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辅导技巧课程
(1102)
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课程目标
在完成课程后, 学员应能够:
了解辅导的意义
明白辅导的重要
清楚一个优秀辅导员需具备的特质
认识有效辅导程序和技巧
掌握成功辅导的关键
这是辅导技巧的入门课
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日程安排
介绍课程目标和破冰练习 15分钟
辅导的意义、重要和好処 25分钟
优秀辅导员需具备的特质 30分钟
有效辅导程序 20分钟
辅导技巧 75分钟
成功辅导的关键 10分钟
课程评估 5分钟
合共180分钟
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什么是辅导
过去,辅导是指一些有経验的人
把自已的知识和方法传授给别人。
现在,辅导是
发掘员工的个人潜能, 让他能发挥最佳的表现
帮助员工去面对问题, 自己找出解决办法
Coaching 一词 衍生於体育界
社会科学技朮日新月異,管理者更新管理观念,引入Coaching概念
注重調动人的主动性,以人为本,正面态度, 創意思維。
Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.
辅导
能提供学习机会, 新領悟
是个人的, 单对单
持續的
能立刻学以致用
以人為本
帮人訂立目标,並達成所願
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辅导的重要性
当今竞争激烈的商业社会,营造了一个
”要用最少资源,做最多工作”的环境。
管理层为了减轻工作压力,最佳的方法就是
培养公司最宝贵的资源“人才”,
让他们发挥最佳的表现来帮助公司、帮助自己。
“辅导” 就是帮助员工发挥最佳表现的方法。
辅导的益处 (一)
对辅导员:
减低忧虑和工作压力,让自己有更多时间做好管理工作
履行管理层职责,有效地帮助员工发展
与员工建立良好关系
改善生活质素
对被辅导员工:
能加快学习速度
提升工作表现和生产力
增加自信和工作满足感
与上司建立良好关系
获得发展机会
如果由上司充當輔导員,上司更能了解員工的工作進度,有助其对整体工作的計劃和安排,作出調動.
透过辅导，互相沟通机会多了，关糸自会改善。
能騰出多些时间去做別的事情，如进修，与家人/朋友相聚….
有人從旁指点会学得更快
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辅导的益处(二)
对公司:
改进员工的工作表现
更有效地善用人才、技术和资源
增强公司的生产力和绩效
强化公司面对转変的弹性和能力
鼓励员工缔造创意
有这样的一个互伩和沟通的体系，員工更勇於发表意见，締造創意 。
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个人品质
满意的顾客
公司品质
产品/服务品质
部门品质
质从人起
人是所有品质之始
品質圈
人好 產品好 服务好 公司好
產品好 服务好 有賴人們的努力
例子
日本忠于推行高品质已是举世知名,而且取得骄人的成果,质优的日本货品已成为全球工商企业、消费者争相选购的宠儿,可见品质好,对公司
的重要性。
而人是所有品质之始,一间效能好的公司,在人、产品和服务方面皆应有高质素的水平.
不单只要重视产品及服务的质素,也要重视工作人员的质素; 产品与服务的质素有赖于个人及群体所付出的努力。
以人为先, 质从人起。
管理阶层最重要的工作就是激励员工(机构内最宝贵的资源),使他们做到最好,使他发挥高水平的个人品质。
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作為“优秀辅导员”的條件
知识方面
辅导员是否一定要对辅导内容/范围有专业认识,才可进行辅导 ?
<辩论>
答案:不一定
辅导的目的是提升員工工作表現,幫助員工發展。辅导員不一定要对有関工作有丰富認識,最関鍵是要有心發展員工,能透过自已的影响力和辅导技巧,推動員工改善工作表現。
例一:
数年前,在美国的网球教练供不应求。有一次体育学院网球课缺了两个网球教练,临时找来两个滑雪教练,请他们穿上网球教练服式,手持网球拍去教网球课程,临行前嘱咐他们切勿作任何现场示范。
课程结束后,发现那两班学员的表现,跟其它班由网球教练教的无大分别,有些学员甚至有较佳的表现。
表现=潛能-干擾
教練能幫助他們清晰自己的目标，看到新的可能性。
Our potential is realised by optimizing our own individuality and uniqueness, never by molding them to another’s opinion of what constitutes best practice.
Knowledge
Doesn’t need expertise in the subject to be able to coach
In coaching, experts tend to overuse the expertise and thereby reduce the value of coaching / responsibility of coacher
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作為一个优秀辅导员的條件
能力方面
耐心聆听
擅于发问
观察入微
灵活沟通
客观分析
20世纪对优秀人才的定义是把自己岗位工作做得最好的人。
进入21世纪,优秀人才应重新定义,除了把自己岗位的工作做得好外，还要能夠幫助別人把工作做得更好。
眼观六路，耳听八方
观察 ← →聆听←→发问←→客观分析
↓↑
灵话沟通
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作為一个优秀辅导员的條件
思想方面
正面
要采取乐观态度,相信每个员工有
未被发掘的潜能
开放
不是单凭过去的表现来判别员工
的成绩
包容
能接受员工在学习期间出错,相信若再次给予机会,员工在下次能做得更好
員工的表現, 往往反映了管理層的想法。
正面:每人的專長不一样
千里馬/百樂
开放:曾经犯錯，经历失败
包容:过去未有表现，不代表將来沒有
思想方面怎去调整和配合?
想法=>行为
员工表现不好—不能夠/不願意 反映老板的鏡子
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上司和辅导员, 各具特征
上司
多言
给指令
解决问题
事前假设
寻求监控
命令
以成果为先
要求解释
保持距离
辅导员
多听
发问
防范问题
探讨,开放心怀
寻求承诺
挑战
以过程为先
要求结果
経常接触
人
承上啟下
做上司能同時做辅导员
能把上司的缺点彌補，擴大上司及被辅导员工的发展空间和能力
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进行有效”辅导”的程序
1. 制定辅导員工的目标
2. 识别”辅导”时机
3. 跟員工協订发展目标与计划
4. 进行辅导
5. 评估效益
若不清楚所所需要的人才, 又怎能成功聘用合适的人才呢?
目的 :
用作招聘广告,面试等指南
2. 让招聘过程标准规范化, 以工作有关的标准作评估
3. 能收集所有重要有关资料, 作为有力聘用与否的客覌理据
避存偏见, 所集中应征者的行为,皆与受聘的工作重要特征有关
5. 增强效率,不浪费时间和金钱在无关或不重要的项目上
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辅导程序 (1)
1/ 制定辅导員工的目标
辅导員工是作為主管职責的一部分
目标
最终目标 / ”你”想境界
工作目标 (长期\短期)
注意
符合 SMART 原则
制定发展員工的目标、计划和時间表,给員工進行辅导。
”你”想境界 = 理想圖, your duty is to make decision and give feedback
Specific具体的
Measurable可量度的
Achievable可行的
Realistic/Relevant 相关的
Time phased 有時限
Eg. learn Japanese
例如:
两年里培养ｘｘ成为助理市场经理；
五年里培养ｘｘ成为市场经理，作为我的接班人。
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辅导程序 (2)
2/ 识别”辅导”时机
识别一个帮助他人提高工作表现
以及提高组织价值的机会
识別一个帮助他人提高工作表現以及提高组織價值的机会
辅导是一个帮助他提高工作表現以及提高組织價值的机会.有些时候,人们会主动請你辅导,但不要坐等这样的机会.要学会识别辅导机会并随时利用这些机会.
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寻找辅导能增值的信号或情境
下列情況下, 你可以考慮給他人辅导:
有人请你給予建议、幫助、意见和支持
有人正在艰难地完成一件任务
有人正开始一項新的工作或担負起一份新的任务
有人感到挫折或迷惘
有人犹豫不决或一筹莫展
有人表現反复无常
有人对自己的能力沒有把握
有人表达了要改进的愿望
有人表现低于一般要求
有人态度消极,影响工作
> 员工工作表现下降,需要予以提升
> 员工未能尽力工作,承担职责
> 员工遇到困难,需要你帮助解决
> 员工向你提出要求协助
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不适合进行辅导的情況
辅导不是在任何時候都适合的。
下列情況下, 你都不应进行辅导:
你与对方沒有相互尊重、信任的关糸
你对情況感到愤怒
对方非常忙
确定被辅导者愿意接受辅导
确定被辅导者愿意接受辅导
在进行辅导前,确认被辅导者乐接受辅导,如果被辅导者犹疑不定,你应该尽量向其说明辅导的益处,但对于不愿接受辅导者,千万不要勉强.
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辅导程序(3)
3/ 跟員工協订发展目标与计划
发展目标
我最終希望成為…
分长期和短期
注意
符合 SMART 原则
最终目标/”你”想境界 My ultimate professional vision of myself 我最終希望成為
例: 成为市场领导, 被委任为销售总监, 夺取杰出成就奬, 获选为最优秀员工
工作目标
分长期和短期
Long-term goal, goals take me 5-year from now
Short-term goal, goals cover the next 6-18 months, should support long-term goal
确认自己期望达到的工作表现水平, 有助你迈向最终目标
自己较易掌握, 承诺和负责
最终目标/”你”想境界能激勵你上進
工作目标更具体說明細節
Supporting activities : daily/weekly activities that enable the accomplishment of short-term goal
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辅导程序(3)
3/ 跟員工協订发展目标与计划
行动计划
配合公司发展和員工发展需要
设计与目标相关行动
循序渐进的
需因应转变而作出调整
个人品质是所有品质,继而决定你的效率,态度和行为。
个人品质是由两种水平界定,一是理想表现的水平,另一是实际表现的水平.
訂立行動計劃, 把員工作表现推进至理想表現水平
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辅导程序(4)
4/ 进行辅导
说明员工工作表现问题,并取得共识
探讨原因
徵询補救建议
協商解決方法
定期跟进
提出问題并提供信息,以澄清处境
辅导的大部分工作是要帮助人们澄清他们的处境.一般说来,最好的方法是提出问題,鼓励他們說明自己的处境.
辅导会面的目的
你希望從辅导会面中得到什么?
有半小時的会面中,你希望達至怎樣結果?
在这次辅导会面中,你認為对被辅导員工最大的幫助是什么?
可能答案是:
制定未來半年的發展目标
確定進一步行动計劃及取得承諾
了解问題的核心
对解決问題的方法取得共識
帮助被辅导者找出可行对策.
最好的辅导应能促使人们烛立思考并采敢行动.你在帮助他人找出对策的过程中,已使他谁备好在没有你帮助的情況下,自己也能解决类似的问題.
帮助被辅导者制定行动计划
在迸行辅导时,你帮助他人计划如何处理一个问題.为确保得到一个积极的结果,你必須帮助他制定一个循序渐迸的行动計划.
辅导- 循环去做，持續的
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辅导程序 (5)
5/ 评估效益
观察员工表现
制定量度/评估工作表现系统
分析工作表现报告
提供反馈
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辅导技巧(1) - 聆听
聆听时常犯的毛病
不留心
过早作结论
批判对方的价值观
争辩
不留心
姿勢不雅
沒有眼神接觸
神遊,發白日夢
心存他想
过早作結論
太早縂結 Jumping to conclusion
批判对方的价值觀, 不是按事情客觀分析
爭辯
价值观- 成長环境、教育、经驗、角度不同
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辅导技巧(1) - 聆听
关键: 留心、理解
留意对方
姿势
面部表情
眼睛
声音
发问来加强理解
目光:与讲话人保持良好接觸
身体倾前
回点头等方式做出必要的反饋
微笑相回應
适時 适 度提出一些问题
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辅导技巧(2) – 提问(开放式)
明确性提问
相关性提问
激励性提问
征求意見性提问
证实性提问
6W1H的运用
Ask, don’t tell
It is the questions that focuses the attention and increases the awareness, not much the more limited command. Awareness and responsibility are raised better by asking than by telling.
Function of questions
Questions are most commonly asked in order to elicit information. The answer given by the coachee frequently indicate to the coach the line to follow with subsequent questions. While at the same time enabling him to monitor whether the coachee is following a productive track, or one that is in line with the purpose or company objectives.
Focus on detail
Questions should begin broad and increasingly focus on detail. The demand for more detail maintains the focus and the interest of the performer.
eg. Looking at a square foot of carpet, after observing the pile, colour, pattern,perhaps a spot or a stain, the carpet will hold little further interest fpr the observer and his attention will be to wander to more interesting things.
The coach needs to probe deeper or for more detail to keep the coachee involved and to bring into his consciousness those oftern partially obscured factors that may be important.
Area of interest
Paradoxically it may be valuable for the c oach to focus upon any aspect that the coachee appears to be avoiding. So as not to break the trust and responsibility of coachee.
Blind Spots
Open Questions
Open question requires descriptive answers promote awareness
Closed questions are too absolute for accuracy, and Yes and No answers close the door on the exploration of further detail.
Open questions are much more effective for generating AWARENESS and RESPONSIBILITY in coaching process.
明确性提问:请你把ｘｘ的使用方法说明一下。
相关性提问:对两件事间的联系性进行提问(ｅｇ．今天发生的事对公司的声誉有何影响?)
激励性提问:其他三个部门都把任务做好，你们认为什样。
征求意見性提问:你认为本月計划有无需要修改。
证实性提问:证实、明确事实。
Interrogative words
What, When, where, who, whom, how much, how many – raise awareness and responsibility
Why and how discouraged since it often implies criticism and evokes defensiveness.
Why – what are the reasons
How – what are the steps
From “Broad to Detail” , maintain focus and interest
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辅导技巧(2) –提问(开放式)
仔细聆听
思考分析
认同对方的情绪反应
不时总结一下你所听到的内容
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辅导技巧 (3) - 提供反馈
正面反馈
表扬员工优点
B = Behaviour 表扬员工工作价值
E = Effect 说明工作的重要及其贡献
T = Thank You 感谢员工付出努力
How to use results in a positive manner when giving feedback?
Effective coach provide regular feedback to people with whom they work. They can give both positive and corrective feedback.
About 80% of the performance problems that occur in the workplace could be solved with better use of feedback.
People do things right at least 80% of time, but rarely is the feedback they get 80% positive.
80/20 Rule
Supervisors should try to give 80 % positive feedback to their employees and limit corrective feedback to 20 % if employees are doing thihgs right 80% of the time.
Ask :
How many of you get positive feedback you deserve?
If your employees were here today and we asked them the same question, how many hands do you think we would get?
Most of us complain that we don’t get enough positive feedback, but when we have the chance to give it, we don’t give it either.
Recognition strengths performance
Some supervisors think if they don’t say anything bad, people should assume everything is OKAY.
Most people are motivated by the desire to achieve results, as long as someone notices the results.
People will work hard and long if they know what they do is appreciated and recognized.
B = Behaviour, what the employee is doing that is valuable.
E = Effect, why the performance is important and how it contributes
T = Thank You, Let the employee know you appreciate their work
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辅导技巧(3) - 提供反馈
纠正反馈
改善员工行为, 希望
保留员工
B = Behaviour 表示员工行为是不能接受
E = Effect 解释原因及有关影响
E = Expectation 说明期望的改善
R = Result 知会后果
Explain that despite one’s best efforts there may be times when people don’t meet the expected performance standards. Those are times when you have to be able to provide corrective feedback.
Focus on the goal of corrective feedback: eliminate behaviour, but keep the employee
The coach must be concerned with helping the employees perform better.
Bring the performance problems to the attention of employees is part of being a supervisor.
B= Behaviour, what the employee is doing or not doing that is unacceptable
E = Effect, Why the behaviour is unacceptable, how it hurts productivity, bothers others, etc.
E = Expectation, What you expect the employee to do or not do to change
R = Result, What will happen if the employee changes (positive tone) or the consequences of this behaviour continuing (Negative tone)
Conduct the feedback evaluation summary
Using 80/20 rule
Give positive feedback to their people based on the list they developed
Give corrective feedback to resolve a current performance problem
讓员工知道自己的问题是主管的职責
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三明治式反馈
正面反馈
纠正反馈
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Feedback is the
Breakfast of Champions
by
Ken Blanchard & Spencer Johnson
作者的意是…..
Ken Blanchard and Spencer Johnson is the author of The One Minutes Manager.
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接受”反馈“是成功之始 ！
作者的意思是: 接受反馈是成功之始
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辅导技巧(4) -量度/评估效益
问卷: 怎样去观察员工表现
问卷里的问题正是观察员工表现 要注意的地方。
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辅导技巧(4) -量度/评估效益
月份
投诉
月份
销售
工作表现系统(一)
工作表现图表
Once goals have been established, you can begin to track performance.
Other alternative methods of tracking performance over time:
Computer reports,
Graphs
Bar Charts
Comparison reports
The graphs are one of the best ways to see performance at a particular point in time and to be able to compare that performance with previous time periods.
The graph has the goal on one axis and the time period on the other anis. Plotting the performance over time allows the coach to me
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辅导技巧(4) -量度/评估效益
目标管理
说明理想成绩/目标
包括可量度的结果
制定时间表
考虑成本因素
例如: KPI
Develop tracking system can be used to measure performance over time.
Before tracking performance, goals and objectives have to be established. One way to do this is to have an MBO (Mgmt by Objectives) system or process.
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成功辅导的关键
员工在不同成长阶段的需要
领导风格
An important part of the coaching process is to:
Recognize employee behaviour during various growth stages
Adjust the leadership style to meet the particular needs of the employee during that growth stage.
Most employees need a good leader/coach to move through the growth stages.
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员工成长阶段
新员工
New Staff 受训员工
Trainee 熟练员工
Skilled Worker 高效 員工
High Performer
对工作热诚
学习掌握
技朮 能干
高效
需要紧密
督导
希望有多些参与
态度易変
尽责
领导风格
指挥型
Director 辅导型
Coach 支持型
Supporter 授权型
Delegator
紧密督导
Supervise closely 辅导
Coach 辅导
Coach 授权
Delegate
培训
Trains 支持
More supportive 鼓励
Encourages 放手
Hands off
单向沟通
One-way Communication 双向沟通
Two-way Communication 双向沟通
Two-way Communication 聆听
Listening
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配合员工需要的领导风格
员工成长阶段
Staff Stage 新员工
New Staff 培训生
Trainee
熟练员工
Skilled Worker
高效员工
High Performer
領导风格 Leadership Style 指挥型
Director 辅导型
Coach 支持型
Supporter 授权型
Delegator
Stage 1
The employee needs the highly directive and close supervision style of the Director. If this is a skilled worker that has been promoted or recruited, the need for this leadership style will be less and for a shorter time than that of an inexperienced worker.
Stage 2
Training and supervision are still necessary but there is also great need for soliciting the employee’s ideas, two-way communication, and generally a more supportive, Coaching environment. Given those considerations during the final training phrases, the employee will progress to . . .
Stage 3
Problems can arise when the skilled worker is seemingly ignored. To become a high performer, the capable employee needs praise, recognition, and the opportunity to solve problems, make decisions, and set goals. This stage makes the Supportive style of leadership essential for the follower to progress to the place we desire for all our workers.
Stage 4
The high performer can be left alone to work from an empowered, delegated position and can be trusted to produce independently or as part of a team. The leadership requirement for this stage is a mentoring style, that of the Delegator.
领导风格需按不同情况,不同对象而改変,没有一个最佳的风格
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辅导
是持续的
会帶出行為上的改変
优质的辅导
往往能推动被辅导员工的表现
甚至超越辅导员本身的学识极限
Coaching is an on-going process designed to help the employee gain greater competence and overcome barriers to improve performance
Coaching involves a change in behaviour.
Good coaching should take a performer beyond the limitations of the coach’s own knowledge.
心理由被动变为主动
像结婚一样
大家一起走过未来的日子
任何一方不願意继续前进,就会退出
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总结
辅导员犹如一面鏡子
鏡子不教你怎样穿衣服，
但鏡子会告诉你，你穿得怎样。
然后你可以作出选择。
若能够配合员工发展阶段来进行辅导,
你的管理工作自能发挥得更好。
Coaching is a way of managing, a way of treating people, a way of thinking, a way of being.
Coaching improves your quality of life.
長遠来说，辅导員和被辅导员工也获得发展，。真正一舉兩得。
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THANK YOU
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这是辅导技巧的入门课
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合共180分钟
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Coaching 一词 衍生於体育界
社会科学技朮日新月異,管理者更新管理观念,引入Coaching概念
注重調动人的主动性,以人为本,正面态度, 創意思維。
Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.
辅导
能提供学习机会, 新領悟
是个人的, 单对单
持續的
能立刻学以致用
以人為本
帮人訂立目标,並達成所願
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如果由上司充當輔导員,上司更能了解員工的工作進度,有助其对整体工作的計劃和安排,作出調動.
透过辅导，互相沟通机会多了，关糸自会改善。
能騰出多些时间去做別的事情，如进修，与家人/朋友相聚….
有人從旁指点会学得更快
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有这样的一个互伩和沟通的体系，員工更勇於发表意见，締造創意 。
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人好 產品好 服务好 公司好
產品好 服务好 有賴人們的努力
例子
日本忠于推行高品质已是举世知名,而且取得骄人的成果,质优的日本货品已成为全球工商企业、消费者争相选购的宠儿,可见品质好,对公司
的重要性。
而人是所有品质之始,一间效能好的公司,在人、产品和服务方面皆应有高质素的水平.
不单只要重视产品及服务的质素,也要重视工作人员的质素; 产品与服务的质素有赖于个人及群体所付出的努力。
以人为先, 质从人起。
管理阶层最重要的工作就是激励员工(机构内最宝贵的资源),使他们做到最好,使他发挥高水平的个人品质。
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答案:不一定
辅导的目的是提升員工工作表現,幫助員工發展。辅导員不一定要对有関工作有丰富認識,最関鍵是要有心發展員工,能透过自已的影响力和辅导技巧,推動員工改善工作表現。
例一:
数年前,在美国的网球教练供不应求。有一次体育学院网球课缺了两个网球教练,临时找来两个滑雪教练,请他们穿上网球教练服式,手持网球拍去教网球课程,临行前嘱咐他们切勿作任何现场示范。
课程结束后,发现那两班学员的表现,跟其它班由网球教练教的无大分别,有些学员甚至有较佳的表现。
表现=潛能-干擾
教練能幫助他們清晰自己的目标，看到新的可能性。
Our potential is realised by optimizing our own individuality and uniqueness, never by molding them to another’s opinion of what constitutes best practice.
Knowledge
Doesn’t need expertise in the subject to be able to coach
In coaching, experts tend to overuse the expertise and thereby reduce the value of coaching / responsibility of coacher
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20世纪对优秀人才的定义是把自己岗位工作做得最好的人。
进入21世纪,优秀人才应重新定义,除了把自己岗位的工作做得好外，还要能夠幫助別人把工作做得更好。
眼观六路，耳听八方
观察 ← →聆听←→发问←→客观分析
↓↑
灵话沟通
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員工的表現, 往往反映了管理層的想法。
正面:每人的專長不一样
千里馬/百樂
开放:曾经犯錯，经历失败
包容:过去未有表现，不代表將来沒有
思想方面怎去调整和配合?
想法=>行为
员工表现不好—不能夠/不願意 反映老板的鏡子
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人
承上啟下
做上司能同時做辅导员
能把上司的缺点彌補，擴大上司及被辅导员工的发展空间和能力
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若不清楚所所需要的人才, 又怎能成功聘用合适的人才呢?
目的 :
用作招聘广告,面试等指南
2. 让招聘过程标准规范化, 以工作有关的标准作评估
3. 能收集所有重要有关资料, 作为有力聘用与否的客覌理据
避存偏见, 所集中应征者的行为,皆与受聘的工作重要特征有关
5. 增强效率,不浪费时间和金钱在无关或不重要的项目上
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制定发展員工的目标、计划和時间表,给員工進行辅导。
”你”想境界 = 理想圖, your duty is to make decision and give feedback
Specific具体的
Measurable可量度的
Achievable可行的
Realistic/Relevant 相关的
Time phased 有時限
Eg. learn Japanese
例如:
两年里培养ｘｘ成为助理市场经理；
五年里培养ｘｘ成为市场经理，作为我的接班人。
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识別一个帮助他人提高工作表現以及提高组織價值的机会
辅导是一个帮助他提高工作表現以及提高組织價值的机会.有些时候,人们会主动請你辅导,但不要坐等这样的机会.要学会识别辅导机会并随时利用这些机会.
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> 员工工作表现下降,需要予以提升
> 员工未能尽力工作,承担职责
> 员工遇到困难,需要你帮助解决
> 员工向你提出要求协助
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确定被辅导者愿意接受辅导
在进行辅导前,确认被辅导者乐接受辅导,如果被辅导者犹疑不定,你应该尽量向其说明辅导的益处,但对于不愿接受辅导者,千万不要勉强.
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最终目标/”你”想境界 My ultimate professional vision of myself 我最終希望成為
例: 成为市场领导, 被委任为销售总监, 夺取杰出成就奬, 获选为最优秀员工
工作目标
分长期和短期
Long-term goal, goals take me 5-year from now
Short-term goal, goals cover the next 6-18 months, should support long-term goal
确认自己期望达到的工作表现水平, 有助你迈向最终目标
自己较易掌握, 承诺和负责
最终目标/”你”想境界能激勵你上進
工作目标更具体說明細節
Supporting activities : daily/weekly activities that enable the accomplishment of short-term goal
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个人品质是所有品质,继而决定你的效率,态度和行为。
个人品质是由两种水平界定,一是理想表现的水平,另一是实际表现的水平.
訂立行動計劃, 把員工作表现推进至理想表現水平
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提出问題并提供信息,以澄清处境
辅导的大部分工作是要帮助人们澄清他们的处境.一般说来,最好的方法是提出问題,鼓励他們說明自己的处境.
辅导会面的目的
你希望從辅导会面中得到什么?
有半小時的会面中,你希望達至怎樣結果?
在这次辅导会面中,你認為对被辅导員工最大的幫助是什么?
可能答案是:
制定未來半年的發展目标
確定進一步行动計劃及取得承諾
了解问題的核心
对解決问題的方法取得共識
帮助被辅导者找出可行对策.
最好的辅导应能促使人们烛立思考并采敢行动.你在帮助他人找出对策的过程中,已使他谁备好在没有你帮助的情況下,自己也能解决类似的问題.
帮助被辅导者制定行动计划
在迸行辅导时,你帮助他人计划如何处理一个问題.为确保得到一个积极的结果,你必須帮助他制定一个循序渐迸的行动計划.
辅导- 循环去做，持續的
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不留心
姿勢不雅
沒有眼神接觸
神遊,發白日夢
心存他想
过早作結論
太早縂結 Jumping to conclusion
批判对方的价值觀, 不是按事情客觀分析
爭辯
价值观- 成長环境、教育、经驗、角度不同
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目光:与讲话人保持良好接觸
身体倾前
回点头等方式做出必要的反饋
微笑相回應
适時 适 度提出一些问题
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Ask, don’t tell
It is the questions that focuses the attention and increases the awareness, not much the more limited command. Awareness and responsibility are raised better by asking than by telling.
Function of questions
Questions are most commonly asked in order to elicit information. The answer given by the coachee frequently indicate to the coach the line to follow with subsequent questions. While at the same time enabling him to monitor whether the coachee is following a productive track, or one that is in line with the purpose or company objectives.
Focus on detail
Questions should begin broad and increasingly focus on detail. The demand for more detail maintains the focus and the interest of the performer.
eg. Looking at a square foot of carpet, after observing the pile, colour, pattern,perhaps a spot or a stain, the carpet will hold little further interest fpr the observer and his attention will be to wander to more interesting things.
The coach needs to probe deeper or for more detail to keep the coachee involved and to bring into his consciousness those oftern partially obscured factors that may be important.
Area of interest
Paradoxically it may be valuable for the c oach to focus upon any aspect that the coachee appears to be avoiding. So as not to break the trust and responsibility of coachee.
Blind Spots
Open Questions
Open question requires descriptive answers promote awareness
Closed questions are too absolute for accuracy, and Yes and No answers close the door on the exploration of further detail.
Open questions are much more effective for generating AWARENESS and RESPONSIBILITY in coaching process.
明确性提问:请你把ｘｘ的使用方法说明一下。
相关性提问:对两件事间的联系性进行提问(ｅｇ．今天发生的事对公司的声誉有何影响?)
激励性提问:其他三个部门都把任务做好，你们认为什样。
征求意見性提问:你认为本月計划有无需要修改。
证实性提问:证实、明确事实。
Interrogative words
What, When, where, who, whom, how much, how many – raise awareness and responsibility
Why and how discouraged since it often implies criticism and evokes defensiveness.
Why – what are the reasons
How – what are the steps
From “Broad to Detail” , maintain focus and interest
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How to use results in a positive manner when giving feedback?
Effective coach provide regular feedback to people with whom they work. They can give both positive and corrective feedback.
About 80% of the performance problems that occur in the workplace could be solved with better use of feedback.
People do things right at least 80% of time, but rarely is the feedback they get 80% positive.
80/20 Rule
Supervisors should try to give 80 % positive feedback to their employees and limit corrective feedback to 20 % if employees are doing thihgs right 80% of the time.
Ask :
How many of you get positive feedback you deserve?
If your employees were here today and we asked them the same question, how many hands do you think we would get?
Most of us complain that we don’t get enough positive feedback, but when we have the chance to give it, we don’t give it either.
Recognition strengths performance
Some supervisors think if they don’t say anything bad, people should assume everything is OKAY.
Most people are motivated by the desire to achieve results, as long as someone notices the results.
People will work hard and long if they know what they do is appreciated and recognized.
B = Behaviour, what the employee is doing that is valuable.
E = Effect, why the performance is important and how it contributes
T = Thank You, Let the employee know you appreciate their work
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Explain that despite one’s best efforts there may be times when people don’t meet the expected performance standards. Those are times when you have to be able to provide corrective feedback.
Focus on the goal of corrective feedback: eliminate behaviour, but keep the employee
The coach must be concerned with helping the employees perform better.
Bring the performance problems to the attention of employees is part of being a supervisor.
B= Behaviour, what the employee is doing or not doing that is unacceptable
E = Effect, Why the behaviour is unacceptable, how it hurts productivity, bothers others, etc.
E = Expectation, What you expect the employee to do or not do to change
R = Result, What will happen if the employee changes (positive tone) or the consequences of this behaviour continuing (Negative tone)
Conduct the feedback evaluation summary
Using 80/20 rule
Give positive feedback to their people based on the list they developed
Give corrective feedback to resolve a current performance problem
讓员工知道自己的问题是主管的职責
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Ken Blanchard and Spencer Johnson is the author of The One Minutes Manager.
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作者的意思是: 接受反馈是成功之始
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问卷里的问题正是观察员工表现 要注意的地方。
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Once goals have been established, you can begin to track performance.
Other alternative methods of tracking performance over time:
Computer reports,
Graphs
Bar Charts
Comparison reports
The graphs are one of the best ways to see performance at a particular point in time and to be able to compare that performance with previous time periods.
The graph has the goal on one axis and the time period on the other anis. Plotting the performance over time allows the coach to me
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Develop tracking system can be used to measure performance over time.
Before tracking performance, goals and objectives have to be established. One way to do this is to have an MBO (Mgmt by Objectives) system or process.
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An important part of the coaching process is to:
Recognize employee behaviour during various growth stages
Adjust the leadership style to meet the particular needs of the employee during that growth stage.
Most employees need a good leader/coach to move through the growth stages.
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Stage 1
The employee needs the highly directive and close supervision style of the Director. If this is a skilled worker that has been promoted or recruited, the need for this leadership style will be less and for a shorter time than that of an inexperienced worker.
Stage 2
Training and supervision are still necessary but there is also great need for soliciting the employee’s ideas, two-way communication, and generally a more supportive, Coaching environment. Given those considerations during the final training phrases, the employee will progress to . . .
Stage 3
Problems can arise when the skilled worker is seemingly ignored. To become a high performer, the capable employee needs praise, recognition, and the opportunity to solve problems, make decisions, and set goals. This stage makes the Supportive style of leadership essential for the follower to progress to the place we desire for all our workers.
Stage 4
The high performer can be left alone to work from an empowered, delegated position and can be trusted to produce independently or as part of a team. The leadership requirement for this stage is a mentoring style, that of the Delegator.
领导风格需按不同情况,不同对象而改変,没有一个最佳的风格
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Coaching is an on-going process designed to help the employee gain greater competence and overcome barriers to improve performance
Coaching involves a change in behaviour.
Good coaching should take a performer beyond the limitations of the coach’s own knowledge.
心理由被动变为主动
像结婚一样
大家一起走过未来的日子
任何一方不願意继续前进,就会退出
*
Coaching is a way of managing, a way of treating people, a way of thinking, a way of being.
Coaching improves your quality of life.
長遠来说，辅导員和被辅导员工也获得发展，。真正一舉兩得。
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