All of us have goals, personal, professional, spiritual, life

goals, effective performance coaching is a matter of

aligning life goals with professional goals, once we
understand this we can be extremely successful coaches
and therefore extremely successful managers!
It is a matter of alignment
It is a matter of alignment
The meaning of the word coaching comes from the analogy
of someone who takes someone else to a different place,
the purpose of all coaches should be to change agents that
facilitate the journey of transformation of the coachee, from
the current status, to the desired status.
It is a matter of alignment
All Collaborators should look forward to the coaching
session, if it is viewed as punitive or even dislikeable the
positive effect we can exert will be significantly reduced.
A good manager should recognize that a positive coaching
experience is the foundation of coaching effectiveness.
Becomesuccessful managers througheffectivecoaching
IncreasetheROI of our coaching session
Understandhowaligning personal andprofessional goals is thekey
for coaching andmotivation
Learn howto manage your teams performance and produce goal
breaking results!
Our Objecti ves
Ability to recognize the personal and professional goals of your team
and the tools to align them
Ability to recognize performance gaps and develop plans to address
them
Understanding the different phases of Performance Management in
Call Center environment
Tools to manage your Teams Performance to meet and exceed your
targets
Successful Completion will give you:
To Increase:
Collaborators Motivation
KPI Results
Efficiency
Effectiveness
To Decrease:
Collaborators Disengagement
Feelings on Inadequacy
Why do we Coach?
The Skill vs. Will Matrix
Most of the Performance Gaps that require manager intervention can
be categorized in either Will or Skill issues.
Will Issues: Arise when the Collaborators Personal Goals are not
aligned with the Organizational Goals. The symptoms can be lack of
motivation, lack of desire to achieve, security or confidence,
disengagement.
Skill Issues: Arise from absence of proper training, knowledge or the
required ability to perform a task. The Symptoms include deficiencies
in Product Knowledge, KPI achievement, Language Proficiency, or
Tools Usage Abilities.
The Skill vs. Will Matrix
Skill
Will
High Will / Low Skill High Skill/ High Will
Low Will / Low Skill High Skill/ Low Will
The Skill vs. Will Matrix
How to coach based on this Matrix?
To simply know if your Team Member has a Will or a Skill issue ask the
following questions;
Does he/she knows what to do?
If No Skill, If Yes Continue to next question
Does he/she knows how to do it?
If No Skill, If Yes Continue to next question
Does he/she have the desire to complete the task?
If no Will Issue
The Skill vs. Will Matrix
How to coach based on this Matrix?
Once you have determined where in the matrix your collaborator lies,
we recommend the following approach to guide your Performance
Management Efforts;
The Skill vs. Will Matrix
Skill
Will
How to coach based on this Matrix?
Develop Delegate
Align Excite
High Will/Low Skill
Best Approach:
Devel op
This collaborator needs a shift in training techniques:
-Hands on Training/On the Job Training
-Role Plays
-Explain context and give a sense of business relevance
and ripple effects
How to Coach with
the Skill/Will Matrix
Low Will/Low Skill
Best Approach:
Align
Collaborators in this category are at risk of becoming attrition.
- Build the will through appropriate Coaching (following slides) and
set progressive objectives, easier to achieve first to build motivation,
and harder as time progresses to keep them challenging.
- Once you have built the will you will be a team in building skills
How to Coach with
the Skill/Will Matrix
High Will/High Skill
Best Approach:
Delegate
Involve in decision-making
Frequently ask employee for opinions
Give responsibility and authority because employee is competent and committed.
Provide a clear vision of his/her career path
Ask for check-ins at key milestones or when employee has questions.
Praise and reward for success
How to Coach with
the Skill/Will Matrix
High Skill/Low Will
Best Approach:
Excite
Discuss why task is important and why employee is best choice
Discuss what would motivate employee.
Be clear regarding expected outcomes (goals) and limitations of time, budget, etc.
Check for understanding
Give responsibility and authority because employee is competent
Provide frequent feedback
Require frequent check-ins (verbal or written)
Praise and reward for success
How to Coach with
the Skill/Will Matrix
Aligning Goals & Objectives
To Align the Life Goals of an Individual with the
Organizational Goals for his/her function you should first
know both;
(a) Knowing Personal Goals requires conversations with
the Collaborator, not only about work related elements
but about their needs, we dont need to know their life
and miracles but at least understand what would make
them want to be a Top Performer.
Aligning Goals & Objectives
To Align the Life Goals of an Individual with the
Organizational Goals for his/her function you should first
know both;
(b) Organizational goals are defined by your organization and
should be known by the supervisor, look for expected vs.
actual results within the job descriptions, find the most
relevant gaps and start coaching!
Aligning Goals & Objectives
Coaching to Will Issues
Aligning Goals & Objectives
We already presented the etymological definition
coaching, as defined, it requires the participation of at
least 2 people, you cant coach if the coachee doesnt
want to be coached. This is why we suggest to first build
the Will first and when you accomplish this you will be a
team in driving performance.
Aligning Goals & Objectives
Coaching to Will Issues
In order to have a measurable impact in your
collaborators performance we must make sure we have
their respect and credibility.
We often say to our collaborators people dont care how
much you know until they know how much you care.
Aligning Goals & Objectives
Coaching to Will Issues
This is also applicable to coaches, if you want to impact
someones behavior earn their trust, show you care, only
then will you be a team in improving performance.
Aligning Goals & Objectives
Masslows Pyramid
Morality,
Creativity,
Spontaneity,
Problem Solving,
Lack of prejudice
Self-esteem
Confidence, achievement
Respect of others, respect by others
Friendship, family, sexual intimacy
Security of body, of employment, o resources
Of morality, of the family, of health, of property
Breathing, food, water, sex, sleep, homeostasis, excretion
Self Actualization
Esteem
Love/Belonging
Safety
Physiological
Aligning Goals & Objectives
Self Actualization
Esteem
Love/Belonging
Safety
Physiological
Masslows Pyramid
You can think of the role of a coach
as a process in which you move the
needs of your collaborator that are
fulfilled by the organization from
the most basal, to the higher order
needs, this will help create the
alignment we are ultimately looking
for and will shift the coachee to be
intrinsically motivated.
Aligning Goals & Objectives
Everyone has personal goals whether consciously or
unconsciously, you need to help them uncover them and start the
process of aligning those goals with the goals of your organization.
Goals help everyone sustain motivation and develop a long term
vision of what they want to achieve.
How to Uncover your Collaborators Life Goals
Phase 1:
Aligning Goals & Objectives
How to Uncover your Collaborators Personal Goals
Think of what you want to Accomplish in the Short Term, but most
importantly give a vision of what your Collaborators want to
accomplish in the Mid and Long Term with their lives.
Longer Term Goals will help the collaborator achieve self-
motivation in his/her current role, even more so if you can show
them how to align these goals with the goals of the organization.
Phase 1:
Aligning Goals & Objectives
How to Uncover your Collaborators Personal Goals
"Your gift lies in the place where your values, passions, and
strengths meet. Discovering that place is the first step toward
sculpting your masterpiece, your life."
Schuman and Paxton, the Michelangelo Method
The Self Awareness Template
UCG
1 2 3 4 1 2 3
Cust omer Sat isf act ion AHT Qualit y Assurance At t endance Work as a psychologist Achieve Finant ial St abilit y
Acquire
new Skills
Short Term Improve overall CSAT scores 10% Decrease weekly AHT by 15% Improve QA Scores by 20% Come t o work every Scheduled Day Get a paid job as a Psychologist Improve my income 25%
Get a Mast er' s
Degree in Labor
Psychology
Mid Term Be on or above CSAT Target Be below AHT t arget while keeping CSAT scores on t arget Be consist ent ly above t arget f or QA Scores while keeping AHT on t arget Be on Time Everyday Get a high paying job as a Psychologist Improve my income 45%
Obt ain at least
3 relvant
cert if icat ions
Long Term Help ot hers improve t heir CSAT scores Help ot hers improve t heir AHT Help ot hers improve t heir QA Scores Respect your lunch and break schedule Have my own Psychology Pract ice Have sat isf act ion of all my needs
Be one of t he
t op 3 best
coaches in t he
count ry
Li f e Goal s
Top 3 Li f e Goal s
Values - Ideas, Ideals that provoque an emotial response for or
against them
P assion - What excites your enthusiasm? St rengt hs - What are your best attributes?
3 Underst and Ot hers Psychology Good List ener
2 Learn t o ident if y t he needs of t hose around me Work as a Psychologist Universit y St udies
1 Learn how t o help ot hers Develop experience in my f ield of expert ise Int erest ed in helping people
Collaborat or' s Name:
Collaborat or' s Employee ID: 43752
Collaborat or' s Signat ure:
Cust omer Sat isf act ion AHT Qualit y Assurance Dat e:
Improve CSAT scores by 5% Improve weekly AHT by 10% Improve your QA score by 10%
Improve CSAT scores by an addit ional 5% Improve weekly AHT by an addit ional 5% Improve your QA score by an addit ional 10%
Be consist ent ly above t arget f or CSAT Scores Be consist ent ly below t arget f or AHT goals Be consist ent ly above t arget f or QA Scores
Be on t he t op 3 of t he Team' s St ack Rank Be on t he t op 3 of t he Team' s St ack Rank Be on t he t op 3 of t he Team' s St ack Rank 4
I f I achi eve t he goal s I commi t t ed t o I wi l l get f rom my supervi sor:
A t ailored Career Pat h
If you want to livea happy life, tieit to a goal, not to peopleor things. -
Albert Einstein
Addit ional Evaluat ions and Feedback
AHT t ips and product t raining
You can apply your knowledge in Psychology and your desire t o help ot hers in a Supervisory posit ion, where you can coach and develop your collaborat or' s. However in order t o aspire t o t hat possibilit y, you f irst need t o know how t o
comply wit h t he requirement s of your current role, so you have t he expert ise t o help ot hers and so you have bet t er possibilit ies of being select ed f or t he role.
Commi t ment :
I recognize t hat t here are alt ernat ives t o applying my skills, values and passion in t he organizat ion, I' mwilling t o make an ef f ort t o improve my perf ormance if I get help t o improve and I' mshown a career goal t hat is compat ible wit h my
personal goals.
Week
1
Manager' s Signat ure
2
3
Career Goal s
Areas f or I mprovement Career Goal s
Ul t i mat e Li f e Goal
Have a f ulf illing lif e f or me and help ot hers achieve it as well
Let ' s revi ew angai n your ULG
Have a f ulf illing lif e f or me and help ot hers achieve it as well
Ul t i mat e Career Goal
Have my own Psychology pract ice
Compare t hat wi t h your UCG Have my own Psychology pract ice
M anager' s Proposal
The Self Awareness Template
The Self Awareness Template is an approach to the alignment of Life
Goals with Career goals :
This exercise requires the Supervisor and Collaborator to trust and
respect each other.
If properly executed, this tool can be the key to long term
motivation and can even be a career changing event for the
Collaborator.
Depending on how clear the Collaborator knows his/her strengths
you may want to do a SWOT Analysis first.
Coaching should address
Behaviors
There is a difference between behavior and personality, behaviors are
a response to stimuli, while behaviors are part of the individuals
personality, personality is much more complex, containing also
emotional and attitudinal responses.
In summary a behavior is what you do when presented with certain
stimulus, your personality largely defines who you are.
Coaching should be directed towards changing behaviors that impact
performance and never towards a change in the individuals
personality.
Coaching should address
Behaviors
Psychologists recognize 2 types of behaviors;
Reflexes: Physiological responses to a stimulus which are not
controlled consciously.
Operant Behavior: For these behaviors the
response can be selected based on consequences.
Coaching should address
Behaviors
There are 5 main ways to modify operant behaviors, which either
involve the removal or presentation of reinforcement or punishment.
Punishment is counterproductive in modern working environments so
we will limit the discussion to reinforcements;
Positive Reinforcement (Reinforcement): Occurs when a behavior
(response) is followed by a stimulus that is rewarding, increasing the
frequency of that behavior. This procedure is usually called
simply reinforcement.
Coaching should address
Behaviors
Negative reinforcement (Escape): Occurs when a behavior (response)
is followed by the removal of an aversive stimulus, thereby increasing
that behavior's frequency. [In an experiment, negative reinforcement
can be a loud noise continuously sounding inside a room until the
subject engages in the target behavior, upon which the loud noise is
removed].
Coaching should address
Behaviors
In practical terms Positive Reinforcement is easier to apply (it is much
more feasible to provide a positive reinforcement than to remove a
negative one) and is more widely used.
A positive reinforcement can be as simple as a thank you, a pat in
the back, or a grateful email to the collaborator who earned it, so
positive reinforcement is not limited to rewards with monetary value.
Any display of appreciation can help, but knowing which of the
displays you can use works best for each of your team members
makes a huge difference.
Coaching should address
Behaviors
7 Free ways to show you care:
What is preferable to you? Recognition for Success!
Rate them from 1 to 7
A sincere Thank you! 6
Public Recognition! 3
A pat in the back! 7
A Thank you email! 5
Determine if it possible to:
Receive Training of 1up tasks 1
Be assigned to help others 2
An extra break? 4
Coaching should address Behaviors
Overall, coaching should provide a shift towards ever longest term goals for the
collaborator, coupled with consistent small tokens of appreciation, this is the only
way to maintain long termmotivation in a team.
Aligning Goals & Objectives
Coaching to Skill Issues
Teaching New Skills
We will assume that all Will issues have been overcome
before you start working Skill issues, these may at times
be interconnected and require a more holistic approach,
however in order to better understand them, we will
handle them separately.
Teaching New Skills
There are multiple theories for Adult Learning
Techniques, we will discuss only a couple of examples,
however it is important to point out that they all agree
that adult learning is fundamentally different that
child/teens learning, mostly because of the significant
impact that our life experiences have in our adult
learning approach.
A n d r a g o g y
According to MalcomKnowles:
Andragogy assumes the following about the design of learning:
Adults have the need to know why they are learning something.
Adults learn through doing
Adults are problem-solvers
Adults learn best when the subject is of immediate use
Teaching New Skills
Teaching New Skills
Andragogy Pedagogy
Relates to: Learningstrategies
focused on adults.
Alllearningand
teachingstrategies,
regardless of age.
Introduction
Modified from:
Andragogy consists
oflearning
strategiesfocused on
adults. It is often
interpreted as the
process of engaging
adultlearnerswith the
structure
oflearningexperience.
Pedagogy is the study
of being a teacher.
The term generally
refers tostrategiesof
instruction, or a style
of instruction.
http://www.diffen.com/difference/Andragogy_vs_Pedagogy
Teaching New Skills
Pedagogy Andragogy Humanagogy
The Learner is dependent on the
instructor for all leanring The Learner is Self-Directed
These 2 sets of characteristics or
assuptions are not factual truth, in
reality most individuals can be
placed somewhere in between
these sets of elements, which can
be seen as described by some
scholars as opposite ends of a
spectrum rather than parallel lines.
The position of the individuals in
this spectrum not only varies in
time but also varies in reference to
the subject matter and task we are
trying to accomplish.
The instructor Assumes full
Responsibility for what is taught
and how it's learned
The Learner is responsible for
his/her own learning
The Instructor evaluates learning Self-Evaluation
For further discussion on this
debate you can visit:
The leaner comes with little
experince that can be associated
with the learning
http://scholar.lib.vt.edu/ejournals/J
OTS/Summer-Fall-
2000/holmes.html
The experience of the instructor is
most influential
The Learner has a wealth of
expierence that can be associated
with the learning
Adults because of their experiences
are influential to one another
Learners are told what to learn in
order to advance to the next level
Typically adults have a need to
know, the act of learning is
motivated by a need
Adults have the ability to assess to
some extent the difference
between current and desired status
Learning is a process of acquiring
prescribed subjet matter
Learning must have a relevance to
the individual experience
Contents are sequenced based on
predefined knowledge curriculums
Learning is organized around the
fulfillment of objectives given by
the individual's experience
Motivation for Learning Extrinsically Motivated Intrinsically Motivated
Mofified from:
The Learner
Role of the Learner's Experience
Readiness to Learn
Orientation to Learning
http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.p
Teaching New Skills
Edgar Dales Cone of Learning
10% Read Read
20% Hear Hear
30%
View Images
See
Watch Videos
50%
Attend Exhibits/Sites
See/Hear
Watch a Demosntration
70%
Participate on Hands-on Workshops
Write
Design Collaborative Lessons
90%
Simulate Model or Experience a Lesson
Do
Design/Perform a Presentation - "Do the real thing"
Teaching New Skills
In summary, Dales cone of Experience should remind us
that the greater the number of senses involved in the
learning process, the greater the chances that each
individual will store the acquired knowledge in the long term
memory.
Edgar Dales Cone of Learning
Teaching New Skills
As a rule of thumb the more Intrinsically motivated a collaborator is,
the most you can rely on Andragogy for to design their training
needs, the opposite is not necessarily true, however we are assuming
that all Will issues have been resolved, so for now well just say that
training has to be delivered to the specific needs of each collaborator,
and to include as many senses as possible if you want to maximize
your results.
The Multiple Intelligences Theory
Linguistic intelligence
Logical-mathematical intelligence
Spatial intelligence or the ability to form a mental model of the spatial
world and to maneuver within it using this model
Musical intelligence
Bodily-kinesthetic intelligence, or the ability to solve problems using
ones body as performed by athletes, dancers and other craftspeople
Interpersonal intelligence which is the ability to understand other
people
Intrapersonal intelligence which is the ability to understand ones self
Teaching New Skills
Coaching Examples
After we have seen all of these tools, lets see how
to apply them to real life scenarios!
Coaching Examples
We will see one scenario for coaching Will issues and one for
coaching Skill issues.
Lets start with the Low Will Scenario.
Coaching Examples
Like what you just read?
The full version of the document contains examples on how to coach
both Will and Skill issues, step by step and including more tools.
There are also other relevant call center subjects as part of the
, be sure to check them out!
If you work in a call center, and you are in a position where you have
to coach others, or want to be in one of these positions, this is a
proven tool to help you be a successful coach!
Performance Coaching
callcentercareeradvantage@gmail.com
https://www.facebook.com/cccadvancement
CCCAdvantage 2014.