workers
Principles of Training
MEANING
MASTERY
ONE CONCEPT
FEEDBACK
185. 2/23/2016 www.LTSemaj.com 185
The Seven Laws of Training
1. The Law of the Trainer
2. The Law of the Learner
3. The Law of the Language
4. The Law of The Training Session
5. The Law of the Training Process
6. The Law of the Learning Process
7. The Law of Review,
Application and Evaluation
186. 2/23/2016 www.LTSemaj.com 186
Some Techniques For Coaches
ACTIVE LISTENING
Learning through action and
reflection
Move from easy to hard
Microgoals
Tape delay
187. 2/23/2016 www.LTSemaj.com 187
Some Techniques For Coaches
Script writing and role-playing
Relationship-repair meetings
The use of positive feedback
Trainer and employee should
be evaluated