COACHING GUIDE Delegating Responsibility

Transcription

1 COACHING GUIDE Delegating Responsibility

2 Table of Contents 3 Welcome 4 The Checkpoint 360 Feedback System 5 The Checkpoint 360 SkillBuilder Series 6 The SkillBuilder 7 The Coach s Support System 8 Expectations of the Coach 10 Key Ingredients of a Successful Coaching Relationship 11 The Coaching Process 12 What Happened Prior to Starting Coaching? 13 The Coach/Participant Contract 14 The Aha Action Plan 15 The KSS Method 17 SkillBuilder Activities Common to all 18 SkillBuilders 27 Tips, Activities and Coaching Guides Specific to this SkillBuilder This guide has been customized to help you effectively coach this specific SkillBuilder. Read this guide thoroughly and use it as an interactive tool to assist you in keeping notes, tracking progress and explaining assignments. Before you begin coaching, ask the participant if they would share the SkillBuilder user name and password as they are the only ones allowed access due to privacy purposes. To further prepare youself for each coaching session, you may also log onto Please note, if you have previously used this coaching guide, turn to Page 27. Page 2

3 Why take the time to coach another? The request to coach another is confirmation that you are respected, competent in what you do and have, in some way, impressed upon that individual you care. Effective coaching is 90 percent attitude and 10 percent skill. Welcome! The fact that you are reading the Profiles SkillBuilder Series Coaching Guide is an indication someone has asked you to be their coach. The SkillBuilder Series provides the process, content and tools to ensure your success as a coach. As a result of your investment of time, the person you are coaching will have the opportunity to maximize strengths, become a better manager and lead more effectively. Organizational leaders frequently ask, After a manager has identified their strengths and areas of development using the Checkpoint 360 assessment, what happens next? The Checkpoint 360 quantified the participant s competencies, verified the results from a variety of perspectives and identified ways to enhance skills. The SkillBuilder has been designed to serve as the next step the road map and the resource center necessary for change! The SkillBuilder applies the KSS system to help managers: KEEP doing the things they do well; STOP doing those things that interfere with effectiveness; and START doing things that will improve their performance. Sounds easy, doesn t it? It isn t always! Yes, keeping them doing what they do well, or building on their strengths is something most people will gladly embrace. However, stop doing and start doing require a change in behavior. Behavioral change takes acceptance of the message, feedback on the journey, reinforcement and recognition when appropriate. Behavioral change does not happen by reading a book or completing an e-learning package. It happens through a facilitative process led by an effective coach. Our clients tell us when Checkpoint 360 participants are teamed with a coach and use the SkillBuilder, lasting change takes place and the rewards are endless. Congratulations! You are about to start one of the most rewarding activities of your life. Follow the process laid out in this SkillBuilder Series Coaching Guide and you will see positive results in yourself, the person you are coaching and your organization. Thank you! Page 3

4 The Checkpoint 360 Feedback System The person you will be coaching has completed a multi-rater leadership assessment. This type of assessment provides factual data generated from the person s boss, direct reports, peers and themselves. The tool they are using is the Checkpoint 360 assessment. The Checkpoint 360 assessment is part of the Checkpoint 360 Feedback System. The Checkpoint 360 system consists of a leadership assessment, a leadership assessment report, an online skill-building tool and an organizational management analysis. The Checkpoint 360 system is widely used for executives, managers, supervisors, team leaders and others in leadership positions; it can facilitate peak performance that generates improved productivity in the workplace. The Checkpoint 360 is also a powerful tool for gauging every manager s course of professional development by measuring 70 factors in 8 essential performance areas crucial to effective leadership performance. Eight Essential Leadership Performance Areas: 1. Communication Including the skills of listening to others, processing information and communicating effectively. 2. Leadership Covering the abilities of delegating responsibility, providing directions and delegating responsibility. 3. Adaptability Encompassing the skills of adjusting to circumstances and thinking creatively. 4. Relationship Assessing the abilities to build relationships and facilitate team success. 5. Task Management Gauging the level of aptitude for working efficiently and competently. 6. Production Appraising abilities to initiate action and achieve results. 7. Development of Others Measuring proficiency in cultivating individual talents and motivating successfully. 8. Personal Development Including displaying commitment and seeking improvement. Page 4

5 The Checkpoint 360 SkillBuilder Series The Checkpoint 360 Leadership Feedback Report identifies a person s strengths and areas of development. The person you are about to coach is using the Profiles SkillBuilder as a tool to develop the competencies most important to their professional growth and success. The workplace is one of the most effective places to develop leadership skills measured with the Checkpoint 360 assessment. The SkillBuilder has been designed to guide the user back into the workplace so they experience meaningful activities which result in leadership improvement and behavioral change. A unique feature of SkillBuilder is the assignment of an internal or external coach. When a SkillBuilder participant chooses to work with a coach, the probability leadership skills will improve and behavioral change will take place increases dramatically. The SkillBuilder is a source that provides information, activities and processes to be followed in order to assure the success of both the participant and coach. This guide is an integral part of the SkillBuilder Series. It has been created to increase your effectiveness when coaching a SkillBuilder participant. A unique feature of the SkillBuilder is the customized SkillBuilder Personal Action Plan generated upon completion of the SkillBuilder. This report captures the activity, feedback and results the participant experienced throughout the skill-building process. The action plan is produced by the SkillBuilder program upon completion of all SkillBuilder activities. SkillBuilder Personal Action Plan Establishing Accountability for Change Accountability is established with the SkillBuilder Personal Action Plan. The action plan captures the exact responses of the participant to action learning activities, their Aha moments (lessons learned) and other responses required for completion of the SkillBuilder. The SkillBuilder Personal Action Plan is your way to confirm the level of intensity applied and commitment for continuous professional improvement. When you review the action plan, you will see that the plan has been created to sustain the change after completion of the SkillBuilder and termination of the coaching experience. Page 5

6 The SkillBuilder The SkillBuilder consists of a series of professional development activities that, when completed, result in increased effectiveness of a leader. A SkillBuilder can be used to build upon leadership strengths or as a tool for improvement in a specific leadership area. The unique design of the SkillBuilder will take the participant through a process resulting in: Participant identifying real issues impacting leadership effectiveness; Participant recognizing and committing to development goals; Assignment of an internal or external coach or mentor for the purposes of guidance, feedback, recognition and support; Behavioral change through the combination of process, content and accountabilities established; Participant applying what they need to know and need to do to improve as a leader; Increased awareness through the recognition of data, information, situations and experiences in the refinement of one leadership skill; and The generation of a Personal Action Plan identifying what the leader has accomplished and what they plan to accomplish to sustain improvement. Coaches are often asked, What did you do to help this person make the desired improvements? In answering this question, the Personal Action Plan, generated upon completion of the SkillBuilder, provides all the information needed to close the communication loop with the company. This critical accountability tool confirms that the investment of time, money and other resources was well spent in helping take the participant s skills to a higher level of effectiveness. The person being coached will be instructed to provide a copy of their Personal Action Plan to their coach and the company s Checkpoint 360 facilitator. If further action or follow-up is necessary, it will be outlined within the plan. The best part of the Checkpoint 360 Leadership System was the skill-building tips and activities that were identified in the SkillBuilder. They were job-based, to the point and helped me with my job. Bank Administration Manager, Midwest Banking Group Page 6

7 The Coach s Support System The Role of the Checkpoint 360 Facilitator An internal administrator is selected by the organization to coordinate all Checkpoint 360 activities. This person provides a valuable service to the participant, all respondents, the manager and you, the coach. The administrator is your go-to person if you have questions that need to be answered. The role of the Checkpoint 360 facilitator is critical to the success of the Checkpoint 360 leadership development process. Your Checkpoint 360 Facilitator is: Specific questions about the Checkpoint 360 or SkillBuilder should be directed to the facilitator. As a coach, you may want to consider scheduling a meeting or initiating a phone conversation with the facilitator, should you require additional assistance. What does the Profiles SkillBuilder Facilitator do? 1. They work with Profiles International to coordinate and administer the Checkpoint 360 Leadership Assessment. 2. They are the contact for Checkpoint 360 participants, bosses, respondents and coaches throughout the assessment and development process. 3. They are knowledgeable in the working of products and services being provided by Profiles International. 4. They set the tone for all internal communications about the process, product, timeline and expectations. 5. They work with company leaders to develop the Checkpoint 360 Leadership Development Plan. 6. They conduct orientation sessions with Checkpoint 360 participants and supervisors. 7. They clarify expectations for Checkpoint 360 participants, supervisors and coaches. 8. They are the person responsible for the integrity of the skill-building process. They officially bring closure to the skill-building process with the acceptance of the Personal Action Plan. 9. They monitor progress and measure results. 10. They integrate process improvements. Page 7

8 Expectations of the Coach Participation in the Checkpoint 360 Feedback System requires a significant commitment by the person who requested you to be their coach. By the time they reach this point in the process, most participants understand that the enhancement of one s skills is more likely to be successful with the support and feedback of an effective coach. Below is an example of a memo you received, inviting you to take part in the coaching process. Use the information in the memo and follow the suggestions in this guide to assure your success and the participant s skills. MEMO DATE: 1/2/2008 2:54:56 PM TO: (insert) FROM: (insert) has requested that you coach them as they work on increasing their leadership effectiveness by improving the skill of Delegating Responsibility. is participating in a Leadership Development program. The leadership program consists of a leadership assessment, completion of an online e-learning SkillBuilder and real time coaching. A Coaching Guide will be provided to you identifying background information, coaching information, coaching tips related to the actual activities that the person will be completing, and six coaching agendas. The guide has been created to help anyone who has a desire to help another to provide effective coaching. As their Coach, they will need your assistance in these areas: Meet with the person six times either in person or over the phone for a period of two to four months Coach them on their responses as they work on real time skill-building activities When appropriate, modify skill-building activities or add additional activities that will help them with their development Hold them accountable to their commitment to improve Encourage them when and if they experience setbacks Be there to recognize accomplishments and help celebrate successes Review all inputs into their Personal Action Plan S A M P L E You will be coaching this person in Delegating Responsibility. A leader who effectively delegates responsibility: Knows when to delegate and when to take personal responsibility Delegates the right jobs to the right people Gives others authority to independently fulfill job responsibilities Empowers others to find creative solutions to problems You may be asking yourself, Why should I take the time to coach another? It was reported in the Dallas Morning News that research has demonstrated that the best leadership development takes place as on-the-job development. When you agreed to coach another person, you may not have realized the personal and professional growth that you will experience. Here is the link to your Coaching Guide: Click on the link or cut and paste it into your computer browser. The guide will be downloaded to your work station. Thank you for your investment of time in helping this person. You will want to contact them as soon as practical. The purpose of your first communication is to confirm your agreement to coach and for you to set up your first coaching session. Thank you. Page 8

9 You will need to have an understanding of the person you are about to coach. Listed below is some information which can increase your effectiveness as a coach. This person is expecting you to offer feedback, suggestions and recognition. Sometimes people who are being coached may experience a sense of loss. The SkillBuilder process is a process of change. Giving up what they believe has worked and moving to a new leadership skill is a challenging endeavor. Be aware that the person you are coaching may experience fear of the unknown, anxiety with success and possible failure. The person you are coaching needs you to be there for them to listen, to comfort and to be a friend. If the person you are coaching does not trust you, the relationship is dead in the water! Take the risk. Reinforce the positive. Use their input. Say what you will do and do it! Treat the person with respect. Page 9

10 Key Ingredients of a Successful Coaching Relationship The development of leaders is critical to an organization s long-term success. As a coach, you are in a unique role. You have the opportunity to help an individual improve and help the organization leverage its human capital. Coaching in the past depended upon one s position in the company s hierarchy. Today, anyone who has the opportunity to provide a learning experience can be a coach. The coach may help someone who is struggling with one element of performance, or the coach may help develop strengths for higher levels of contribution. A commitment to helping others will bolster personal productivity and the overall productivity of the organization. The key ingredients of a successful coaching relationship are... Sense of Purpose: The coaching relationship has to be a high priority. Coaching is about caring; the coach has talents and experiences and is willing to share both. Communication: The mode of communication should be comfortable for both parties. Whether in person, by phone and/or via , both commit to the mutually agreed upon terms, timelines and goals. Trust: The coach should welcome and keep confidences. The participant must know the coach is honest and follows through on promises. Both will need to avoid trust-breaking behaviors such as cancelling appointments, talking negatively or making excuses. Process: Meetings and other interactions need to proceed at the right pace to meet goals. Progress: A coach helps the participant as they work through SkillBuilder activities, keeping the coaching process moving toward attainment of the participant s goals. Feedback: A coach is willing to demonstrate managerial courage by being truthful, straight forward and to the point with positive, constructive feedback. How does the role of the manager/supervisor and coach differ? Manager/Supervisor Tells: A supervisor is primarily concerned about the short-term. Why haven t you produced this output now? Coach Shows: A coach is more concerned with the medium-term. Here is how to do this right and how to improve in the future. Mentor Asks: A mentor is more focused on the general long-term development of the individual without focusing on specific skills. What can we learn from this? How would you respond to this differently in the future? Page 10

11 The Coaching Process The SkillBuilder was designed to be an interactive process. The coach s role is to provide real-time feedback to the participant. The goal is to have an effective coaching experience. The four step coaching model is well researched and will help the participant get the most from the experience. Experience has shown that if coaching relationships do not follow an intentional process, the relationship tends to diminish over time. You will be provided a recommended coaching agenda for each of your sessions. The four-step coaching model is the basis upon which your agenda has been created. We know when you follow the step-by-step coaching model a relationship will form easily, work productively and end in a naturally fulfilling manner. End the Relationship 4 Coach the Participant 1 Proven Coaching Process 3 Build the Relationship 2 Negotiate Agreement Effective coaches: 1. Make the coaching experience a high priority. 2. Set high expectations for the relationship. 3. Work with the participant to review the Checkpoint 360 report to identify strengths and development needs. 4. Help the person being coached prepare for meeting with their supervisor to discuss leadership alignment, performance and development goals. 5. Assist in the selection of SkillBuilder activities. 6. Systematically review SkillBuilder progress. 7. Identify other activities that will help the participant s development. 8. Respond to the participant within the agreed time frame. 9. Hold the person accountable for improvement. 10. Follow through on promises and commitments. Page 11

12 What happened prior to starting coaching? 1. The participant completed a Checkpoint 360 assessment. Result: The person has received their Checkpoint 360 report. 2. The participant should have reviewed and discussed the results with their manager. In some instances, this may not have taken place prior to the first coaching session. Expected Result: Participant and boss gain alignment as to which leadership skills are critical for the participant s success in a specific position. 3. Agreement reached between the participant and their boss on the opportunity for development. In some instances, this may not have taken place prior to the first coaching session. Expected Result: Identification, agreement, prioritization and timeline for successful completion of the development plan and SkillBuilders. We are told that talent creates its own opportunities. But it sometimes seems that intense desire creates not only its own opportunities, but its own talents. Eric Hoffer Coaching Tip: What trust is... What trust is not... Believing that words mean what they appear to mean. Experiencing actions that are consistent with the verbal or written message. Having faith that people and the organization as a whole will do what they say they will do (credibility of actions). Being guilty of believing anything that anyone says is automatically true. Trying to con others into believing you are something that you are not. Being unable to keep confidences. Page 12

13 The Coach/Participant Contract Accountability by both parties in a coaching experience is critical to a successful coaching relationship. It is recommended you use the Coach/Participant Contract so coaching objectives are clear and you will know when you have experienced success. A blank contract form has been provided for you at the back of this guide. THE COACH/PARTICIPANT CONTRACT Coach Name: Participant Name: Contract Start Date: I agree to abide by the guidelines we have set for coaching. Coach Signature: Participant Signature: Objectives for the Coach/Participant Relationship: Development Plan: (Define goals to be achieved) S A M P L E Anticipated achievement date: The coach will help achieve these objectives by: Comments: Meeting Schedule: (When and Where) Page 13

14 The Aha Action Plan What is an Aha? Have you ever participated in an activity, completed a job assignment or read a book and suddenly a light goes on and you really understand? Aha! It is the moment when you connect with an idea and experience a new awareness. You suddenly discover you thoroughly understand a key point personally important to you. We call these times of understanding an Aha experience. An Aha experience brings relevance to you and the situation. It is the much searched for nugget of knowledge that gives you what you need to begin building strengths and improving in development areas. The person you are coaching should be experiencing Aha s throughout this process. At the conclusion of each SkillBuilder activity, there is an opportunity for the person being coached to capture their Aha s. If Aha s are not being captured, there is a high probability the person is not recognizing critical learning. If you see this happening, you will need to become more directive as a coach and use your questioning skills to help identify and clarify what might be significant Aha s. The Aha Action Plan is an output generated throughout the SkillBuilder process. You will need to check throughout the process to make sure your participant is capturing their Aha moments. Identifying Aha s About the Skill-Building Activities Your Aha s Actions to Take It makes no sense to try and do everything. I am wasting my time by doing jobs or tasks that should be done by others in the department. People want to help and want to do things that will help the company be more efficient and productive. They also think I do not trust them or do not believe in their capabilities when I perform tasks clearly they can do. It makes sense to get the department more involved. I don t know why I didn t realize earlier that by trying to do everything, I was actually holding up the flow of work. S A M P L E I must complete the action plan to delegate tasks as outlined earlier. Meet with each person in the department to discuss current workload and have a list of my tasks/jobs I am delegating to them. I need to change my habits and free up my thinking. I need to set new goals for the department to highlight the ability to do more work. With more time since I began delegating, I can make better decisions. Don t be so quick to decide! While it is not my job to make people like me, I need to be more aware of people s feelings. People will be more productive when they feel they can contribute. Collaboration should be beneficial not directive. I need to get more information about who the people are and why they act/react the way they do. I need to get more input from the people with whom I work. I need to know my style better and find a way to change. Page 14

15 The KSS Method Once the participant has completed the SkillBuilder activities, they will be directed to complete their Personal Action Plan. The KSS method of development is an integral part of the Personal Action Plan. What is the KSS method? The Checkpoint 360 process is based on this simple concept: If it is to be, it is up to me. Recognize that the participant s Personal Action Plan need not be complex. Most often, the best course of action for personal and professional growth and development is obvious or easy to recognize. The most significant development opportunities take place on the job. This development is totally under the participant s control and requires their commitment to begin the growth process. To begin this process, you need to assist the participant in using the KSS method: K = Keep doing S = Stop doing S = Start doing K S S The K in KSS stands for actions the participant should keep doing because these are things they already do well. Help them keep doing these things! The first S in KSS stands for actions the participant should stop doing. As they have analyzed the Feedback Report, they probably recognized behaviors or actions delivering negative results. This was an indication of something they should stop doing. The last S in KSS stands for actions a participant should start doing. They have learned things that can be done to enhance effectiveness. Coach them to start doing these things at the earliest opportunity. As they add to their knowledge base and acquire ideas for better leadership performance, habits will form. Page 15

16 Example: KSS Action Plan Your Delegating Responsbility Action Plan What you want to KEEP doing to delegate responsibility: I will keep reviewing to find tasks, routines, etc. to delegate. KEEP Doing Feedback Report You Boss All What you are going to STOP doing to improve your Delegating Responsibility skill: I will stop trying to do everything myself. STOP Doing What you are going to START doing to improve your Delegating Responsibility performance: I want to start knowing my people better to be more confident of their abilities and what they want to do more of. START Doing My Statement of Personal Commitment: I will be sure and delegate responsibility as indicated. The benefits would appear to be significant in terms of my time, people s involvement, and expected increase in department productivity and morale. S A M P L E I believe managing is like holding a dove in your hand. If you hold it too tightly, you kill it, but if you hold it too loosely, you lose it. Tommy Lasorda Page 16

17 SkillBuilder Activities Common to All 18 SkillBuilders The SkillBuilder is an Internet-based learning tool. Knowing this, you will need a basic understanding of the information being provided to the person you will be coaching. To maximize your effectiveness as a coach, you will need to know how the person is being guided through the SkillBuilding Process. The first set of activities in SkillBuilder directs the participant to a higher understanding of their specific development need. These activities are the same in every SkillBuilder. What makes each SkillBuilder unique is not the activity but the context of the skill being developed. An agenda has been created for each of your coaching sessions. The agenda will direct you and the participant to these specific activities. The SkillBuilder Delegating Responsibility was chosen to demonstrate the uniqueness of the first segment of the SkillBuilder. Remember, these are the same in all SkillBuilders. What makes them unique is that most participants will respond differently based on the specific leadership skill they need to strengthen or further develop. Screen 1: It All Starts with You YOU possess the key to unlocking unlimited opportunities for your personal and professional growth and development. Think of yourself as a business owner - possessing a unique product. In today s competitive marketplace, you must continually strive to upgrade and improve your product - YOU! The SkillBuilder presents a practical and realistic approach to increasing the value of your most important asset - YOU! This SkillBuilder rounds out your 360 degree feedback process. The SkillBuilder is a self-paced, self-study, professional development tool. Your SkillBuilder is a blueprint identifying the right job activities and job knowledge on which to concentrate and links you to a third party coach, mentor or senior leader to help you to further develop your skills. To achieve the greatest level of success with this SkillBuilder, it is highly recommended that your company or you identify a third party coach for the purpose of ongoing feedback and reinforcement. Later in this SkillBuilder, you will be asked to identify your coach. A coaching guide is provided for your coach. The customized coaching guide identifies coaching techniques, specific coaching tips and six coaching agendas. A Personal Action Plan is created as you work through your SkillBuilder. The Action Plan captures every piece of information you record in this SkillBuilder along with all of the SkillBuilder supporting information. Change, be it behavioral or new skills, is the critical measure of result for this SkillBuilder. Change takes place when you know what to change, how to change, and have a proven reinforcement system for change. By using the data from your Checkpoint 360 Feedback Report and this SkillBuilder, you have a road map for your continued professional development. Your boss has identified that this skill group is critically important. Coach s note: The participant and their boss were asked to identify the six leadership skills most critical to success in their current position. The statement, You and your boss have identified that this skill group is critically important to you, will be placed on all SkillBuilders critical to the participant s success. Page 17

18 Screen 2: It All Starts with You (continued) Participant Activity: Why should the participant want the leadership skill of Delegating Responsibility? SkillBuilder Delegating Responsibility Page 2 of 11 Go To > My SkillBuilder Log Off CheckPoint SkillBuilders involve taking action to improve a specific leadership skill. One step at a time, you will build momentum as you complete this SkillBuilder. Utilize the tools provided, read each page and complete all questions and activities. Do not cut corners! Remember, the time you spend on improving your leadership skill is an investment in YOU! Critically examine your skills. Excellent leaders view questions, activities and feedback as opportunities to reflect on their current knowledge and learn new ways to enhance their leadership skills. This CheckPoint SkillBuilder focuses on one specific leadership skill. Answer all questions in relation to the specific leadership skill that you wish to improve. Why do you want to improve the leadership skill of Delegating Responsibility? (500 characters remaining) Coach s note: This is your first response by the person being coached. This question will be incorporated into your coaching agenda. Be aware that how the person responds to this question will be your first opportunity to assess their commitment to the process of improvement. Coaching Tip: Moving from Tactical to Strategic Tactical: How Strategic: What and Why Helping a person see the big picture is part of coaching. A coach needs to help the participant look at themselves relating to strategy and tactics. Take this opportunity to elevate the thinking and actions of the participant. Take the time to help them reflect upon the ability to consider the big picture view. Introduce strategic thinking by helping the participant recognize patterns and trends, honor priorities, anticipate issues, predict outcomes and develop alternatives. Page 18

19 Screen 3: Understanding Your Development Needs Participant Activity: This is the time to determine which behavior or action the participant would like to improve. The participant will select the specific behavior that they want to improve. SkillBuilder Delegating Responsibility My SkillBuilder Page 3 of 11 Log Off Understanding Your Development Needs Your Checkpoint 360 feedback is a measure of how you re being perceived by the individuals who provided you feedback. It s been said that a person s perception is neither right nor wrong but should be responded to as reality. Accept the feedback and make the decision to act upon it! Your feedback report indicates a need to enhance and improve the leadership skill of Delegating Responsibility. Fully utilize the tips and activities in this SkillBuilder to identify actions that will increase your effectiveness in this skill area. Below are the scores from your Checkpoint 360 Report. This is the time to determine which behavior or action you would like to improve. Select the behavior upon which you wish to show specific improvement. Behavior or Action You Boss All Observers 2 Knows when to delegate and when to take personal responsbility Delegates the right job to the right people Give others authority to independently fulfill responsibilities Empowers others to find creative solutions to problems What do you believe you could do differently to improve this behavior or action? How can you immediately implement these behaviors or actions? 3 4 (500 characters remaining) (500 characters remaining) You have taken the first step. Your skill level and effectiveness will improve by putting these behaviors into practice on the job. By completing each exercise in this SkillBuilder, you will discover your individual path for continuous improvement. Think of your journey as an arduous, yet exciting adventure. Coach s note: 1.) Three scores per item assessed are directly imported from the Checkpoint 360 assessment the self (the participant), boss and all observers (peers and direct reports) scores. 2.) The participant is asked to identify the one assessed item that needs immediate improvement. They may need to address more than one, but this should surface in your coaching sessions. 3.) Self reflection: identify what actions you can immediately take. 4.) Call for action: if you want to do it now, don t wait. Begin doing it now! Page 19

20 Screen 4: Getting to the Real Issue Participant Activity: Directions (part one): Are you consistently using these behaviors or actions on the job now? Please check the yes or no column. Directions (part two): If you answered no, write statements for each behavior or action that identifies the real issue you must resolve. SkillBuilder Delegating Responsibility Page 4 of 11 Go To > My SkillBuilder Log Off Getting to the Real Issue The real issue behind not applying skill, behavior or job activity usually falls into one of five categories. Were you aware that the behavior or action needed to be demonstrated in your job? Do you know how to effectively apply the behavior or action on-the-job? Are you motivated to effectively apply the behavior or action on-the-job? Do you have the support needed to effectively apply the behavior or action on-the-job? Do you have the time to effectively apply the behavior or action on-the-job? Focus your attention on each behavior associated with Delegating Responsibility and identify the real issue to be resolved. This activity helps you deal with the real issue itself, rather than dealing with the symptoms of the issue. Directions (Part One): Are you consistently using these behaviors or actions on the job now? Please check the Yes or No column. Directions (Part Two): If you answered No, write statements for each behavior or action that identifies the real issue you must resolve. Yes No Behavior or Action Identifying Statement Knows when to delegate and when to take personal responbility. Delegates the right job to the right people. 1 2 Give others authority to independently fulfill responsibilities. Empowers others to find creative solutions to problems. Coach s note: 1.) Establishing leadership expectations: the items assessed in the Checkpoint 360 assessment are proven leadership behaviors or actions expected of a leader. The participant is asked if they are consistently using these behaviors or actions on-thejob. 2.) Identifying why the person may not be consistently using the behavior or skill (the key word here is consistently ), you will be expected to reinforce the importance of the identified behavior to the success of the leader. Page 20

21 Screen 5: Confirming Your Commitment Participant Activity: Is applying Delegating Responsibility behaviors or actions consistent with your natural style? What is the effect on the following people when you do not instill trust: peers, direct reports, bosses, customers and the organization? Write a statement describing your understanding of your specific development needs. SkillBuilder Delegating Responsibility Page 5 of 11 Go To > My SkillBuilder Log Off Confirming your Commitment The tough questions: Natural Style Natural style is how you perform a specific leadership action without consistently thinking about the action. Is applying Delegating Responsibility behaviors or actions consistent with your natural style? Your ability of Delegating Responsibility affects many people. What is the effect on the following people when you do not effectively delegate responsibility? 1 Yes No Peers Direct Reports Boss 2 Customers Organization Write a statement describing your understanding of your specific development need (500 characters or less). 3 The statement should: Identify your need. Identify what the behaviors or actions look like. Identify the impact of your behaviors and actions when you exhibit them in a less than effective manner. (500 characters remaining) Coach s note: 1.) The importance of natural style: natural style is how a person performs an action without consistently thinking about the action. It may be possible the expected leadership behavior or action is contrary to that person s natural style. This would not be an acceptable excuse for not applying the expected behavior or action. You will need to provide coaching about incorporating the action into their natural style. 2.) Impact of one action: the person is being asked to identify the effect of their actions on a variety of key entities. Their response will clarify if they grasp the reality of their actions on others. 3.) Clarification of understanding their specific development needs. Page 21

22 Screen 6: Identifying Your Development Goals Participant Activity: Write your development goal for Delegating Responsibility. SkillBuilder Delegating Responsibility Page 6 of 11 Go To > My SkillBuilder Log Off Identifying Your Development Goal To set a foundation for your Delegating Responsibility Action Plan, write a specific development goal that, when achieved, will increase your effectiveness as you Delegate Responsibility. Example of a development goal: I will establish a routine for 30 days of reading, exploring the Internet or watching videos on topics associated with my development need. On the job, I will incorporate as many of the tips and suggestions as possible on a daily basis. Write your Development Goal for Delegate Responsibility. (500 characters remaining) Coach s note: The foundation for change is laid when one transfers their intent into their commitment to the attainment of a goal. For improvement to be generated, reinforced and sustained, it is critical that the participant identify a clear, objective and measurable goal. Don t let the person off the hook with poorly thought out work. Encourage the person to keep working their development goal until they have met your expectations as their coach. Page 22

23 Screen 7: Everyone Needs Feedback Participant Activity: Who could provide feedback while the participant is working to improve this skill? The participant is asked to identify two potential performance coaches. Information is provided to help the individual select two great coaches who could coach them through the improvement process. SkillBuilder Delegating Responsibility Page 7 of 11 Go To > My SkillBuilder Log Off The Power of Coaching The SkillBuilder incorporates Checkpoint 360 feedback data, identifies the right job activities and knowledge, and links you with a coach so that you have the feedback and reinforcement needed for your success. Your coach may be assigned by your organization or picked by you. Your ability to follow-through and lock in your change will be directly related to the ongoing coaching you receive as you work through your SkillBuilder. The person providing your coaching may have outstanding coaching skills or this may be the first time they have been asked to formally coach another person. A customized coaching guide is provided for your coach. The guide provides coaching suggestions, specific coaching tips for each activity you will be performing and six coaching agendas. Your coach is provided with a certificate they can sign stating you have completed the SkillBuilder and you are applying the behaviors or actions on-the-job. Benefits of a Good Performance Coach: An Effective Performance Coach will: When selecting a Performance Coach, carefully consider whether he/she is capable of supporting you as you work with this specific SkillBuilder. Sometimes the coach may be assigned to you by your organization or they may allow you to pick your own coach. When selecting your coach, make sure they have the time to coach and are committed to helping you improve your leadership skills. Your coach could be your boss, a peer or another person you respect for his/her experience and knowledge. Help you choose SkillBuilding activities from this Profiles SkillBuilder. Hold you accountable to your commitments to learn how to effectively improve in this skill area. Routinely schedule review meetings. Provide constructive feedback and coaching. Encourage you when and if you experience setbacks. Be there to recognize accomplishments and help celebrate successes. Make suggestions and hold you accountable for your Personal, and professional, Action Plan. Identify the name and address of two potential coaches. For the moment, you will not make a final selection of your coaches. There are a few more things to consider. If at this time you do not know who you would like to consider as your coach, insert your name and address in each area where a name and is requested. An with a link to the customized coaching guide and the password to your SkillBuilder are sent to your coach. If you have not determined who will be your coach, then the is sent to you. You will forward or present the to the coach once you have decided. Coach name Coach name Coach Coach Coach s note: It is critical that a coach be a part of the improvement process. The participant is provided the information to help them evaluate who can best meet their needs. In some companies, this method for selecting a coach will be followed. In other companies, a coach may be appointed or may be the participant s supervisor or manager. Page 23

24 Screen 8: Criteria for Selecting a Performance Coach Participant Activity: Select yes or no under each potential Performance Coach s name if you believe they meet the criteria. SkillBuilder Delegating Responsibility Page 8 of 11 Go To > My SkillBuilder Log Off Below are the names of your potential Performance Coaches. Select Yes or No under each potential Performance Coach s name if you believe they meet the criteria. If you did d not identify potential coaches and chose to insert your own name and address, select yes in one column and no in the other column. By doing this, the with the coach s notification will go to you so you can forward or present it to the coach at a later time. Tom Thompson tthompson@client.com Criteria Statement Sally Smith ssmith@client.com Yes No Will they show interest in my development and be willing to commit the time to work with me? Yes No Yes No Do they have effective skills in the area I need developed? Yes No Yes No Do they observe me in leadership situations? Yes No Yes No Will they share candid, direct feedback? Yes No Yes No Will they show me respect and honor my confidentiality? Yes No My choice as a Performance Coach: I will meet with my Performance Coach by: (mm/dd/yyyy) Building a Productive Relationship with Your Performance Coach Most people feel honored when asked to coach someone. Building a productive relationship with your Performance Coach is important to your success. The Coaching Guide includes six meeting agendas. The agendas have been created to aid the development of an effective coaching relationship and to be a roadmap to follow as you work though this SkillBuilder. Your Coach may request your SkillBuilder username and password. The intent is for the coach to monitor your progress throughout the SkillBuilder. This is your Choice. They can only receive this information from you. Coach s note: The participant must identify when they will meet with their coach. Once the participant completes this activity, a memo is automatically created that will include information you, as the coach, will need. Please review the prior to your first session. Page 24

25 Screen 9: Addressing Your Development Needs SkillBuilder Delegating Responsibility Page 9 of 11 Go To > My SkillBuilder Log Off Addressing Your Development Need To reach your desired result, it is important that you aggressively attack your development need. Getting right to the point - your goal is to improve your Delegating Responsbility skill. To accomplish this goal, you must consistently apply the behaviors assessed on the Checkpoint 360 online assessment. This SkillBuilder includes skill-building Tips and Activities that can improve your effectiveness in this skill area. One Last Suggestion Before You Begin Identifying What You Need To Do To Improve! The Power of an Aha Experience Have you ever participated in an activity, completed a job assignment or read a book and suddenly a light goes on and you really understand? Aha! It is the moment when you connect with an idea and experience a new awareness. You suddenly discover you thoroughly understand a key point that is personally important to you. We call those times of understanding an Aha experience. An Aha experience brings relevance to you and the situation. It is the must searched-for nugget of knowledge that gives you what you need to begin building strengths and improving in development areas. How many Aha s did you experience as you studied your feedback report? Did you experience Aha s when you participated in the Leadership Alignment/ Development Discussion? When you were working with CheckPoint SkillBuilders? Identify those Aha s and act upon them by putting them in your Action Plan. Coach s note: The Aha experience and the KSS method are two concepts critical to the coaching experience. Please familiarize yourself with both concepts and be prepared to share your Aha experiences. Screen 10: Applying KSS SkillBuilder Delegating Responsibility Page 10 of 11 Go To > My SkillBuilder Log Off Applying KSS The Checkpoint 360 Process is based on this simple concept: If it is to be it is up to me. Recognize that your Personal Action Plan need not be complex. Most often, your best course of action for personal and professional growth and development is obvious and easy to recognize. The most significant development opportunities that await you take place on the job. This development is totally under your control and requires your commitment to begin the process of growth. To begin this process, you need to use the KSS Method: K = KEEP Doing S = STOP Doing S = START Doing Think about your present position and situation. Think about your Aha s. K The K in KSS stands for actions you should KEEP Doing, which are things you already do well. KEEP Doing those things! S The first S in KSS stands for actions you should STOP Doing. As you analyzed your feedback report, you recognized behaviors or actions that bring negative results. It was an indication of something you should STOP Doing. S The last S in KSS stands for actions you should START Doing. You have learned things you could be doing to enhance your effectiveness. START Doing them at the earliest opportunity. As you add to your knowledge base and acquire ideas for better leadership performance, form the habit of doing them. Make START Doing a regular part of your development process. Page 25

26 Screen 11: Development Activity Menu Participant Activity: The participant will be asked to act upon suggested skill-building tips and to complete on-the-job activities. This is also where the participant will find links for the completion of their Aha Action Plan and KSS Action Plan. SkillBuilder Delegating Responsibility Page 11 of 11 Go To > My SkillBuilder Log Off Now that you have finished your activities, you can conclude this SkillBuilder by defining the actions of your Aha s and completing your KSS Action Plan. For more information about Aha s and the KSS plan, you may choose the information links to the right. 1 Congratulations! Aha Action Plan KSS Action Plan Your Aha s KSS Method Activity Menu Knows when to delegate and when to take personal responsibility Tips Review Delegates the right job to the right people Tips Review Give others authority to independently fulfill responsbilities 2 Tips Review Empowers others to find creative solutions to problems Tips Review Coach s note: 1.) The activity menu provides the information, What I need to know, and the activities, What I need to do, to improve in a leadership skill area. Ask the person you are coaching to print the tips for each of the leadership behaviors/actions. Help the participant identify two or three tips they will follow to enhance their leadership skills. 2.) When the person clicks on the activity segment of the SkillBuilder, they will be directed to complete very specific activities that have been identified to help them make the desired improvement. As the coach, please feel free to add activities you believe would be beneficial. Congratulations! The person you are working with has a clear focus of their development needs. When they identified their specific development goal, they accomplished two things. They made a commitment to improve, and they have the desire to work with you as their coach. Now, it is time to identify what they need to know and what they need to do to achieve their goal. The information on the next few pages are specific to this unique SkillBuilder. Page 26

27 Tips and Activities Specific to this SkillBuilder SkillBuilder: Delegating Responsibility Leadership Action/Behavior: Knowing When to Delegate and When to Take Personal Responsibility While the participant is completing the following activities, help them identify the Aha s they experience throughout the SkillBuilder. Encourage them to begin identifying those actions they want to keep doing, stop doing and start doing. Activity 1: Identify activities, projects and responsibilities for which you are currently responsible. For the activities you must retain and perform, choose a. For the activities you can delegate to others, choose b. Review the a list. Ask yourself if you are holding onto unnecessary tasks you could delegate to others. Coach s tip: This skill leaves room for only four responses. Have the participant take a thorough inventory of their job responsibilities, activities and projects. Ask the participant to bring a copy of their key performance indicators (stated goals, measures or whatever document which states their ultimate measure of success). Work with the participant to link their job responsibilities, activities and projects directly to their stated goals. Identify any element of work not directly related to those goals. Then ask the question, Why are you working on this activity? Discuss the possibility of eliminating the activity. If not, then delegate it to someone else. Direct the participant to mark those activities they must retain with an a. For activities they can delegate to others, choose b. Help the participant by doing a reality check on the amount of activities, projects and responsibilities. Help the participant identify how they might get their workload back in balance. Activity 2: Imagine waking up tomorrow as a skilled delegator. Imagine you are the master of delegation. Who would be the first person to whom you would delegate responsibility? Why would you choose that person? What would you delegate to that person? Now, imagine having delegated the responsibility how does it feel? What results do you expect? What will be your lesson learned from that delegation? Page 27

28 Coach s tip: Effective leaders must be able to delegate work to others. To help the participant delegate successfully, you may need to discuss the definition of delegation (to delegate means to give an assignment or assign a task to a person; transfer authority/power to someone). Ask the participant to tell you about the last time they had to delegate a task. Have them identify, in detail, the steps they followed when delegating. To effectively delegate, the leader needs to identify the task and the expected result. Explain the importance of the task, identify resources that may be required to complete the task (do not half delegate), establish a reasonable timeline for completing the task, discuss the level of authority the person has in completing the task and confirm understanding. Make sure you help establish the level of priority for this task, and more importantly, you must know the task is delegated by hearing the person communicate their acceptance. Let the participant know when you will check back to see how they are progressing. For most leaders, the act of delegating is automatic. However, before it became automatic, it had to be learned. Most people learn from observation. Sometimes this can be good, but sometimes what they ve learned needs to be redirected. Use these steps as a check on their process. Make sure they are delegating both the task and the authority. Activity 3: Enter the names of two or three direct reports on the left. Next to their name, write an assignment you could delegate to them. Begin listing the results you expect from this delegation. Do this activity for yourself then consider sharing it with your direct reports. Coach s tip: This activity sets the stage for the participant to effectively delegate tasks to their direct reports. Review what activities they are choosing to delegate (do not forget to use the total list created in activity one). Add another element to the activity by having the participant actually delegate these tasks to their direct reports. Ask them to be prepared to discuss the results of their delegation at your next coaching session. Activity 4: List five assignments for the last 60 days where you chose to do the job yourself rather than delegating the responsibility. Reconsider those opportunities and think how you could have delegated those assignments. Make a commitment to delegate these types of tasks starting today. Page 28

29 Coach s tip: It may be time to have a frank conversation about what gets in the participant s way of delegating. Is the person a control freak and feels the need to do it all themselves? Do they lack the confidence that anyone else in the organization can do it well enough? As a coach, you may need to probe to find out the rationale for not delegating. Keep monitoring their activities, projects and responsibilities. When they think they have delegated all they can, then have them review the list and delegate more. When you delegate you are helping your direct reports expand their capabilities on the job. In the days of lean staff, employees must be cross-trained to do multiple tasks. Activity 5: List the costs for not delegating responsibilities to your direct reports. Coach s tip: "It will take me longer if I delegate; I might as well do it myself, is the most common excuse not to delegate. Delegation will initially require some time because you will have to identify the most appropriate direct report for the task you seek to delegate. Ask the participant to identify what they believe to be the cost of not delegating. You may have to help them by explaining how to establish the cost of not delegating. For example, ask them: What s the cost to you in time and missed opportunities? What s the cost to the organization when you choose not to delegate? On-the-job training is the most effective training. When you delegate, you are in fact training your direct reports. Direct reports who are cross-trained to perform multiple tasks provide flexibility to an organization. This is just one example of the savings. What Aha s did you discover while doing these activities? What action is needed to take advantage of your Aha? Leadership Action/Behavior: Delegating the Right Jobs to the Right People Activity 1: Choose two direct reports and list their job responsibilities and workload. Be aware, some direct reports have more responsibilities than others. Upon review of these lists, in what ways do you see you could better balance the work equally so they each have shared responsibilities? Page 29

30 Coach s tip: Knowing to whom to delegate requires a leader to be aware of the job responsibilities and workload of their direct reports. Effective leaders learn early in their careers about the concept of balancing work. You want to make sure job responsibilities and work are assigned based on skills, knowledge, experience and capacity. The exercise directs the participant to create a list for two employees identifying job responsibility and workload. Discuss the concept of balancing work. Ask the participant to explain how work is assigned in the department. You may want to expand the activity to include all employees in the department. Discuss in detail the participant s responses. Activity 2: Identify why you do not delegate to others. Review the list with your Performance Coach. Brainstorm on ways to resolve the delegation issue. Identify the reasons you do not delegate. Identify how you can feel more confident in delegating. Coach s tip: A common problem with delegation is holding on to the tasks a leader enjoys or feels most comfortable doing. Common reasons for not delegating include: It takes too long to explain. I like doing this work. They do not like doing this work. I am the only one who knows how. They will screw it up. I can do it better and faster. No one else is available. I do not want to lose my grasp on the technology. They will outshine me. Reluctance to delegate can be divided into excuses, obstacles and resistance. Excuses are those reasons your participant freely admits. Obstacles are impediments roadblocks created by others. These obstacles can be organizational or personal which may consist of attitudes and approaches built into the person s own management style. Obstacles are not overt excuses, but hidden factors that undermine efforts. Resistance refers to the reasons direct reports fail to cooperate fully in delegation. All three of these barriers to delegation can be overcome. Although it is difficult, managers must be able to let go of tasks and be able to re-assign job responsibilities so they can focus on new, more critical projects and/or opportunities. Review the participant s reasons for not delegating. Discuss those reasons and help resolve their delegation issues. At each coaching session, review the progress being made. Page 30

31 Activity 3: Identify three tasks or assignments you can delegate to your secretary or administrative department support team. Why did you choose these tasks? What will you gain by delegating these tasks? What are the possible disadvantages to delegating these responsibilities? What can you or your direct reports do to minimize these disadvantages? Coach s tip: Delegation is the act of empowering another individual. When you delegate you are actually building trust. All delegation is built on a foundation of trust. Review the participant s responses. Help them minimize the disadvantages. Follow up to make sure the participant is following through on what they are telling you in the coaching session. What Aha s did you discover while doing these activities? What action is needed to take advantage of your Aha? Leadership Skill/Behavior: Giving Others Authority to Independently Fulfill Job Responsibilities While completing the following activities, keep in mind the Aha and KSS activities. You should review the SkillBuilder tips if you feel it would aid in these activities. Activity 1: Imagine delegating three different assignments to your direct reports. What three assignments did you choose and why? Ask your Performance Coach for feedback after the practice about how he/she perceives your skill at setting expectations. Coach s tip: Discuss their responses. The directions on the SkillBuilder ask the participant to seek your feedback after the practice. Change the assignment to seeking your feedback about how you perceive their skills at setting expectations. The establishment of expectations creates the framework for moving forward on an assignment. After the various activities in this SkillBuilder, you should be able to identify and coach as to the effectiveness of the participant at setting expectations. Activity 2: Now, assign the three above tasks to your direct reports. How have you assured that the direct reports have the authority to complete the tasks? What coaching have you provided? Page 31

32 Coach s tip: Discuss the participant s responses. Have the courage to provide the feedback needed. If they are doing well, tell them. If not, identify the issue and work with the participant for resolution. Getting leaders to change or adapt a new method is a behavioral change. This requires feedback, reinforcement and sometimes, redirection. Activity 3: List three times in the last six months where you overruled your direct reports' decisions. Use the list as a training tool by sharing it in a discussion with your direct reports. How did they feel about being overruled? Do you/they now feel the intervention was necessary? Assuming it was, how do you think you could have better managed the intervention? What does the direct report think you could have done differently? Coach s tip: Discuss the participant s responses. Help the participant identify their lessons learned. What Aha s did you discover while doing these activities? What action is needed to take advantage of your Aha? Leadership Skill/Behavior: Empowering Others to Find Creative Solutions to Problems While completing the following activities, keep in mind the Aha and KSS activities. You should review the SkillBuilder tips if you feel it would aid in these activities. Activity 1: Ask your direct reports for three ideas about how to empower them to create solutions to problems. List them. Use this challenge as a means to begin modeling a more empowering behavior. Coach s tip: This activity consists of two elements. One is the act of empowering and the other is the resulting creation of solutions. Ask your participant to define empowerment. Compare their definition with the one provided. Empowerment means putting power into or bringing energy and enthusiasm out of something. People can be empowered and still not solve problems, if you do not establish expectations and parameters. Discuss whether expectations and parameters have been established. The first step in empowering is to refrain from doing anything that reduces energy and enthusiasm. There are three things you can do to empower others: show appreciation, demonstrate approval with generous praise and respect them by listening. Page 32

33 Activity 2: Ask your direct reports to help you identify three things you need to do or know to effectively empower them to find creative solutions to problems. List what is identified. Coach s tip: Discuss when the participant will begin demonstrating these behaviors. Periodically review their progress and ask them to identify examples of problems that have been solved. Activity 3: Identify the pros and cons for empowering others to find creative solutions to problems. Meet with your Performance Coach or manager and discuss these items. Choose three things you can do to start the journey toward empowering others and take immediate action. Coach s tip: Have the participant reflect on their management and communication styles. Do they use a directive management style or a collaborative management style? Discuss the benefits of their style. When is this style most effective? How do you feel when using this style? What are the drawbacks to using this style? What Aha s did you discover while doing these activities? What action is needed to take advantage of your Aha? Coaching Agendas Delegating Responsibility On the following pages, you will find the agendas for your coaching sessions. The coaching agendas have been created to increase the effectiveness of your coaching session. Please follow the agenda and use the space provided to capture your notes from the coaching session. Coaching Session Number 1: Date: Time: Place: Prior to this meeting, the person who asked you to be their coach was asked to deliver the Coaching Memo and the Coaching Guide. This is the recommended agenda for your first formal coaching session. The session can happen face-to-face or, in some situations, over the phone. The length of the coaching session should not exceed one hour. Split the agenda into two sessions if necessary. Page 33

34 Instructions: 1. Introduce yourself to the participant if needed; most often you will already know each other. Remember, you are in charge of the meeting. Put the person at ease. Once you have put the person at ease, begin the coaching discussion with, Tell me why you chose me to be your coach. 2. Ask the participant to tell you about their professional work experience, experience with the company and to explain their current job. 3. Share information about yourself including your professional work experience, experience with the company and your current job. 4. Review the information from the Coaching Memo: a) The SkillBuilder is Delegating Responsibility. b) Discuss the four Delegating Responsibility leadership actions/behaviors. c) Go over the development goal. d) Explain the seven areas where the person needs your assistance. e) Ask the participant, If we could accomplish three things together while I am coaching you, what would they be? Force an answer either today or at the next meeting. 1. Top Three Accomplishments (Objectives for the Coach/Participant Relationship): f) Provide a blank copy of the Coach/Participant Contract (see page 48). Explain that this will be a working document. Direct the participant to complete the first five segments (from coach s name to objectives for the coach) prior to the next meeting. g) Ask the participant to explain what happened prior to this meeting. Has the participant thoroughly reviewed the SkillBuilder? Has the participant met with the boss to discuss the Checkpoint 360? Page 34

35 h) Discuss the use of the SkillBuilder as a development roadmap. Confirm the importance of being thorough in their approach to the SkillBuilder. Explain that the content from the SkillBuilder will be the basis for about 70 percent of the coaching session. The other 30 percent will come from experiences you are having as you work through the change process. i) Prior to ending the meeting, confirm the participant still wants you to be their coach. j) Review the first assignment and set a date for the next meeting. First Assignment: 1. If the participant has not met with their boss to review and discuss the Checkpoint 360 results, the objective of the next session is to help the participant prepare for this meeting. 2. Direct the participant to review the Checkpoint 360 results and come prepared to identify what they should keep doing, stop doing and start doing as a result of the data from the Checkpoint 360 Report. 3. They will need their Checkpoint 360 Feedback Report and the Getting the Most from Your Checkpoint 360 Guide. 4. Have them bring the completed Coach/Participant Contract to the next meeting. Page 35

36 Date of Next Meeting: Time: Place: Notes: Page 36

37 Coaching Session Number 2: Date: Time: Place: 1. Put the participant at ease. Encourage the participant to identify topics they would like to discuss. Ask the participant: What went really well last week? What challenges did you face? How did you resolve your challenges? What were your lessons learned from last week? 2. Have the participant take you through their Checkpoint 360 Assessment Report. For the purpose of clarity, have the participant use the Getting the Most from Your Checkpoint 360 document. As a result of their review, what is it they want to: Keep Doing? Stop Doing? Start Doing? 3. Complete the Coach/Participant Contract. Make a copy and give the original to the participant. 4. Review the agenda. Discuss key points for the upcoming meeting with the participant s boss. If possible, go to and jointly review the first 11 screens of the SkillBuilder. Second Assignment: 1. Complete the activities on the first 11 screens of the SkillBuilder. Screens 1 & 2 It All Starts With You Screen 3 Understanding Your Development Needs Screen 4 Getting to the Real Issue Screen 5 Confirming Your Commitment Screen 6 Identifying Your Development Needs Screen 7 Everyone Needs Feedback Screen 8 Skip Screen 8 Page 37

38 Screen 9 Addressing Your Development Needs Screen 10 Applying KSS Screen 11 Development Activity Menu STOP Date of Next Meeting: Time: Place: Notes: Page 38

39 Coaching Session Number 3: Date: Time: Place: 1. Put the participant at ease. Encourage the participant to identify topics they would like to discuss. Ask the participant: What went really well last week? What challenges did you face? How did you resolve your challenges? What were your lessons learned from last week? 2. Together go to Be prepared to ask very thorough questions as you work through their responses. This meeting may need to be divided into two sessions. Screens 1 & 2 It All Starts With You Screen 3 Understanding Your Development Needs Screen 4 Getting to the Real Issue Screen 5 Confirming Your Commitment Screen 6 Identifying Your Development Needs Screen 7 Everyone Needs Feedback Screen 8 Skip Screen 8 Screen 9 Addressing Your Development Needs Screen 10 Applying KSS Screen 11 Development Activity Menu STOP 3. Together, go to screen 11 and review their responses to the following: Aha Action Plan KSS Action Plan Development Tips & Activity 4. Review the third assignment. Page 39

40 Third Assignment: 1. Review the skill-building tips and complete the on-the-job activities for the leadership action/behavior of: Knowing When to Delegate and When to Take Personal Responsibility Delegating the Right Jobs to the Right People Congratulations! The completion of the first 11 SkillBuilder screens creates clear focus on the participant s development needs. When they identified their specific development goal, they accomplished two things. They have made a commitment to improve and have the desire to work with you as their coach. The next three coaching sessions will bring focus to what they need to know and do to improve in a specific leadership skill area. Date of Next Meeting: Time: Place: Notes: Page 40

41 Coaching Session Number 4: Date: Time: Place: 1. Put the participant at ease. Encourage the participant to identify topics they would like to discuss. Ask the participant: What went really well last week? What challenges did you face? How did you resolve your challenges? What were your lessons learned from last week? 2. Go to and review responses to the following (be thorough in your review of the responses): Knowing When to Delegate and When to Take Personal Responsibility Delegating the Right Jobs to the Right People 3. Review the fourth assignment. Fourth Assignment: 1. Review the skill-building tips and complete the on-the-job activities for the leadership action/behavior of: Giving Others Authority to Independently Fulfill Job Responsibilities Empowering Others to Find Creative Solutions to Problems 2. Review, revise and/or update the Aha Action Plan and the KSS Action Plan. Page 41

42 Date of Next Meeting: Time: Place: Notes: Page 42

43 Coaching Session Number 5: Date: Time: Place: 1. Put the participant at ease. Encourage the participant to identify topics they would like to discuss. Ask the participant: What went really well last week? What challenges did you face? How did you resolve your challenges? What were your lessons learned from last week? 2. Jointly go to and review responses to the following (be thorough in your review of the responses): Giving Others Authority to Independently Fulfill Job Responsibilities Empowering Others to Find Creative Solutions to Problems 3. Review the Coach/Participant Agreement. Determine your progress towards accomplishing the participant s objectives. Fifth Assignment: 1. Complete your responses to the Aha Action Plan and KSS Action Plan. 2. Review all of your responses to the SkillBuilder. Be prepared to identify what you will: Keep Doing? Stop Doing? Start Doing? 3. Complete the online portion of the SkillBuilder by printing your Action Plan. Bring a copy to your final coaching session. Page 43

44 Date of Next Meeting: Time: Place: Notes: Page 44

45 Coaching Session Number 6: Date: Time: Place: 1. Put the participant at ease. Encourage the participant to identify topics they would like to discuss. Ask the participant: What went really well last week? What challenges did you face? How did you resolve your challenges? What were your lessons learned from last week? 2. Review the SkillBuilder Action Plan. Spend additional time around the following two areas: Aha Action Plan KSS Action Plan 3. Review the Coach/Participant Agreement. Discuss the progress the participant has made as a result of the coaching sessions. 4. Ask the participant the following, As a result of your participation in the SkillBuilder and coaching process, what are you going to... Keep Doing? Stop Doing? Start Doing? 5. Thank the participant for the hard work they demonstrated in preparation for the coaching sessions and their commitment to the coaching process. Page 45

46 Bringing Closure to Your Coaching Session Bringing closure to a coaching relationship can be harder than the decision you made to offer coaching assistance. You will have made a significant investment in time and energy, and it is important to remember a side product of coaching is a lasting friendship with the person you coached. Sometimes this will happen, sometimes it will not. However, you were asked to provide coaching assistance for a given leadership skill area. The SkillBuilder was simply the roadmap you were asked to follow. You are the navigator on this trip. You set the controls on how fast to go, how far to go and what is the culminating destination. Use the Coaching Agreement as a gauge to determine if you have achieved the participant s objectives. When the SkillBuilder and the objectives from the Coaching Agreement have been accomplished, it is time to end the coaching relationship. Conclude the coaching experience by reviewing the SkillBuilder Action Plan. The Action Plan is a direct reflection of the commitment of the participant to the improvement process. It is also a reflection of you as the coach. When it meets your expectations, it is time to review the Coaching Agreement. Review the Coaching/Participant Agreement. If the objectives have been met and the SkillBuilder meets your expectations, then it is time to bring the coaching to a close. In your final session, you will want to: Specifically identify the growth the person has demonstrated. Identify and discuss the lessons learned by the participant. Share your lessons learned. Discuss future opportunities for feedback. Determine expectations after the coaching concludes. Complete all company specific requirements. Print the certificate on the next page. Fill in the appropriate information and present it to the participant. If possible, give the certificate to the CheckPoint Administrator so the certificate can be presented at a time and place that brings recognition to the person you coached for a job well done. Page 46

47 C E R T I F I C A T E O F C O M P L E T I O N This certifies that has successfully completed the Profiles International s Checkpoint 360 SkillBuilder Delegating Responsibility on this day of, 20. As certified by YOUR SKILLBUILDER COACH Page 47

48 THE COACH/PARTICIPANT CONTRACT Coach Name: Participant Name: Contract Start Date: I agree to abide by the guidelines we have set for coaching. Coach Signature: Participant Signature: Objectives for the Coach/Participant Relationship: Development Plan: (Define goals to be achieved) Anticipated achievement date: The coach will help achieve these objectives by: Comments: Meeting Schedule: (When and Where) Page 48

49 Evaluating Your Coaching Experience Thank you for agreeing to be a coach. Research has demonstrated that the best leadership development takes place as on-the-job development. When you agree to coach another person, you may not have realized the personal and professional growth that you would experience. We've done lots of research over the past three years, and we've found that leaders who have the best coaching skills have better business results. V.P. of Global Executive & Organizational Development, IBM The Dallas Morning News, August 2005 This coaching experience was designed to help you sharpen your leadership skills. Listed below are 15 coaching behaviors. Check the three where you feel you were most effective. Then place an x next to the three you would like to improve on the next time around. If possible, ask the person you are coaching to assist you in your evaluation. 1. Set high expectations 2. Offered challenging ideas 3. Helped build self-confidence 4. Encouraged professional behavior 5. Offered friendship 6. Confronted negative behaviors 7. Confronted negative attitudes 8. Listened to what was being said 9. Recognized what was not being said 10. Added specific activities that you believe would help the participant 11. Offered wise counsel 12. Provided timely feedback 13. Provided positive recognition 14. Shared personal experiences when appropriate 15. Demonstrated care The next time you have an opportunity to coach someone, play to your strengths. Keep doing those things well that worked for you this time. Consider bringing focus to those skills where you have opportunity for growth. Thank you! Page 49

50 SkillBuilder Coaching for Success 2008 Profiles International Materials developed exclusively for Profiles International. All rights reserved. No part of the contents of this program may be reproduced or transmitted in any form or by any means now known to be invented, electronic or mechanical, including photocopying, recording or any other information storage retrieval system without written permission from the publisher, except for the brief inclusion of quotations in review. About Profiles International Profiles International is the world s leader and innovator in selecting and developing high-performance workforces. Profiles continually validates and updates its diverse collection of employment assessments to provide thousands of companies worldwide with accurate, reliable information to use as a competitive strategy. For more information about Profiles products and services, visit our Website at Page 50