Coaching for Performance

March 10, 2011

Coaching for Performance GROWing Human Potential and Purpose: The Principles and Practice of Coaching and Leadership Sir John Whitmore ©2009 by Sir John Whitmore Adapted by permission of Nicholas Brealey Publishing ISBN: 978-1-85788-535-4

I For nearly two decades, Coaching for Performance has served as a classic guide for business managers wishing to inspire workers to reach their potential. Originally published in 1992 and widely used in human resource departments and coaching schools worldwide, it draws upon techniques used in sports training to suggest a method for managers to guide their employees to self-awareness, help them access their inner potential and perform at peak capacity. Author Sir John Whitmore’s primary technique for coaching is to ask open-ended questions following the GROW sequence (Goals, Reality, Options, Will) to help the coachee to an awareness of goals and how to aain them, as well as to discover ways around obstacles that might impede progress toward those goals. This updated 4th edition delves more deeply into the psychological roots of coaching, and includes sections Business Book Summaries ®

examining the relationship between coaching and leadership, corporate social responsibility, as well as the future of coaching in times of crisis.

T P  C Coaching is most eective when it is rooted in a supportive relationship between the coach and the individual to be coached, and when the means and style of communication are best suited for results. Although the objective of coaching is to improve performance, the optimal way to achieve that goal varies. Coaching is rooted in sporting activities. In the late twentieth century, Harvard professor and tennis maven Timothy Gallwey challenged the traditional coaching modality of teacher-student with his “Inner Game” books, including Inner Skiing and The Inner Game of Tennis. With his thesis that each athlete must rst vanquish the opponent within to achieve win-

March 10, 2011 • Copyright © 2011 EBSCO Publishing Inc. • All Rights Reserved

Coaching for Performance

ning success in competitions, Gallwey redened the essence of coaching: to unlock people’s potential to optimize performance. Over the next few years, Gallwey, Whitmore, and others pioneered this concept in business. Being an eective coach, mentor, advisor, or facilitator requires believing in human potential. A coach must believe that the coachee has the potential to perform beer in order to get the best performance possible. Experiments in the educational eld demonstrate that a coach or teacher’s belief in a student’s abilities has a direct eect on performance. Therefore, an eective coach will maintain an extraordinarily optimistic view of the inner potential of all people. The main function of a coach should be to help each individual realize the potential within. The most eective coach works to build awareness, self-belief, and a sense of responsibility in each coachee. Making decisions, acting on them, and taking responsibility for the resulting degree of success build self-belief. The role of the coach is to ensure that the coachee produces the results dictated in the coaching session every time, and this requires that the coachee clearly understands the goal and is commied to successful action. Other factors that build an individual’s self-belief are being treated as an equal, believing that personal eort has helped achieve success, and knowing that others in the organization support one’s eorts. The underlying purpose in every coaching session should be to build the coachee’s self-belief. The Manager as Coach

A manager can be most eective as a workplace coach when their relationship with the employee is one of trust, partnership, and safety. In most cases, this managerial approach fundamentally diers from the traditional boss/employee relationship in which the higher-up dictates to the underling. Coaching managers, rather than being dictatorial, must possess empathy, integrity, and detachment to succeed. They ask coachees questions that lead to clarity on the task at hand; this clarity enables them to envision success, and to take responsibility for achieving it. There are also benets to managers from acting as coaches; learning how coachees intend to accomBusiness Book Summaries ®

John Whitmore

K C Coaching for Performance draws upon techniques used in sports training to suggest a method for guiding employees to optimal performance. Important concepts include:

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A coach’s primary function is to help each individual locate and tap inner potential.

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Two keys to coaching success are raising the coachee’s awareness and inspiring a sense of responsibility.

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Asking open-ended questions coachees think independently.

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Coaches should follow the GROW sequence in paerning questions:

helps

• Goal seing • Reality checking • Options and alternatives • What is to be done by whom and when

•

Coaching can be critically important in times of crisis, helping people to make sense of dicult situations and free themselves from self-limiting fears that impede action. g g g g

Information about the author and subject: www.performanceconsultants.com Information about this book and other business titles: www.nicholasbrealey.com Related summaries in the BBS Library: The Extraordinary Coach How the Best Leaders Help Others Grow John H. Zenger and Kathleen Stinne 10 Steps to Successful Coaching Sophie Oberstein


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plish workplace goals provides insights into how to maintain managerial control over the situation.

John Whitmore

tems and relationships. Awareness also includes self-awareness of the emotions and desires that can cloud one’s perception. Coaching raises individuals’ awareness of their own unique physical and mental abilities. Rather than imposing a pre-conceived notion of the “right” way to do a task, it builds the coachee’s personal ability and condence in the areas relevant to work performance.

More businesses are adopting a managerial coaching model in an eort to improve performance. Stability, sustainability, and collaboration are the new watchwords of the business world. Increasing global competition is forcing businesses to be leaner, more ecient, and responsive to the quickly changing international Most of the businesses we work with approach us because… economy. The environmental concerns of socially responsible [t]hey have recognized that if they are to achieve real perforpopulations provide a powerful mance improvement, their managers must adopt a coachingcatalyst for businesses to change. based management style. At the same time, employees are demanding a more collaborative role in the workplace. The second key to coaching success is responsibility. Workers who have the autonomy to make choices The Nature of Coaching also assume responsibility for those choices, and subThe rst key to coaching success is awareness, which sequently deliver a higher level of performance. requires sight and hearing in the workplace as well Managers who coach for awareness and responsibility as an understanding of workplace operating sysachieve optimal results in short-term task accomplishment, and also help coachees improve their quality of life in the long-term. They do not need to be experts in specic elds to coach well, such expertise may help Sir John Whitmore has authored ve books on achieve optimal results in some situations, such as leadership, coaching, and sports. Subsequent to those requiring technical knowledge. his career as a business professional in the UK, The ideal coach will possess the following qualities: Switzerland and the United States, he teamed • Patience with Timothy Gallwey to found Inner Game Ltd., an organization which has signcantly • Detachment inuenced training methods in the elds of • Support sports and business.

A  A

A recipient of the President’s Award from the International Coach Federation as a leader in the coaching eld, he currently works as a consultant and speaker for Performance Consultants International.

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Interest

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Skilled listener

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Perception

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Awareness

In the 1960s, Whitmore was a professional race car driver and won both the European and British Saloon Car championships.

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Self-awareness

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Aention

Coaching for Performance , his best-known book, has been translated into over 20 languages, and is presently in its fourth edition.

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Retention

Business Book Summaries ®

EectiveQuestions

By asking open-ended questions, managers can coach employees to think independently. Rather than asking


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a question requiring a yes or no response (such as, “Are you watching the ball?”), a good coach will ask “Which way is the ball spinning as it comes toward you?” The laer question requires independent evaluation on the coachee’s part, creating awareness and responsibility. The coach should gradually narrow the focus of open-ended questions towards increasing detail to maintain the coachee’s focus and awareness, and to expose the ne points of the task that the coachee needs to understand. The questions should follow the coachee’s train of thought and interests, and the coach must pay full aention to the coachee’s answers. This builds trust, and it leads the coach to the next question. The coachee’s tone of voice, choice of words, and body language all provide insights into their aitude. The skilled manager-coach reects back what the coachee is saying from time to time to make sure they are maintaining good understanding. In addition, the coach should stay self-aware in each session, noting personal reactions and emotions that may help or hinder the process.

John Whitmore

must ask open-ended questions, and it must be utilized within a context of developing self-awareness and assuming responsibility. GoalSeing

A skilled coach/manager will see that each coaching session has a short-term goal. If coachees initiate a session, they should set the session goal. Asking questions such as, “What would you like to take away from this session?”will help them establish a short-term goal over which they have control. However, an end goal, or a nal objective, depends upon an ongoing process (such as landing a specic account) that oen depends on factors beyond the coachee’s control. A performance goal is the ongoing plan of action that an employee believes will facilitate goal aainment. An employee can meet the performance goal largely single-handedly and can measure the progress towards the goal based on performance criteria. An employee should always support an end goal with a performance goal, taking responsibility for meeting the set standards of performance.

Underlying these two types of Obsession with our own thoughts and opinions and the comco-dependent goals, performance and end goals, are two others: the pulsion to talk, particularly if one is placed in any kind of dream goal and the process, or advisory role, are strong. It has been said that since we were work, goal. A dream goal, such as given two ears and one mouth, we should listen twice as much climbing Mt. Everest, is a vision as we speak. that inspires action. The process, or work, goal answers the quesThe GROW Sequence tion, “How much are you willing to invest in reaching The sequence of questions in a coaching management your dream?” session may be divided into four groups: (1) goal setSkilled managers will encourage workers to set their ting, (2) reality checking, (3) options and alternative own goals to inspire a sense of ownership. Choice strategies, and (4) what is to be done by whom and and responsibility are key components in self-motiwhen. The author uses the acronym “GROW” for this vation, and ideally, the worker’s goals will coincide sequence. By seing goals before assessing their realwith management’s pre-determined ones. A manager ity, coachees can imagine an ideal, long-term solution, should make every eort not to override employee and then gure out the realistic steps leading towards goals, instead using coaching skills to steer those that ideal. When highlighting the options, the coachee goals to align with the company mission. should check to see if they will move the process Goals should be reachable, yet challenging, and towards the goal, and should postpone determining should be described in positive terms so as not to be ‘what’ and ‘when’ until further investigation reveals discouraging. All parties involved should agree upon the ecacy of the options. and understand the goals, and they should be legal, The GROW sequence is not a panacea unto itself. In ethical, and environmentally friendly. order for this questioning sequence to be eective, it Business Book Summaries ®


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Reality Checking

A skilled coach is able to remain objective when helping the coachee create goals, and will ask open questions that will guide the coachee to similar objectivity. The coach should encourage describing goals using descriptive rather than judgmental terms, using language which is detailed and clear. When coaching an employee to learn a new physical skill, such as operating new equipment, a coach should focus on the senses and help the coachee pay aention to inner tensions that may interfere with top performance. Internal awareness can increase physical eciency, leading to improved technique. The coach could also direct questions towards the coachee’s emotions, as well as the thoughts and aitudes that the coachee is experiencing. Demanding answers compels the coachee to think, take notice, and be engaged. Options

John Whitmore

The coach should then ask “When are you going to do it?” This places the plan of action into a real time schedule that the coachee can act upon. Finally, the coach should ask, “Will this action meet your goal?” to give the coachee an opportunity to re-check the plan against the goal and conrm resolve. Followup questions might include, “What obstacles might stand in your way?” “What support do you need?” “What other considerations do you have?

T P  C What is Performance?

The essence of coaching is to unlock people’s potential to maximize their own performance. True performance exceeds expectations. According to the author, performance is both an expression of one’s potential and a public exhibition of skill. It demands total responsibility on the part of the performer, and subsequently cannot be produced on command by someone else.

However, coach/managers should not focus excluWhen helping a coachee consider various courses of sively on performance improvement. Optimal results action, the coach/manager should elicit as many alterrequire high awareness produced by performance, natives from the coachee as possible to provide a broad learning, and enjoyment. base of imaginative possibilities. The coachee should feel safe from fear of ridicule from the coach and co-workers Many businesses are beginning to recognize that they need to in brainstorming ideas. To over- become learning organizations if they are going to stimulate come such negative, self-limiting and motivate their staff and if they are going to cope with the assumptions as “It’s bound to be too expensive,” the coach can pro- demand for almost continual change. vide a “What if?” question, such as “What if you had a big enough budget?” This will Learning and Enjoyment open the way to creative thinking. When the coachee The author breaks the learning process into four has run out of alternatives, the coach can oer any stages: ideas that are not yet on the table, with the coachee’s permission. Once a list of options emerges, the coach 1. Unconscious incompetence – low performance and can encourage a line-by-line evaluation of the benets understanding and costs associated with each option. 2. Conscious incompetence – low performance but recWhat is to be Done? By Whom? When? ognition of aws In this nal phase of action toward a goal, the coach should ask the questions that will elicit rm resolve from the coachee. By asking “What are you going to do?” the coach/manager encourages decisions and responsibility on the part of the coachee, then follows up with questions designed to hone in on the details. Business Book Summaries ®

3. Conscious competence – improved performance with conscious eort 4. Unconscious competence – natural, automatic higher performance

Self-feedback during the conscious incompetence


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stage, simply evaluating performance and watching for improvement, can lead to the next stage with lile eort. Allowing improvement rather than forcing it produces a higher quality of learning. MotivationandSelf-Belief

While athletes are motivated by the idea of winning awards, acclaim, and enjoying the personal achievement, workers experience more limited motivational incentives. Both job security and quality of life in the workplace are high on the motivation charts for workers. People will participate in the activities that meet their needs. Work provides the means to purchase food and water, shelter, and clothing, the most basic human needs. Co-workers meet the human need for community. Promotions, pay raises, and company perks, such as a car, fulll peoples’ need to win the esteem of others. However, the workplace has not typically supplied the self-esteem, or belief in oneself, that humans need. Prestige and privilege at work do not create self belief. Younger workers in particular want their work to be valuable and to have purpose. Focusing on value is a key activity for coach/managers who wish to empower and retain their workforce. Coaching, trust, openness, respect, encouragement, choice, and success build self-belief in workers.

John Whitmore

the following kinds of open-ended questions, starting with the coachee’s ideal goal: •

What would you like to take away from this coaching session?

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What would be your ideal work situation?

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Deep down, what do you want from your work life?

Next, the coach will move into questions that tie the ideal to reality: •

Besides daily frustrations, what exactly about your work creates the most dissatisfaction?

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During what percentage of your typical work day do feel positive and what percentage of the day do feel negative?

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Focusing on the positive, what work activities are most meaningful to you?

Then, the coach moves into questions regarding options: •

What are your options for change?

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How can you integrate the qualities you seek into your current work?

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What would have to change, and how could you change that? Who could help?

Traditional businesses and management methods are very poor at meeting [the need for self-belief]. In fact, managers fail to do so principally because their desire to feel in control discourages them from building self-belief in those they manage. Coaching for Meaning and Purpose

Many people today express a need to nd meaning and purpose through helping others, and their desire for a strong voice in how they are treated at work is related to this need. However, meaning and purpose are not interchangeable. Meaning is primarily a psychological concept, while purpose reects a spiritual concern. When a worker expresses a desire for meaning or purpose at work, the skilled coach/manager will ask Business Book Summaries ®

Of course, the coach must tailor the sequence of questions to the answers the worker provides. The main idea is to help raise the worker’s awareness of problems, possible solutions, and to take responsibility for making changes to improve the work environment.

Feedback and Assessment

Another function of coaching is to provide feedback to assess and develop both individuals and teams. Asking open-ended questions encourages coachees to evaluate themselves, and the ability to generate highquality, on-point feedback from within is essential for ongoing improvement in all aspects of life. Feedback can issue from ve dierent levels: 1. Personalized criticism


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John Whitmore

2. Judgmental comments

challenges from team members, and a good leader will allow challenges and encourage members to take responsibility.

3. Vague comments with insucient detail, generating no ownership 4. Assignment of ownership without follow-up questions 5. Targeted questions that encourage beer awareness and ownership The laer level of feedback, which strives to develop awareness and responsibility, is the one best suited to coaching. Coach/managers should avoid judgmental and personal feedback, and should use descriptive rather than judgmental language; for example, it is more eective to ask “What is the essential purpose of your report?” than to say “This report is useless.”

3. Cooperation is the nal stage, but the group should not be cooperative to the point of stagnation. The most eective work teams work cooperatively while retaining a measure of dynamic tension. Coaching Teams

Coaching is vital to develop cohesive teams that work successfully. Coaching techniques to help teams accomplish tasks are similar to those used to coach individuals, although the team members collectively formulate goals and move forward. The coach/ manager should ask open-ended questions to elicit thinking that leads to awareness.

Praise is another type of feedback, but it must be sincere to have positive power. To be To see all people as having the potential to be great in their eective, praise has to be freely given, genuine, and discriminat- chosen field, just as an acorn has in its field, is a far cry from ing. the more common but outmoded perception of people as empty Both individuals and work teams vessels of little worth until given outside input. can self-evaluate by listing the skills and qualities necessary to perform well at work, Coaching by example is critical, and the coach can assigning a number between one and ten to each to set the tone for the entire team by modeling openindicate how they rate themselves at present, and ness and honesty and demonstrating a willingness then assigning a target number that indicates their to invest time and energy in team development. The goal. Next, they should develop an action plan for coach should lead team members to discuss and agree reaching target goals. to common goals, as well as develop ground rules with everyone’s participation. DevelopmentofaTeam Eective teams exhibit qualities of support, trust, commitment, patience, compatibility, adaptability, enthusiasm, and unselshness. An eective manager/ coach can help build such a team through three stages of development: 1. The rst stage, inclusion, is when individuals determine if they are a part of the work team. Most will feel a strong need for acceptance and an equally strong fear of rejection. Team leaders should provide guidance and oer acceptance, seing the tone for the group. 2. Assertion, the next stage in group development, is a period of asserting power and expanding group boundaries. Individuals establish roles and functions, and competition reigns. The leader will face Business Book Summaries ®

OvercomingBarrierstoCoaching

Although not everyone is open to being coached, a coach can eectively reach resisters by using a sensitive and non-dictatorial approach which puts coachees at ease, builds trust, and remains nonjudgmental. Common barriers to be overcome are: •

A company culture that is anti-coaching

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Cynicism regarding a new approach

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Misunderstanding of the approach

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The belief that coaching is a new gimmick

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A belief that coaching takes too long

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People who want to be told what to do


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A manager’s internal barriers to becoming a coach include:

John Whitmore

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Treatment of the environment

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Treatment of suppliers

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Fair remuneration for all sta members

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Aggressive selling and false advertising

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Openness and honesty

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Health and welfare for sta

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Equality, including sexual and racial

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Valuable and benecial products

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Safe handling of hazardous or environmentally dangerous chemicals

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Puing people before prot

MultipleBenetsofCoaching

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Company and community cooperation

The benets of coaching include improved performance and productivity, sta development, enhanced learning, and beer relationships within the organization. Individual workers will realize an improved quality of work life and will assume more responsibility, freeing up time for the manager to be more productive in the managerial role. Coaching elicits more creative ideas from team members and reveals the formerly hidden skills and resources in the workforce. In addition, workers are more motivated, more exible, and adaptable to change.

A listening and learning coaching culture can help businesses adopt a more people-oriented and supportive environment. Coaching helps business leaders and sta members identify shared values and the changes needed to achieve those values.

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Fear of losing managerial authority

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Fear of geing stuck

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Fear of not geing the results desired

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Seeing no reason to change what works

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Dislike of a soer approach to management

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Belief that only money motivates workers

A manager adopting a coaching approach must let go of old methods and the security they represent. Removing old barriers will allow new potential to emerge.

The Foundation of Leadership

Coaching provides a basis for leadership. It elicits the highest worker performance, and as workers take responsibility for performance, they learn to be leaders. Globalization demands a new leadership style, and the future’s eective leaders will lead by coaching rather than and focus to by command.

I find it is often more productive to allocate time provoking and assisting people to let go of the old rather than to teaching the new.... Remove the blocks and the potential emerges. L  H P Coaching can bring clarity, trust, hope, and connection to an increasingly complex and uncertain business environment. External forces and inner development can work together to overcome global barriers and embrace a common destiny and shared responsibility. Although society is calling for increased corporate social responsibility, the corporate sector is responding slowly. To become more socially responsible, businesses should address: •

Treatment of sta and management style


Real leadership development eliminates internal obstacles and draws out the potential within each person. However, before that potential can be freed, barriers based on years of social and cultural conditioning need to be overcome. Fear of failure and of meeting others’ expectations is also a barrier to tapping one’s potential. However, by addressing one challenge at a time and taking responsibility for reaching positive goals, people can keep smaller fears from accumulating into larger, more dicult-to-overcome fear. Also, by focusing on the here and now, rather than the “what ifs” of sometime in the future or “what was” in the past, people can move forward responsibly with a


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minimum of fear.

John Whitmore

of meaning, the skilled transpersonal coach will be able to guide them through the crisis in a way that does not encourage them to control those feelings, but rather examines questions which lead to greater selfawareness and nurtures skills of inner guidance.

When working with a potential leader, a skilled coach will raise the coachee’s self-awareness by helping them through four separate steps: (1) revealing current aitudes and behaviors, (2) recognizing conditioned responses, (3) leing go of these aitudes and behaviors, We coaches...are trained and well equipped to coach, guide, and (4) following a plan of action support, and heal those who will become more confused and for the future. anxious about the enormity of world events that will increasIn turn, increased self-awareness ingly impinge on leads to new awareness of others. Knowing how to recognize conditioned behaviors and overcome them translates into a more openminded approach to others as well. Four essential qualities of eective leaders include: 1. A deep sense of collective – rather than selsh – values 2. Long-term vision, formed from whole-system thinking that is derived from the values set 3. Authenticity, meaning a highly-developed awareness and sense of responsibility 4. The agility to be exible and innovate for success

T  T C Emotional intelligence (EQ) is twice as important as IQ in business success, and EQ is a critical quality of a professional coach. EQ is the sum of a coach’s social skills, including self-awareness, emotion management, self-motivation, recognizing the emotions of others, and relationship management. Spiritual intelligence (SI) is the human’s essential desire to nd ultimate meaning in life and to live purposefully. Tools of Transpersonal Psychology

Principles of the eld of transpersonal psychology, which emphasizes self-transcendence to understand the human mind, may be applied in coaching to help people bring out the best in themselves. A coach trained in psychosynthesis will encourage coachees to redene life as a developmental journey, with obstacles as stepping stones toward an ideal purpose. Each person should strive for both psychological and spiritual growth. When a coachee experiences a crisis Business Book Summaries ®

their lives and their hopes for the future. A skilled coach also recognizes that each coachee draws from a series of subpersonalities to adopt the right stance or reaction to t a situation. The coach can help the coachee build greater self-awareness, and identify various subpersonalities by asking such questions as, “What part of you wants to do that?”Another question to help hone self-awareness, is “Who are you?” People may identify themselves by name, by profession, by relationship, or by ari bute. Within a work team, the coach can help team members integrate these sub-identities to become as eective as possible within the group. Guiding the coachee into deeper levels of awareness that access the subconscious, where both pain and potential hide, is the rst step to facilitating deeper self-exploration and enabling them to tap hidden potential. The Future Focus of Coaching

Coaching can be extremely signicant in times of crisis, helping people make sense of dicult situations and free themselves from self-limiting fears that impede action. Today’s coaches must be well informed on current concerns such as the environment and the economy. A broad base of knowledge equips coaches to challenge the ethics and behaviors of coachees when necessary. Coaches should even be prepared to drop a coachee on ethical grounds. The author believes that, “Coaching, and the principles on which it stands, are timeless and global.” He suggests parallels between evolutions in the coaching eld with developments in many elds, such as evolving democracies from autocracies and sustainable practices from consumerism. The coaching practice,


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and the skill and knowledge of coaches to guide, support, and heal, have much to oer as humankind evolves socially and spiritually. g g g g

F   B

John Whitmore

What Options Do You Have? What Will You Do? Part II: The Practice of Coaching

What is Performance? Learning and Enjoyment

EstimatedReadingTime:12-14hours,226pages

Motivation and Self-Belief

Coaching for Performance provides a brief history of the development of the eld of coaching, beginning with its roots in sports training, and extending to its application in a business environment. The book explains coaching goals and techniques for guiding employees to self-awareness, helping them access their inner potential and perform at peak capacity. The author’s primary technique is to ask open-ended questions following the GROW sequence (Goals, Reality, Options, Will).

Coaching for Meaning and Purpose

This updated 4th edition of the classic book delves into the psychological roots of coaching, and includes sections examining the relationship between coaching and leadership, corporate social responsibility, and the future of coaching and the unique role it can play in times of crisis. Charts and diagrams are included to illustrate important concepts, as well as a sample coaching narrative which extends over several chapters. Brief margin notes and headings help the reader stay on track. Reading the book from start to nish will provide maximum benet.

Feedback and Assessment The Development of a Team Coaching Teams Overcoming Barriers to Coaching The Multiple Benets of Coaching Part III: Leadership for High Performance

The Challenge to Leaders The Foundation of Leadership The Qualities of Leadership Part IV: Transformation through Transpersonal Coaching

Emotional Intelligence Tools of Transpersonal Psychology The Future Focus of Coaching Appendix: Some solutions to the nine dot exercise Bibliography

C

Acknowledgments

Introduction Part I: The Principles of Coaching

What Is Coaching? The Manager as Coach The Nature of Change The Nature of Coaching Eective Questions The Sequence of Questioning Goal Seing What is Reality? Business Book Summaries ®


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John Whitmore

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Coaching for Performance

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