Huthwaite Coaching Skills

Course overview

“What we think, or what we know, or what we believe is, in the end, of little consequence.
The only consequence is what we do” JOHN RUSKIN (1819 - 1900)
The only addition we might make to Ruskin’s words in this age of Excellence and Quality is ‘and how well we do it’. One of the most important things managers are supposed to do is coaching. But how many of the following statements apply to your organization, your management colleagues and YOU ?The program is designed to help managers understand the reasonable demands that coaching culture makes of them and to develop the skills required to meet those demands.

Course objective 

Understand and be able to explain the differences between and uses of coaching, mentoring and counseling.

Who should attend? 

Anyone in the organization who is responsible for helping to develop the performance of others. This naturally includes all people-managers, but the possible audience for this program could also include senior, very experienced members of staff or technical specialists or trainers who are frequently required to share their knowledge in a one-to-one coaching role.

Course Curriculum 

1. Coaching, mentoring and counseling – different functions, skills and outcomes.
2. Coaching in a performance management culture – cascading objectives, coaching and reviewing for continuous improvement.
3. Understanding the manager as a ‘scarce resource’ – tools for prioritizing coaching and evaluating payoff.
4. Diagnosing performance problems - getting to the causes behind the symptoms – knowledge, skills, attitude, and external blocks.
5. Identifying coaching opportunities in your work environment and structuring coaching sessions for the available time.
6. Behavior Analysis as a tool for modeling and measuring skill – Huthwaite’s research into coaching skills – matching the style to the situation by varying the behaviors.
7. Persuasion styles – skills for dealing with ‘resistant’ learners – skills for developing, agreeing, reviewing mutually agreed solutions.
8. Case study – generic or customized – giving benchmarking and practice opportunity in a variety of coaching situations.

What will you learn? 

At the end of this course you will be able to:
• Understand and be able to explain the function of coaching in a performance management culture and where coaching fits into a managers activities.
• Have and be able to use a model for diagnosing performance problems and analyzing where coaching effort could be applied to best effect.
• Identify a wide range of coaching opportunities and structure coaching sessions so that time is used to best effect.
• Create a positive coaching environment and use a variety of coaching styles appropriate to different people, tasks and situations.
• Be skilled in helping their people generate solutions, motivating implementation and reviewing performance
• Have used Behavior Analysis to benchmark their existing coaching style and had repeated opportunities to practice Huthwaite’s researched Coaching Skill Models and receive objective feedback from tutors.

Action Plan:

 Huthwaites objective is not to sell training. Our objective is the same as yours: to have your people make the difference by doing things more effectively. If we achieve that, our training sells itself. The skill development process is based on sound psychological theory and proven over countless implementations. Known technically as Behavior Modeling, it is the only way of ensuring that skills are transferred from the trainer to the trainee:
• Step 1. Show, explain and discuss the Success Model to give a theoretical understanding.
• Step 2. Provide a low-threat opportunity for the trainee to practice the model.
• Step 3. Give objective and accurate feedback on performance (using Behavior Analysis) to help the trainee modify his or her behavior to match the Success Model more closely.
• Step 4. Repeat steps 2 and 3 until the trainee has the confidence to use the skill in a ‘live’ situation.
• Step 5. Support the trainee with on the- job coaching (in other words coach the coach) until the skill is part of the natural behavior repertoire.

Materials 

During the program trainees receive a comprehensive library of user-friendly reference material giving detailed explanation of key concepts, plus documents to assist in analyzing needs and planning coaching sessions. Case studies and coaching role-plays used during the program may be customized to replicate the trainees’ own work environment if the client wishes. 

Course Design

 During our two-day course which is led by one of our expert trainers, you will recognize that it is not just an ordinary theoretical course but it is a practical one full of:
• Small group peer exchanges
• Large group interactions
• Personal reflections
• Modules designed to challenge your assumptions about Coaching

What is unique about this program?

 Researching the behavior models
There are literally thousands of suppliers of management and commercial skills training. What makes the Huthwaite approach uniquely different? Our work with many of the worlds leading companies to improve their performance is based on very simple principles:
• Theory is fine, but most people want practical help to achieve realistic changes - not unreasonable demands.
• The practical help that people want is to know what to do and learning how to do it.
 Huthwaite International therefore believes there are two essential requirements for skill development:
1) A picture or model of what effective performance looks or sounds like. What actually happens in a win-win negotiation, a successful appraisal, or a truly effective coaching session? If you have an incorrect model (and most training models are simply some trainer’s best guess!) you risk becoming very proficient at doing things the wrong way.
2) A skill learning process, which lets you repeatedly practice the skill and get objective feedback on your performance, until eventually the skill is absorbed into your natural repertoire. Huthwaite has been researching the components of interactive skills for almost thirty years. We also have nearly thirty years’ experience of creating learning processes that make people more effective in their jobs. Huthwaite pioneered the commercial use of a research tool, now widely recognized and universally known by psychologists, human resource professionals and training specialists as Behavior Analysis.

Behavior Analysis is a method for observing, categorizing and quantifying objectively what people do in interactive situations such as meetings, selection interviews, negotiations and staff appraisals - in particular, what they say to each other.
We subdivided the interactions, or conversations, into behaviors; discrete, observable units of performance, which can be measured in terms of quantity or quality and which can then be changed. Proposing, seeking information, summarizing, disagreeing and giving information are examples of basic behavior categories. By observing many appraisals, for example, and analyzing the results statistically, we can discover what it is that the most effective appraisers actually do differently. We call this the Success Model, the ideal pattern of behavior that is most likely to give a successful result.

Duration 2 days
Other timing designs are possible to meet specific client needs. 

Delivery Methods
Public courses
In House courses

Location Egypt & UAE

Language Available in Arabic & English

Participants 10 – 12

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