Coaching for Success
Example: WIL placement coaching conversation
On this page a series of activities are designed to help you understand the flow, common hurdles, and good coaching practices required in a successful coaching conversation. The videos are brief excerpts of a much longer coaching conversation, and are arranged sequentially to match the workflow of a typical coaching session.
Opening a conversation and establishing direction
This activity centres on the beginning of an ad hoc coaching discussion. Just as it is for new hires, students in WIL are often very conscious of the potential to make mistakes, which can lead to very cautious approaches to completing everyday tasks. Watch the video and write down the strategies used by the manager to guide the conversation.
What aspects of the conversation stand out to you with respect to the student, and with respect to the manager?
Manager: How are you going Maddy?
Maddy: Umm...Yeah...So I did kind of the same thing last week, I think. And I went to open it up and it was the one that I did last week. And it kind of looks similar to the one we did, that we are doing now. Umm... but...
Manager: Ok. Let's take a step back because there's a lot to learn here. You did a really good job last week so let's see how we could use some of the things you learnt then to apply to this. So, this job, what do you know about it? What do you know about what you have to achieve?
Maddy: Well, I need to make sure I put in the right information, like, that's basically what I need to do. Umm... and I just don't want to mess it up. I don't want to make it harder for anyone.
Manager: Yep. Great. And so, what would a really good outcome look like for you?
Maddy: Umm... It all done right.
Manager: Yeah.
Maddy: Yeah, no mistakes I guess.
Manager: Does it have to be done right first time?
Maddy: Yes. I would be good.
Manager: You sound like a perfectionist.
(laughter)
Maddy: I don't want to make it harder for anyone else. Like I don't mind doing it again but I don't want to stuff anyone else around, that might have to look over it and then say that it's wrong.
Manager: Yeah, sure. I like that attitude that you want to get it right first time and that you are worried about anyone coming after you.
Maddy: Yeah.
Manager: Good work. So tell me, last time around what was the sort of thing, what did you learn about how to input data the last time you did it?
Maddy: Well, I made sure that I took my time and I guess I double checked everything before I submitted it.
Manager: Fantastic. And how did that go when you took your time for example?
Maddy: Yeah, I probably took longer than I should have but I didn't want to make any mistakes. So, I kind of want to be faster this time but I also don't want to make any mistakes.
Manager: Yep.
Maddy: I don't want to waste time that could be used on other things that I could be doing. But I also don't want to skip over anything too fast.
Manager: Yeah. Absolutely. You sound very conscientious, I know that, and you want to get it right. Are you are going to have to do this job again?
Maddy: Yeah, I think it's like a weekly or monthly thing that will probably have to be done. So obviously I'll get better at it with practice.
Manager: Yep.
Maddy: But like I said, it's the first time I'm doing this type of info adding so I just don't know.
Manager: Yeah.
Maddy: Yeah. I just don't want to stuff it up the first time. I want to get it right the first time so that the next time I do it, I'm like practicing the right things.
Manager: Yeah, for sure.
Feedback: The manager is applying the coaching mantra for allowing the coachee to do the majority of the talking. Questions posed by the manager demonstrate active listening and allow the student to identify what is important to them, and identify a goal, problem or desired outcome that can be worked towards in the remainder of the conversation.
Breaking down the problem into manageable chunks
Sometimes it can be difficult to see the big picture, or a problem might seem too big to think about effectively in its entirety. Watch the short video to see how the manager encourages the student to break the bigger problem into more manageable chunks and provide a little bit of direction to help remind the student of what is important.
Is the manager being too directive here, or is the approach taken appropriate?
Manager: And so to get it right the first time and to make sure that you repeat that the next time around, what might you need to do? Let's even break that down. To get it right the first time, what might be a good approach?
Maddy: Like, more concentrating, on what I'm doing, being careful at what I'm reading, making sure that I'm not like, sometimes I might skip a line or something, making sure that I don't skip like one of them, because that could stuff up the whole order of everything. Like, making sure I spell everything right is a good idea.
Manager: Yep. That sounds like a really slow, deliberate approach, where you take your time and you're quite structured about the way that you do it.
Maddy: I guess I'll get better, like I'll get like speedier with time. I just, I don't want to look like I'm wasting any time you know doing the work that I am doing, I want to be careful but I don't want to waste time.
Manager: Are you wasting time when you're learning something?
Maddy: No. I don't think so, because if I don't learn it then I'm just going to keep stuffing up every time. I guess it's okay to take the time, I'm just a worrywart. I try and do it great the first time then I guess it takes time.
Manager: Maybe not a worrywart, maybe just because you care, you want you want to do it well, which is really good.
Feedback: The approach is appropriate as the student seems locked on the issue that no matter what she does, she is worried about wasting time. The redirect to identify learning as a valuable outcome of completing the task begins to provide some safety and assurance to the student that taking some time to get things right is a desirable part of the work process.
Identifying a pathway to success
It's important the student identify a pathway that addresses the issue. In this video the manager guides the conversation so that the student develops a solution to one of the issues they are facing. Watch the video and take note of the pace of the conversation, and how the manager provides space/time for the student to come up with and iterate their intended solution.
What components of the solution do you think are pragmatic for the manager? Do you think the proposed solution would improve outcomes for the student in completing the task?
Manager: Another example of the time when you did do it well. What did you do? What was important for you to do it to get it right? Because you have done lots of things well.
Maddy: Thank you.
Manager: So what other steps have you taken?
Maddy: I've made sure I like have all the information that I need in front of me. So, I don't need to keep going back and forth like I've got it all there. Yeah, I guess that's like a big thing, like, I don't want to have to keep double-checking, triple checking or quadruple checking or whatever. I feel like if I double check, that should be enough.
Manager: Yeah.
Maddy: I've got all the information out.
Manager: Who else might you need to ask for some
information that you haven't asked already?
Maddy: Umm... I don't know maybe you? Like that I'm asking now.
Manager: Yeah.
Maddy: I possibly could ask one of the girls to help? So I'm not constantly badgering you with questions.
Manager: Yes.
Maddy: Yeah...and I probably could have a go at it without saving it and then show someone.
Manager: Have a practice run. Fantastic idea.
Maddy: Yeah.
Manager: Do you think that would be a waste of time or do you think that'd be valuable time for you?
Maddy: I think if I submitted it without showing anyone that would be a waste of time.
Manager: Yeah.
Maddy: But, I think if I have a good crack at it first, like, at least I've done what I think is right.
Manager: Yep.
Maddy: And then I can show someone and then they can point out the things that aren't as accurate as what they should be and then there are the little things that I need to fix up so I don't have all these, like, questions going in my head. I know what I need to fix up on the screen rather than having a whole blank screen.
Manager: Yep. So, it doesn't have to be 100% perfect the first time perhaps.
Maddy: Yeah.
Manager: Maybe you can incremental I get better over a few goes.
Maddy: Yeah.
Manager: That might work.
Maddy: And then I can ask one of the girls rather than coming straight to you.
Manager: Yeah.
Maddy: Yep, that probably would be a good idea.
Feedback: Patience is an important aspect of coaching conversations as there is always the temptation to step in and finish sentences or prompt the coachee in a desired direction. The manager does well in this instance to remain at arm's length from the solution, while still providing an occasional prompt to ensure the solution remains pragmatic and aligned to the needs of the student, and the work they are tasked to complete. The solution is likely to be successful in the long-run, particularly as it engages other employees rather than requiring continual oversight of the manager (which can become time intensive if left unchecked).
Wrapping up the conversation
Closing a coaching conversation can be challenging, as it requires allowing the learning about what needs to be improved, and how to address the issue, to come to a logical conclusion. In this video, we see the manager guide the conversation with a series of questions and comments that allows the discussion to shift into identifying a clear action plan supported by positive reinforcement of what is important to complete the task. When watching the video, take particular note of the strategies used by the manager to ensure the student has a clear understanding of what needs to be focused on in completing tasks in the future.
What more could you do at this stage of the conversation to guide your student to future success?
Manager: What have we not talked about that we need to? What else is going to really springboard you to be able to do this super well and even teach other people how to do it?
Maddy: hmm... just practice I think like getting to maybe like it can be my job for the next month to do this every time.
Manager: Yep.
Maddy: So that I can like, get really used to it and comfortable with it so then when a new person comes along with something, I can be the person to teach them as well because that would help me remember.
Manager: Yep.
Maddy: I could be the one perfect to show them how to do it.
Manager: Yeah perfect.
Maddy: Obviously I might have someone double-check what I'm showing them.
Manager: Well if you get to be expert, you're the expert.
Maddy: Yeah, ok.
(laughter)
Manager: I think you're well capable of it.
Maddy: Yeah, okay.
Manager: Okay. Have you got any other questions that you wanted to ask me about it?
Maddy: umm... Not really I think I need to do it and then maybe come to you and just make sure that it is all correct, like, that I haven't missed anything. Because again I don't want to waste anyone's time.
Manager: Yeah, and just to recap before you actually do it this time, what do you need to put in place? What do you need to do?
Maddy: umm... I don't need to rush. I don't need to feel the pressure of rushing because as you said, learning isn't a waste of time. So if it takes me an hour to do it I'm still learning.
Manager: Yeah.
Maddy: So just don't put the pressure on myself that I need to get it done by a certain time and then feel confident and what I've already done. Then, just focus on the things that need fixing rather than everything that I think is wrong.
Manager: Yeah. Do you need to have a little mantra along the way to keep you feeling that you can do this?
Maddy: Just like I can do it. Just telling myself I can do it.
Manager: Yeah. Does that work for you?
Maddy: Yeah, I think when I was dancing I said I can't do it, and my dance teacher was like, "You can do it you just you just need more practice". So I think, I just need to think like that, and just be like, I'm struggling now and I'm taking a little longer, but I can do it and I will get to the point where I can do it without thinking.
Manager: Perfect yeah. Well done. All right well I look forward to hearing about your progress next week. All right. Thanks Maddie.
Feedback: The manager provides a series of prompts and questions that reminds the student about what is important in completing the task. Positive reinforcement about the key issues - that it is ok to take time to get the task completed correctly, and to focus on the learning opportunities in the task - is a strength to the way this coaching conversation concludes. Coaching conversations should also set a clear set of goals to help stretch coachees in their pursuit of improving performance. While a process has been identified for improving performance, a little more explicit focus on setting goals would make this coaching conversation even more powerful for the coachee (for example, setting a date for the next review of work to gauge whether the proposed strategy has allowed the student to work more effectively).