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  • Add You - Coaching Employees to Improve Performance: Finding the Coachable Moment

    Employers - Practicality or Theory?
    In this world, we have set some rules for ourselves. We break them as we wish, and we fear to break some of them. Education and employment has one such rule. It is called ‘qualification’.How does one know if a person is qualified? Grant them a piece of paper. That piece of paper, in civilized language, is cal
    t she needs serious help from someone who is willing to give concrete positive and negative feedback. If a coach had magically appeared, I would have hung on her every word.

    In the NetSpeed Leadership module, Coaching to Redirect, we liken the work of a s

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    Coaching to help people improve their performance is one of those skills that is easy to talk about and a whole lot harder to do. A recent experience has driven home for me just how important having a good coach can be.

    My seven-year old daughter takes ice-skating lessons. To help make it fun, I join her on the ice after her lesson for an hour of free-skating. I wish I could say I cut a graceful figure on the ice. In fact about all I can do is skate within an arm’s length of the railing so I can steady myself if I start to lose control. Recently, I decided to teach myself how to skate backwards. I observed the skillful and highly experienced skaters in the center of the ice rink skating backwards as they launched themselves into athletic jumps and turns.

    “How hard can it be to skate backwards?” I asked myself. After an hour of wiggling, twisting, and turning, as I tried to propel myself backwards, I concluded, “Pretty darn hard.” This is what I call a “coachable moment.” It is that moment when the learner realizes that she needs serious help from someone who is willing to give concrete positive and negative feedback. If a coach had magically appeared, I would have hung on her every word.

    In the NetSpeed Leadership module, Coaching to Redirect, we liken the work of a sk

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    e-skating lessons. To help make it fun, I join her on the ice after her lesson for an hour of free-skating. I wish I could say I cut a graceful figure on the ice. In fact about all I can do is skate within an arm’s length of the railing so I can steady myself if I start to lose control. Recently, I decided to teach myself how to skate backwards. I observed the skillful and highly experienced skaters in the center of the ice rink skating backwards as they launched themselves into athletic jumps and turns.

    “How hard can it be to skate backwards?” I asked myself. After an hour of wiggling, twisting, and turning, as I tried to propel myself backwards, I concluded, “Pretty darn hard.” This is what I call a “coachable moment.” It is that moment when the learner realizes that she needs serious help from someone who is willing to give concrete positive and negative feedback. If a coach had magically appeared, I would have hung on her every word.

    In the NetSpeed Leadership module, Coaching to Redirect, we liken the work of a s

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    f I start to lose control. Recently, I decided to teach myself how to skate backwards. I observed the skillful and highly experienced skaters in the center of the ice rink skating backwards as they launched themselves into athletic jumps and turns.

    “How hard can it be to skate backwards?” I asked myself. After an hour of wiggling, twisting, and turning, as I tried to propel myself backwards, I concluded, “Pretty darn hard.” This is what I call a “coachable moment.” It is that moment when the learner realizes that she needs serious help from someone who is willing to give concrete positive and negative feedback. If a coach had magically appeared, I would have hung on her every word.

    In the NetSpeed Leadership module, Coaching to Redirect, we liken the work of a s

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    In the NetSpeed Leadership module, Coaching to Redirect, we liken the work of a s

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    t she needs serious help from someone who is willing to give concrete positive and negative feedback. If a coach had magically appeared, I would have hung on her every word.

    In the NetSpeed Leadership module, Coaching to Redirect, we liken the work of a skilled manager to a coach who helps an employee hit the bull’s eye on a target. To guide an inexperienced archer, the coach gives developmental feedback that includes praise and redirection in equal measure. Just as an archer needs to make small adjustments with the guidance of his coach so as to get the arrow closer to the bull’s eye, so does an employee set about learning and mastering a new task.

    From the coach’s perspective, what can make the coaching role difficult to perform is the attitude of the learner. Often, when tackling the new task or assignment, an employee says, in effect, “How hard can it be?” Convinced that she might be able to perform the task without much assistance from the manager or coach, she may blunder forward (or, in my case, backward) until she discovers that she needs help.

    As coaches we are there to support, guide and direct employees when those “coachable moments” occur. Essentially we allow our employees to fail with support. In those moments we move from passive observer to active coach

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