Coaching, Mentoring and Managing breakthrough strategies 2 PHẦN 1 pdf

Jan: I’ll make sure the press people know we’re altering the plates, and then I’ll go straight to typesetting.. Deductive Thinkers Another way people accept or process facts is through d

few copies like this one So write a new headline now and get it in to editorial.

Jan:

You bet!

Coach:

And, Jan … what are you going to do with it this time?

Jan:

I’ll make sure the press people know we’re altering the plates, and then I’ll go straight to typesetting.

Coach:

Great thinking Go for it!

Deductive Thinkers

Another way people accept or process facts is through deductive reasoning When you mentor people whose minds work this way, you must make things logical These people prefer linear, analytical explanations — point A to point B You have to go into detail … sometimes almost defending your own thought

processes These people have to understand each step When you stop and say, “Okay, now you go ahead and do it,” they’ll probably say, “Can you run through that one more time, please?”

If you’re a Type A personality, these deductive team members will test your patience threshold! You will be tempted to shout, “I told you twice! Why do I have to tell you again?” But they’re not doing it to upset you They truly need to understand Once they do understand a task, they’ll know it So, lay it out logically, walk them through until they get it

Sensory Thinkers

A third way people learn or accept facts is through sensory experience These are “hands-on” people They have to see it, hear

it, touch it They have to go through the full experience Only then will they “own” the process with you To best mentor sensory-oriented people, give them the time they need to explore

Coaching, Mentoring and Managing

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Deductive thinkers

have to understand

each step.

Sensory thinkers

are “hands-on”

people.

Team-Fly®

Encourage them to touch and feel, and they will learn faster You

can show and tell, but they must do If you are discussing

something, let them verbally process it If you are rewriting a

proposal, have them do the rewrite

Example

Coach:

What do you think? Great report, isn’t it?

Mentoree:

It sure is And you were right about not trying to add more

explanation up-front I tried putting in the financial

reasons and that only confused the situation

Coach:

You did? Well, don’t try spreading them throughout the

report because it will really distract the reader.

Mentoree :

It might not cause that every time.

Coach:

You tried that too?

Mentoree :

Yes.

Coach:

Well, I’m glad I didn’t tell you not to try anything else!

Let’s review what you have done It sounds like a better

piece of work.

Emotional Thinkers

Some minds let in information primarily through emotions

These people need to “feel good” about the work experience …

about the job process … about their skills … about the task

outcome If they don’t, their performance will soon show it You

can often motivate emotionally responsive team members by

understanding that each human being responds to one of four basic

Emotional thinkers need to feel good about the job.

1 The need for control

Some team members respond poorly to assignments unless they feel in control of their environment If they aren’t in control, they grow uncomfortable The way to assure someone that she is in control is to point out her

“win” record Show these team members how they are doing … how they contribute productively Those things all verify “control.”

Example

Diane:

I’ve just got writer’s block, I guess I can’t seem to come

up with any sell lines I like.

Coach:

Well, let’s brainstorm some solutions together Point-of-purchase signage for stuffed farm animals shouldn’t be too tough to have some fun with.

Diane:

It’s not that It’s just that by the time the designers get finished with it, who knows if anyone will read it.

Coach:

What makes you say that? The last series you did pulled in great sales The artists designed directly to your words.

Diane:

That time, maybe But you never know.

Coach:

What I do know is that your words start the whole process Without words those signs are just so much wallpaper And

I know something else.

Diane:

What?

Coach:

You and I can’t draw a straight line — so we better get busy and do what we can do Write! Your words really push the right buttons.

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2 The need for attention

Some people won’t respond very long to anything if they

don’t get positive attention from it Not that they must

constantly be “in the spotlight” — they simply need to

know that their contributions are consistently appreciated

They need a clear cause-and-effect relationship between

good performance and favorable reviews

3 The need for love

Many people must know that the leader cares about them

personally as well as professionally These people are

motivated by knowing that the coach sees “special”

attributes in their characters or abilities They need to feel

that the leader is grateful for them and for the type of

employee they are Most people demonstrate this need to

some degree The downside of this need? Delivering

criticism is a sensitive challenge to people who need to

feel cared for Use tact, time and tenderness when

correcting these team members

4 The need for justice or “rightness”

You will occasionally manage people who won’t do

anything unless it’s “correct” — organizationally or

culturally These folks are much like the “deductive

thinkers” discussed earlier “Why aren’t you doing the

job?” you might ask one of these people “I didn’t know if

I should, I didn’t know if it was right,” is the response

These people are not going to budge until they feel the

task lines up with written and even unwritten policy Once

you assure them that the procedure is organizationally

correct (and, if necessary, ethically correct), they will

respond eagerly and well

When you deal with someone who is primarily motivated by

emotion, find a way to tap into her basic needs You’ll likely find

the results you want Use charged words when communicating

with her

It is more important to be human than to be important.

Intuitive Thinkers

The fifth way people assimilate data is by intuition Intuition

is an unconscious process that is neither rational nor emotional Have you ever worked on something all day that didn’t “click” somehow? You didn’t quite get it Then you went to bed that evening, ill at ease about the day’s unsettling activity But the next morning you woke up and … eureka! … you had the answer That’s an aspect of intuition While you sleep, your unconscious mind still processes information Sometimes it wakes you in the middle of the night with the right answer When you mentor people who operate by intuition, you have to give them time to grasp things Tell them, “Hey, sleep on it We’ll look at it tomorrow No problem.” You may be surprised at the number of

“eureka” moments experienced by these people

Scientific Thinkers

The last way people process information is scientifically To mentor these people means to let them test it, try it, experiment with it They have to explore the information scientifically Until they do that, your counsel is often just so much theory to them For example, let’s say you’re teaching them a new computer program If you say, “Whatever you do, don’t do that because if you do, it will erase everything,” their response is, “How do you know?” You might say, “Well, it happened to me I did that and everything was gone.” Don’t be surprised if they come back with,

“Maybe it’s changed.” Maybe something is different now and it doesn’t work that way Let these people experiment and try out their own theories Set up safe situations for them to satisfy their curiosity

Knowing that people think and process information differently, cautions you that you cannot talk to each associate the same way How will you determine the ways your people respond

to information? Observe and ask questions The following questions can generate responses to help you evaluate which category each team member might fall into While almost all of us are combinations of the six types, usually one approach dominates our thought patterns

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Intuitive thinkers

experience

“eureka”

moments.

Scientific thinkers

must test their

own theories.

Style Analysis Questions

• Does this part of the job make sense to you?

• Does any part of the task seem unnecessary?

• Would you call this task hard? Easy? Why?

• What might you do differently to streamline the task?

• Is there anything that might better equip you to do

the task?

• What part of the task appeals most to you? Least? Why?

The answers allow you to interpret how your associates think

and how best to respond to them Many times, your advice and

explanations, stories and examples will do the teaching Match

their thinking styles with the way you provide information to

ensure the best results

Neurolinguistic programming is another tool to supplement

your ability to understand thinking style We are discussing how

people process information and how people take in information for

processing through their senses Some are more visual They rely

on seeing it to understand what you are saying When you use

visual words — “see”, “look”, “picture” — they will get the

message Others rely on their auditory senses and listen for

meaning They require slower speech and words like “hear”,

“listen”, and “sounds like” to trigger their understanding The

kinesthetic learner grasps meaning by movement She feels,

senses, gets it, in an active sense Each of us has preferences for

how we take in information If one parallels how people talk with

how they think, a mentor immediately realizes a sense of comfort

and understanding with her associate

The Three Key Phases of Successful Mentoring

Do you remember classes in school where you sat for what seemed like hours and repeated facts over and over? How many of those facts do you remember today? For that matter, how many of those facts did you remember two weeks after you were tested on them? Not many? Join the crowd!

You don’t remember them because you were told only facts You weren’t shown how those truths could be applied in your daily life And you weren’t asked to apply that information yourself An example of the best kind of learning we experienced

as children is the art of tying a shoelace We were first told that tied shoes made our feet feel better and lessened the chance of tripping over loose laces … then we were carefully shown how to tie those laces … and finally we were supervised as we tied our own shoelaces Result? Information we have “owned” since preschool — and will always own

True learning works the same way with adults When you tell

an adult how to do something, she will remember 10 percent of what you say If you show an adult how to do something, she will remember 60 percent But if you do something with that same adult, she will remember 90 percent or more Mentoring is about doing and about understanding It doesn’t matter how much you can do something Nor is it important that you demonstrate perfectly You help the associate understand the why so that she can do it and repeat it at will — her will

Based on those facts, the best way to teach adults is by discussing, explaining and involving Certainly, have them do tasks Make sure, though, through storying, that they see, feel and hear the big picture An example is how math is often taught People pass tests, get 100 percent and A’s by multiplying, dividing, adding and subtracting Teachers do great jobs teaching the processes of math But the students who excel, who can transfer knowledge into real-life situations, are the ones who learned the philosophy of math, who had teachers who explained

to them the fundamental principles As a mentor, you aren’t as concerned with the doing today as you are with building the foundation of their future

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The “10-60-90”

Principle

The three phases of the mentoring process use the “10-60-90”

principle to instruct people so they will learn and grow to their

greatest potential in the least amount of time As a StaffCoach™

in the mentoring role, there are three steps to add to the underlying

understanding First, make your associates successful; second,

show them their success; and finally, make sure they understand

why they are successful

The three phrases of mentoring follow:

1 PHASE 1 — Observe

2 PHASE 2 — Participate

3 PHASE 3 — Conduct

Phase 1 — Observe

In the first phase, the person you teach observes you or

someone else doing the job As she watches, you should be

answering questions You need to answer these questions, even if

they aren’t asked outright

• Why is this job important?

• What are the key components of this job?

• What are the cautions?

• What timing issues are important?

• What’s in this for me?

Example

Coach:

Well, what did you think of that sales meeting, Phyllis?

Pretty wild, huh?

Phyllis:

Yes, but you handled it well I just hope I can do it half as

well when the time comes.

Coach:

What part of it seemed the most difficult to you?

“That is happiness:

to be dissolved into something complete and great.”

— Willa Cather

Phyllis:

Just hearing so many problems or objections that you have to have answers for I could never plan for all

of those.

Coach:

Sure you could All of the problems expressed today by the sales team dealt with two basic areas: existing product pricing and dealer service issues The key to solving those problems is knowing why prices are the way they are and what programs are in place, or coming, to maintain quality service — and how we compare with the competition

Phyllis:

Oh, is that all!

Coach:

It may sound like a lot, but you’ll have all the research you need to know those things very well, and well in advance Plus, I’m confident that you can do it at least as well … maybe better

Phyllis:

I don’t know Some of those guys were pretty irritated — and they’ve been around a long time.

Coach:

True I’ve just learned not to take personally anything said

in those meetings, and not to feel as if I have to leave with everyone liking me

Phyllis:

They seemed to respect you.

Coach:

If they do, it’s because I know they need to hear the truth

— even when it’s not what they want to hear I just stick to the truth Sometimes it’s good news, sometimes it’s not But my mother always told me, “Never alter the truth to make short-term friends, and you’ll never have long-term enemies.” It’s a good thing to remember in sales meetings.

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Phyllis:

I’ll remember.

Earlier you read about the importance of communicating

with your people As you show them how to do the job,

you add significance to the task … you communicate your

own mastery of and respect for the task You make the

associate feel that she is doing a job considered

meaningful by you and the organization

A common mistake mentors make in this phase is going

through the job too quickly If you rush your

demonstration of the job, the learner doesn’t have a

chance to absorb what’s going on — to ask the questions

she may need to ask Hurrying also leaves the learner with

the impression that neither the job nor the worker is really

worth your time Slow down while you demonstrate the

task Allow the learner to see every aspect of the job and

ask questions And maintain a relaxed, friendly attitude—

even if you have to repeat the task two or three times

Think for a moment about the teachers and “inspirers” you

identified back in Chapter 1 (page 24) What made them

so good? What made it easy, even fun, to learn from

them? Chances are your answer will be something like, “I

knew I could try and fail and try again without feeling

foolish or worthless.” No one enjoys learning with the

threat of time or performance minimums hanging over her

head Give your associate time to learn and she will give

you many reasons to be glad you did Being available to

talk is a key part of mentoring

Phase 2 — Participate

After you’ve demonstrated the job, the next phase is to have

the team member do the job with you This second phase of

teaching an adult to do a task involves three points

1 How can the task be shared?

First, determine how the task can be shared You’ll both

Don’t rush your demonstration of the job.

To teach is to learn twice.