By Mike Cieri
Coaching involves three main processes: communicating, influencing, and helping.
When communicating, the manager listens (receives messages), initiates and responds (gives messages), and gives feedback.
When influencing, the manager persuades the subordinate to move in a particular direction by positively reinforcing desirable behavior; encourages the subordinate to exercise more autonomy; and fosters the subordinate’s identification with the manager as someone whose experience, skill, and influence are greater than the subordinate’s own.
When helping, the manager expresses concern and empathy for the subordinate, establishes the mutuality of the relationship, and assists the subordinate in identifying his or her developmental needs. During the helping phase of a coaching session, both parties respond to the needs of the other.
When communicating, the manager listens (receives messages), initiates and responds (gives messages), and gives feedback.
Communicating: The climate of a coaching session should be friendly to increase the chances that the subordinate will be receptive. It is important for the manager to remember that communication is influenced by how the problems and issues to be discussed are perceived by both parties.
Communication can become distorted if the manager and subordinate do not establish empathy for each other and try to understand each other’s point of view, In addition, nonverbal communication is as important as verbal communication; gestures, posture, and tone are critical.
- Initiating: During a coaching session the manager typically asks a number of questions for various purposes: obtaining information, establishing rapport, clarifying, and stimulating thinking.
The questions that are asked and the manner of asking them can either facilitate or hinder the process of communicating. Some questions can make a subordinate either shut down or respond in a way that indicates dependence on the manager, whereas others can build openness and autonomy.
- Responding: A manager’s responses to a subordinate’s comments can be either useful or alienating. Responses that are empathic, supportive, and exploratory are useful, whereas those that alienate criticize, or deliver orders are likely to be counter-productive.
- Giving Feedback: Giving feedback is important in terms of increasing the subordinate’s self-awareness, particularly with regard to strengths and weaknesses. If properly given, feedback results in greater rapport between the supervisor and the subordinate.
Feedback is effective when the manager ensures that it:
- Is descriptive rather than evaluative;
- Is focused on the subordinate’s behavior rather than the subordinate as a person;
- Concerns behavior that is modifiable;
- Is specific and based on data rather than general and based on impressions;
- Provides data from the manager’s own experience;
- Reinforces positive new behavior and what the subordinate has done well;
- Suggests rather than prescribes avenues for improvement;
- Is continual rather than sporadic;
- Is based on need and is elicited by the subordinate;
- Is intended to help;
- Satisfies the needs of both the manager and the subordinate;
- Is checked with other sources for verification;
- Is well timed; and
- Contributes to the rapport between the manager and the subordinate and enhances their relationship.
About the author:
Mike Cieri, MSIR, is Vice President of Mardac Consultants and been in the Human Resource Management field for over 20 years. During this time he has held a variety of management positions, including several years on the executive management team of a large corporation as Vice President of Human Resources and Safety, as well as Vice President of Operations.
