Managers will engage in coaching only when they realise that it is not just a “nice idea” but that it can actually benefit them. Half the battle is to help them see what a neat and simple technique it can be. For example, when faced with issues and questions, instead of fixing problems, managers can “coach” them instead. However, in a tight spot, a manager needs to be able to create progress through coaching, as good as, or better than, any directive instruction. I developed the response coaching model to help address the common need for everyday coaching in organisations.
Imagine a subordinate has phoned a manager saying: “We’ve just heard from the IT department that the new invoicing system is going to be delayed by a week. What do we do?”
Stage 1: Seek first to understand
Begin the process of questioning and listening, in order to display the full facts of the situation. For example:
- So what’s happened?
- What are the impacts of the delay?
- So what’s important now?
We’re touching the surface of what could become a clear appreciation of the situation by both the manager and the subordinate. The latter is encouraged to “work” in the conversation, implying a sense of ownership. The questions also become a way of “interrupting” the manager’s old habits, because they focus on understanding, rather than “fixing”, a problem.
Stage 2: Focus on the potential of the other person
Here we encourage both a shift in mindset and a difference in the manager’s behaviour. The manager must act as if the person they are dealing with is the source of the solution. Indeed, the manager must ignore their own compulsion to “have the answer”. Instead, they should work to discover conclusions, options and ways forward from the subordinate.
For example:
- So what needs to happen?
- What else do we need to think about?
- Okay, so what are you proposing?
The manager is facilitating thought, adding their own ideas only as a last resort, perhaps using summaries or observations first. For example: “It seems the accounts department may be the most affected; what do we need to do about that?”
Stage 3: Encourage action
This stage creates engagement and motivates the subordinate to act. The coach maintains ownership of the solution with the subordinate, leaving the manager to offer appropriate support if appropriate.
For example:
- That sounds like a good plan. What’s the next step?
- Is there any support from me you need with that?
- Great, it’ll be good to hear how you get on.
Using the response coaching model, managers learn to add value in a different way, by facilitating the thought processes of their subordinates; in other words, learning in action.
The exchange is based on an “adult-adult” relationship, rather than the more usual “parent-child” approach. Over time subordinates learn to expect this process, which can result in them stepping through the same logical process by themselves. We call that empowerment.
Julie Starr is a consultant and author of The Coaching Manual www.starrconsulting.co.uk
Volume 3, Issue 2