Phoenix Training

Posts Tagged ‘Coach’

Coaching by accident

Posted by Ross Trigwell
Wednesday, April 13th, 2011
National Express route 561, London - Leeds - B...

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“Do I need qualifications before I can coach? ”

In this day and age coaching qualifications are becoming increasingly popular. Perhaps people are seeking validation, bolstering their CV or is it merely an extension of our league-tabled, ‘measure everything’ culture? However, reflecting on this recently it struck me that the best coaches will often not even realise they’re doing it.

Imagine you knew absolutely nothing about coaching and began to manage a bright team of systems analysts.  You have a surface level knowledge of the system but that’s about all; these guys are experts and have a hunger for spreadsheets, number crunching and data.  You are credible amongst the team members because of your status and achievements from previous positions so they look to you for guidance.

On day two of the job, one of the senior team members approaches you with an intricate problem, and says “I need your help; I am stuck with a system issue”.  Your initial thoughts are how can I possibly help? But you stay calm and invite them to your desk where you begin to find out what the problem is.  First you ask “What are you trying to do?”  They explain the desired outcome and you ask “How would you normally do it?”  They show you and your curiosity for what they need to do is growing, and you begin then to explore the options using their knowledge.

After a handful of your curious questions to understand the problem, a light bulb moment occurs for them: “I can’t believe I didn’t see that” they say.  Just before they go, you check a few things, you say “talk me through how it will work?” and “What are the risks?” and finally “What are you going to do now?”

They answer your final questions and you are confident that they know exactly what they’re doing.

Job done!

To coach a person they must already have the knowledge and skills to be drawn out.  These are two possible scenarios that you might come across: they have a blind spot or some kind of mental block and need a fresh view of the situation, therefore you can enter a coaching conversation; or they don’t yet have the skills or knowledge and coaching is not appropriate – you will need to look at training, telling them directly or referring them to an expert for help.  Below is a common coaching structure, how does it fit with the above example?

1)    What are they trying to achieve?

2)    Where are we right now, what is the reality?

3)    What are your options – what could you do?

4)    What’s the way forwards?

In summary, coaching is about asking questions in order to raise awareness and whilst having a qualification would be great I have a strong feeling that you have at some point already been effectively coaching. Keep it up…

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Coaching vs Mentoring

Posted by MarinaWirkner
Wednesday, May 12th, 2010
Coach 01
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Over the last few years, coaching and mentoring have become much more widely used within the business world. As their popularity has grown however, so have the range of different definitions and understandings. In an attempt to clarify things, I have spoken to our Head of Learning – Martin le Comte and would like to share with you our definition of coaching and mentoring and how you it can benefit you, your team and organisation.

“Martin, please identify your definition of coaching and mentoring?”

Firstly, can I say that you are right – there is lots of current debate about coaching and mentoring and the distinctions have become blurred somewhat. My view is that mentoring encompasses a variety of development approaches dependant on the needs of the learner in question. An effective Mentor may use one or a number of the following skills to help the development of the individual being mentored including feedback, coaching, training, advice and guidance.

The mentor is frequently seen as a role model by the business or organisation for the individual being mentored and will often have specific and relevant task specific skills and knowledge in the same or similar area.

Coaching on the other hand is a specific skill. An individual coach will effectively use a series of questions to help and challenge the coachee. The questions will help the individual to explore ideas and options to help them to overcome a current challenge or obstacle that is affecting their performance.  Expert knowledge of the specific area is not required and is in fact often not desirable.

In summary, many people managers rightly use coaching skills to develop their people in their role. It is however important to remember that coaching   should be just one of the tools at their disposal rather than the only answer. The skill of the people manager is on identifying which of the tools they need to use dependant on the needs of the individual.

“How can you tell whether you should be using coaching or one of the other mentoring tools – feedback, coaching, training, advice and/or guidance?”

In my experience, the best and I might be bullish enough to suggest, the only sure fire way to identify which approach is the most appropriate is to be skilled in asking a couple of great questions initially and then almost more importantly, listen to the resulting response. The skilled people developer does not make assumptions about what is required instead they ask great questions to seek to understand what the individual needs.

Many people say that this is very similar to the start of a coaching dialogue and I would not disagree, however at this point coaching may or may not be the answer. Let me give you a practical example –

I’m a driver and have been driving for years but know nothing about what is going on under the bonnet. If I break down by the side of the road I don’t want or need someone to ask me what I think is wrong with it, I want them to ask me a couple of questions to ascertain what happened and then tell me exactly what to do. If they keep asking me to think about what could be wrong, I will get extremely frustrated and it will take me a hell of a long time to get home. When I do eventually get home I will think twice about taking my car out on long journeys in the future and I will certainly be changing my roadside assistance provider.  If the original roadside assistance provider had just asked me a couple of simple questions about my current knowledge and expertise and what had happened before I broke down, they would have quickly identified that my battery was flat and changed it there and then. They then would have advised me what to look out for in the future to avoid it happening again and what to do if it did happen again. I leave the roadside quickly happy with knowledge and expertise and more importantly I get home quickly.

I had a quote from a client recently about an inappropriate use of coaching, which I think highlights this point really well.

“I had coaching from somebody but they never gave me any answers, which is what I actually needed, all they did was ask me lots of questions. It was a complete waste of time and I felt abandoned.”

“What are the biggest challenges you face when coaching and mentoring individuals?”

From my perspective most organisations will ask me and my colleagues at Phoenix for coaching when that might not be what they need at all. In the past I was sometimes reluctant to initially deviate from the process and try unsuccessfully to use coaching when that was clearly not what the individual wanted or needed. What’s the point in asking some open ended coaching questions when they really have no idea what the answer is…I’m sure you can imagine just how frustrating and unproductive that is for all involved!!

What I have learnt is that often when a client is asking you for some coaching, unless you asked to undertake contracted coaching, what they are actually asking you to do is help develop their people.  They are actually interested in the end result rather than the approach that you use.

Marina, as a final thought if you want some additional tips on how to successfully recognise the correct development approach, keep in mind 3 of Phoenix’s Golden Rules of Leadership

1. Know your people, know your people, know your people.

2. Treat people as they need to be treated.

3. Stop it, it’s not about you.

Written by Marina Wirkner, Sales Executive

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Full-Time Trainers – Adding Value Where it Counts Most

Posted by TimHolmes
Tuesday, December 1st, 2009

lawrence-white-imageIt’s been an exciting 12 months for Phoenix, culminating this month with the arrival of Lawrence White, our brand new permanent Senior Learning Consultant, who has come to us fresh from HSBC.

Lawrence was a high-flier at HSBC, filling a multitude of roles during an illustrious career with them, including 8 years within the bank’s Learning & Development Team.  He was also part of the HSBC ‘Talent Pool’, designated as one of the top 5% of managers in the business.

A proven leader, coach, and sales professional, he brings a great deal to our team, including TAP, MBTI, & Prism Profiling accreditation, not to mention a huge store of practical experience designing and delivering.

tim-holmes-profile-picBut it’s what Lawrence brings as a permanent member of the Phoenix team that I wanted to briefly reflect on in this post, as it is his full-time status that, from a client perspective, we believe will add the most significant value over time.

Until the 1st November 2008, Phoenix operated with a familiar model in the training industry: aside from our MD, Bill Osmond, every one of our trainers was an Associate, i.e. they were freelancers with particular subject or industry specialisms, who we called on to fulfil work under our banner, as and when required.  This arrangement is ideal for a small training provider, as it enables you to punch far above your weight, bringing in delivery resource according to sales – and in truth the rationale is generally a financial one: why pay a salary for someone who might not be needed all the time?  Instead, bring people in when you need them and pay them a daily rate; and when you don’t have work, there is no overhead.

Don’t get me wrong, I’m not putting down freelancers: many of Phoenix’s Associate Consultants have been working with us for more than a decade, and will continue to do so.  Moreover, these long-term collaborators have successfully aligned themselves very closely with what we call The Phoenix Way – our methods and philosophies of training, and our focus on the practical transfer of learning.  I salute the fantastic job they do as designers and deliverers.  Thank you guys!

However, even the most dedicated freelancer has to take off their ‘Phoenix hat’ at some point, and turn their attentions to their other non-Phoenix projects – and it was a realisation that as a company we wanted to consistently uphold The Phoenix Way, and give maximum attention to the pre-course and post-course elements of the learning cycle, that led us to a turning-point decision: to build a full-time team of Phoenix Trainers.

Thus in November 2008 we started with our first talent acquisition, Phoenix’s Head of Learning Martin le Comte.  Martin joined from Barclays Asset & Sales Finance, and had been runner-up in the Training Journal 2007 Training Professional of the Year Awards. Martin is an absolutely inspirational figure to everyone he works with: he has an infectious charisma and ability to carry participants with him on even the most difficult development journeys, and in a very short time he was proving the absolute wisdom of the full-time trainer model.  Client after client has fed back how much they appreciate his passion and commitment, and prove it by rebooking with us again and again.

Specifically what makes the difference with a full-time trainer is their ability to extend our engagement with clients without having to charge them on a measured time basis – it lets us truly operate with Covey’s Abundance Mentality.  For example:

  • You want to meet us to discuss possible content?  That’s no problem.
  • You’ve decided to use Phoenix, but feel that the participant buy-in would be enhanced if delegates had a chance to meet their trainer in advance of the course? No problem.
  • You want to debrief the training with all stakeholders round the table?  It’s all part of the service.
  • We’ve delivered a successful programme for managers, but they would benefit from a bit of impartial advice on dealing with specific issues from time to time?  No problem, our full-time trainers make sure everyone they train has their mobile number, and it’s not a problem to call or email at any time.  Genuinely.  Many of our participants use Martin or Bill or now Lawrence as informal coaches or mentors, long after the formal training events they may have attended.

In these and many other ways, having full-time trainers means that we can add value at every stage of the learning cycle, and it enables us to move training away from its traditional, transactional footing (you pay your money, the trainer delivers a course for a day), into a properly ongoing process of development in which we partner with clients.  They can then use us as and when they need us, in a variety of ways and on deeper and deeper levels, so as to help drive real change in their people, and ultimately their organisations.

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The Problem with Training

Posted by BillOsmond
Monday, November 23rd, 2009

As a training company, we are often asked to provide a training course to solve a problem.  A sales team is new, a sales team is not hitting its target, a manager can’t communicate, a coach can’t coach.  All manner of issues are thrown at us and the course of action seems obvious – go on a course. The magic cure to all problems.  It is more and more apparent to me that the cure for all these issues does not come in the shape of a one day or even a two day training course. This is a difficult admission for a training company to make but a one day course alone will not solve all of the problems & it will not change behaviours for ever.  It should however be the start of the process.

If carefully designed and delivered well, keeping in mind the objectives of the client and the participant, there is no doubt that a training course can make a big difference to an individual or a team’s performance.  However, it is what is done either side of the course that will make even more difference.  Careful pre course work will create a solid foundation for the course to grow from.  Too often participants arrive on the course without knowing why they are there or even what the course is covering that day!  Buyers of training and organisers of training have a responsibility to set the day up as best as possible.  They should talk to the participants, show them the agenda & discuss objectives.  As I write this I’m thinking surely this would be done, but my experience tells me that often it is not.  We offer pre course consultancy or a meeting with participants before the course but it is seldom used.

getting a push from his cycling coach - _MG_0092

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The course itself should challenge and enthuse the participants.  It should leave the group feeling that they can try to use what they have learnt and will have practiced doing so.  Confidence will be high, so what environment will they find on their return from the course?  Too often they find an environment that does not support the training and managers do not have the skills to support the participant after the course.  Managers often hear that the course “was great” and it was “really helpful” and this lulls them into a false sense of security.  This does not mean that the job is done.  The participant will be keen to use what they have learnt and will say all the right things.  However, they will often be as confused by the training as they are excited.  Often training produces as many questions as it does answers.  Most people attend a course having been going along quite nicely, using techniques and skills built up over a period of years possibly.  They then attend a course that introduces a few new ideas or techniques to try and  they get a chance to practice these skills in the safe environment of the training room and then they return to the live environment.  They try to use the ideas and techniques and run into problems and understandably some of their enthusiasm is dented.  After a while they start to feel uncomfortable using the new skills and drift back towards their old, tried and tested methods.

Bicycles leaning in a turn

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The environment that the participant returns to dictates the success or failure of the training.  Someone said to me recently that if you put a lovely new gold fish into a tank of dirty water, it won’t do very well.  Obvious I guess!  To help the participant do well, whilst they are out on the course, what goes on back in the workplace?  Does the tank and the water get cleaned? If managers and their support systems are not geared up to help and support the individual, results will not improve over the long term.   If you take training seriously don’t just buy a course.  Analyse the requirement, involve the participants, support the returning participant, follow up the training, read the reports, get the trainer back, train the managers to help their team members do anything you can to help and in short, accept that the course is the start of what could be a long process.  Overnight cures happen rarely.  Improvement can be achieved quickly but it is difficult to sustain.  Test the training company that you want to use and find out what they do to turn a training course into a successful learning experience?

I am not a great fan of trainer jargon and “a successful learning experience” sounds a bit like I am going down that route.  What I mean is that anyone can deliver a two day sales course but not many can deliver a series of events and interventions that ensure at the end of a year or any given period, techniques and behaviours are firmly embedded and results are greatly improved.

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