Coaching Managers & Leaders for Continuous Improvement

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4.5 часов курса
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Great teams have great coaches. Great athletes have great coaches. And, we all become great in our field with the help of a dedicated and compassionate coach. This course will help you to become a successful coach who can help others achieve their own version of greatness.

This course is focused on coaching current leaders or managers within an organization to improve performance, develop new habits, and contribute to a culture of continuous improvement. Every great athlete has a coach. Every great musician has a coach. And, within great organization, like Toyota, every manager has a coach. The cost of external coaching is too great. This course is designed to prepare managers to coach both their own team members and to coach peer managers. 

This course will provide a seven step model for coaching that focuses on a challenge to achieve organization goals. The coach helps the client then establish short term targets for improvement and then breaks key skills down into pinpointed behaviors to be practiced and become the habits or skills of high performance. 

This model is one that enables organizations to maximize coaching opportunities within the organization and develop internal coaching skills. 

The instructor has more than forty years experience training both external consultants and internal coaches in companies like Shell Oil Company, Corning, Merck, and dozens of others. 

  • "I really like the short and to the point lectures; the diagrams are great for the visual learners (me!) as well the sheet for identifying your clients, goals will be useful. This was round one as I find reviewing these programs more then once helps in establishing a game plan for my work place." Sherry Jackson
  • "I have had the pleasure of working with and learning from Larry Miller. This course was very informative and given me some great ideas and tools to strengthen my coaching abilities." Elizabeth Macdonald
  • "The instructor is engaging and seems to really know what he's talking about." Paul Klipp
Introduction to Coaching Leaders for Success
The student will understand the basic purpose of coaching leaders to improve performance and to develop new skills.
Why Take This Course?
Course Purpose:•To enable you to provide effective coaching to both your team members and to peer team leaders.
•To provide a structure for developing a culture of continuous improvement in your organization.•To improve the performance of your organization.
How to Take this Course
Types of Coaching
The purpose of this lecture is to clarify different types of coaching and the type of coaching taught in this course.1.Life Coaching•Focused solely on the needs of the individual.•Not therapy or psychological counseling.•Coach has no personal agenda.•Coach is not an expert and does not give advice.•Helps define goals, alternatives, reach decision to act and follows up.2.Executive Coaching
•Coach should have extensive experience in business and management.•Coach is focused on the success of the executive to achieve success as a leader of his/her organization.•Coach will give advice on matters of leadership and management.•Measured by the success of the executive which almost always means the performance of the organization.3.Business Coaching or Management Consulting
•Coach should have extensive experience in business and management.•Coach is focused on the success of the executive to achieve success as a leader of his/her organization.•Coach will give advice on matters of leadership and management.•Measured by the success of the executive which almost always means the performance of the organization.4. Toyota Kata Coaching•Based on Mike Rother’s book and observation of critical behavior patterns at Toyota.•Very focused on immediate transactions, the habit of focusing on current state performance, a challenge, and frequent experimentation toward improvement.•Five questions:1.What is the target condition?2.What is the actual condition now?3.What are the obstacles to improvement?4.What is your next step?5.How quickly can we go and see what we have learned from the last step?5.Leadership Coaching
•Focused on habits to improve performance, but ALSO the development of skills and culture.•Emphasis on the performance of teams and team leadership.•Focused on business performance, the “challenge”, in addition to immediate habit patterns.•Coach has knowledge of target skills, as well as target performance.•Applies the scientific method to both performance improvement and behavior change or learning.
Introduction and Course Purpose
Assignment #1: Define Your Practice Model
One thing is for certain: If you want to develop a new skill, you must do more than acquire knowledge. You must practice. To practice coaching you must have a partner, or a small group (a “study circle”), with whom you can practice. This should be a person or group with whom you are comfortable making mistakes because all practice involves NOT doing it right the first time, but getting better each time!The question for this assignment is very simple. With whom will you practice and when will you practice? Make an informal contract with your practice partners to meet on a regular schedule to practice the skills as you go through this course.
  1. My practice partners are…
  2. I will practice at the following regular times.
The Basics of Leadership Coaching
The student will learn the principles of leader coaching and the functions, roles and responsibilities of a coach
Principles of Leader Coaching
Four Principles of Leader Coaching 1. The Scientific Method •It is a method of answering questions or gaining knowledge by observation, measurement and conducting experiments that may then be replicated.•It is studying the cause and effect relationships between two variables by observing and measuring that effect. 2. Continuous Improvement •The belief in experimentation leads to continuous improvement and drives out fear.•It is not about the one BIG win, but the power of many small gains by everyone.•The coach’s focus is on simply creating and maintaining forward movement by helping the client discover short term targets and actions that lead toward a larger challenge. 3 The Challenge •The challenge links the coach, the client, and the goals of the organization. It is not only about the client, it is about the team.•Creative Dis-satisfaction creates energy and motivation for continuous improvement.•The job of leaders is the create the challenge, not to create a condition of ease. 4. Shaping Behavior •Skills are learned by shaping pinpointed behavior and chaining behaviors together into a fluid chain.•Shaping is reinforcing successive approximations to a desired terminal response.•The coach’s job is to recognize the current state of performance and to help the client take steps toward a desired end state.•The coach reinforces (encourages) continued effort as the skill is developed. 
The Three Zones of Caring

The Continuum of Caring

"Coaching is not so much a methodology as it is a relationship - a particular kind of relationship. Yes, there are skills to learn and a wide variety of tools available, but the real art of effective coaching comes from the coach's ability to work within the context of relationship."[1]The Lean Coach should be clear about his or her zone of caring. Is the focus on individual development, the development of teams, or on changing the architecture of the organization - the systems and structure? They are all important. But the assignment must be clear.There are numerous ways to describe the continuum of relationships between coach and client: from short-term to long-term, from focused on today's problems to developing strategic systems and culture. For the sake of simplicity, I will divide this continuum into three zones: Blue, Green and Red Zones of Caring.Although you may be operating predominantly in one of these zones along the continuum, you will find that they often overlap. They are also additive, not mutually exclusive. If you are a highly skilled coach operating in the Red Zone, you may also function in the Blue and Green Zones in response to the needs of the client.

Why Caring Matters

If you are a coach, who or what you care about is central to your ability to affect change. Those who are trained in counseling or coaching understand that the relationship between the coach and client is based on trust, and trust is established by demonstrating caring or empathy for the client. The degree to which I feel that you care about me and my success will determine the degree to which I am likely to share my own concerns and follow your advice. If the focus of the coach is outside of the client, on the needs of someone else, there is little reason to expect the client to accept responsibility for self-reflection or change.Relationships are highly intuitive and they are based on far more than the simple words spoken or questions asked. Clients have an intuitive sense of the motivation of the coach. A coach without self-awareness of his or her own motivations is not likely to build a trusting relationship with the client.

1. The Blue Zone: Individual Habits

Some coaching focuses entirely on habits that impact the performance of the organization. While developing these habits may contribute to performance, there are many other drivers of the culture not addressed by this method. Some coaching in this zone is driven by the needs of the organization and not the needs of the individual.There are a couple obvious limitations to Blue Zone coaching. First, it demonstrates a superficial caring for the individual client. It is not about the person, but about habits of improving performance. The focus is on the "object" of performance, not the complexity of the person or of the organization’s culture. There is a top down assumption that the challenge is set at a higher level of management, assuring that it is not the client’s needs but the needs of the organization that are being addressed. By definition then, it is not about what is important to the client, but what is important to someone else. The focus is also on improving short-term performance and not the nature of the organization's structures, systems, and capabilities that will ultimately determine long-term performance.

2. The Green Zone: Teams and Processes

Every family therapist has experienced Mom or Dad bringing Johnny to therapy because there is something “wrong” with him. Johnny is misbehaving, he is broken, please fix him! It doesn't take long for the therapist to discover that Johnny's behavior is perfectly rational given the system in which he lives. We all adapt to the system in which we live, and a crazy system produces crazy behavior as viewed by an outsider. You can't fix Johnny without fixing the family system, the behavior of Mom and Dad.
Organizations are like family systems. It is the first learning organization, the group of people on whom we depend the most and who depend on us. It is the group to which we belong, the team, whether the senior management team or the front line team doing the value-adding work. The functioning of this team is the key to the functioning of the entire organization. You can't improve the performance of the organization without improving the behavior and norms of the natural work teams and leadership teams.There is some confusion about the nature of work teams. While there has been a lot written about self-managed, or self-directed teams, having implemented team systems and trained teams for many years, I can definitely say that there is no such thing as a totally self-directed or self-managing team. The senior management team is directed by the owners of the organization, and every team below receives direction, and operates within boundaries determined at the level above. However, teams may still be empowered and self-directed within those boundaries. The nature of self-direction, the team's boundaries, is entirely dependent on the context, the nature of work done by those teams, as well as their training and leadership.Coaching these teams requires a set of skills and a different relationship than coaching individuals to improve immediate performance. It requires observing patterns of group behavior, helping to define roles and responsibilities, and it is here that the problem-solving skills and process mapping are most useful. It is the team kata (discipline of practice) more than the individual kata that will determine both the culture and the performance of the organization.Coaching teams requires a deep understanding of facilitation skills and group dynamics. It also requires the ability to give feedback to a number of different levels of leaders in the organization.The team is the transition structure between the individual and the culture of the organization so the coach must now demonstrate caring not only for the individual but for the team as a whole, the family unit. She must observe and give feedback to the entire team. And, rather than the five repetitive questions of the Toyota Kata, she needs to move the team and its leaders up a skills hierarchy. The skills of team leadership are more complex than the Kata questions address. I have attempted to provide a definition of the skills, actions, and the coaching questions in my Team Kata Coaching Map (see the Part Three of this book). This is one way of defining this complexity.

3. The Red Zone: Whole-System Change

Great athletic coaches, particularly at the high school and college level, are not only concerned with the specific skills that lead to success on the field or court. Duke University's legendary basketball coach, Coach K (Mike Krzyzewski) often talks about the importance of developing his players as "men", well-functioning human beings, both on and off the court. He has won the NCAA Championship five times. His focus on the whole person does not diminish his success at teaching the fundamentals of basketball.The Red Zone has two dimensions, one is the personal concern for the development of the whole individual and the other is an understanding of the whole-system of the organization. Coaching to improve each of these require both a relevant mental framework, and a set of facilitation skills.Addressing the organization as a whole-system requires a different set of skills and a different model of change. Socio-technical systems design, or what I have called Whole System Architecture, provides a conceptual model and a process of change, which I have detailed in my Getting to Lean book. Of course there are other frameworks that can be employed. However, the framework must address the systems of the organization such as who gets what information, who makes what decisions, how does the structure support the flow of the work, and whether the capabilities of the organization match the changing requirements imposed by the external landscape.Toyota in Japan, in the 1990’s, had a turnover rate of 25% among newly hired workers, and they were running out of workers. They realized that there was something dramatically wrong with their system. Along with their union, they redesigned their own system to the degree that one writer claimed that Toyota had abandoned lean manufacturing altogether. They had not abandoned it, but their previous focus on the technical system alone had created misalignment with the needs of people who worked within that system, and they had to redesign the essential nature of the work process to align the social and technical systems.We have been introduced to many problem-solving models as the solution to all ills. Whether it is Six-Sigma’s DCMAIC, or the Shewart Cycle of PDCA, or the A3 problem-solving model (see Glossary), they are all predicated on the idea that there is a specific problem to be solved. Why do you think there are so many problems? Could it be that there is something more fundamentally wrong?
Problems are within the current state system. Transformational change is not problem-solving. It is designing the whole-system to meet the needs of all stakeholders, internal and external. It is also about adaptation to both the current and future external environment. It is an act of creating something, not fixing something.Transformational change is about pro-actively creating the future organization based on the threats and opportunities presented by the external environment. It asks, “Given the future environment, the technology, the market and social changes, what do we need to be like in the future and how do we create that future?” It is designing a fundamentally different house than the one we are living in. Yes, there is a “problem”, but you won’t find the problem by fixing every symptom.Transformational change is a process designed to create significant change in the culture and work processes of an organization and produce significant improvement in performance. If you need to align your organization and its culture to your strategy, you need whole-system design. If the organization creates walls and barriers to the flow of work, you need whole-system design. If the market place is changing significantly and your organization needs to respond to changing technologies, customer demands, or regulation, you need whole-system design.The nature of this process and these issues are entirely different from those that address individual habits or the patterns of team behavior. They are analogous to a nation's tax laws and system of investment and spending, versus a local community's governance. Too many change efforts that are presented as efforts to change the culture fail to address the systems and structures that reinforce the existing culture.[1] Kimsey-House, Henry & Karen, Sandahl, Phillip and Whitworth, Laurel. Co-Active Coaching. Nicholas Brealey Publishing, Boston, 2011. P. 15..
The Basics of Leadership Coach
Assignment #2: The Continuum of Caring
Download the attached Assignment #2. What are your relationships with both your sponsor and your client? As a leadership coach it is most likely that you have at least two critical relationships. One is with the manager who has assigned you this role, who has authorized you to engage in coaching in your organization. The second critical relationship is with your client who you are helping to improve. It is essential that you negotiate the nature of this relationship with both sponsor and client.
  1. Is my responsibility to help my client develop or improve a skill or change specific behavior? If so…
    1. What is or are, the specific skill(s) that we are together seeking to develop or improve?
    2. Do both my sponsor and my client agree that this is the purpose of my coaching assignment?
  2. Is my responsibility to help my client improve as a team leader and improve the performance of his or her team?
    1. Does my client agree that I have this responsibility?
    2. What are the processes for which this team is responsible?
    3. How is the performance of this team, and these processes, measured?
  3. Is my responsibility to help improve the performance of the larger organization and its systems?
    1. What is the definition of this organization, its boundaries?
    2. What are the key performance measures that indicate the performance of this system?
    3. What are the key subsystems of this organization and how am I going to coach whom to influence those subsystems.

Getting Started
  • It is not required, but it will be helpful if the student has knowledge of lean management, team leadership, or problem solving.
Что Вы изучите?
  • The student will develop the essentials skills of coaching managers, leaders and teams for continuous improvement.
  • To coach leaders and managers to improve key performance measures.
  • To coach leaders and managers to develop the critical skills of team leadership.
  • To coach leaders and managers to develop the habit patterns that lead to a high performing organization.
Lawrence M. Miller, Institute for Leadership Excellence
Lawrence M. Miller, Institute for Leadership Excellence
Best Selling Instructor, Author & Leadership Coach

Larry Miller is now teaching more than one-hundred thousand students in more than 170 countries on Udemy, is the author of eleven books, and has forty years of experience consulting with major corporations. Several of his courses on management and leadership are best selling courses in their category and have been adopted by major corporations as part of their leadership development and lean culture implementaton process.  

For the past forty years he has worked to improve the performance of organizations and the skills of their leaders. His expertise is derived from hands on experience creating change in the culture of more than a hundred organizations. 

He began his work in youth prisons after recognizing that the learning system in the organization had exactly the opposite of its intended effect – increasing, rather than decreasing, dysfunctional behavior. For four years he worked to redesign the prison system by establishing the first free-economy behind prison walls, where each inmate had to pay rent, maintain a checking account, and pay for everything he desired. This was his first organizational transformation. 

He has been consulting, writing and speaking about business organization and culture since 1973. After ten years with another consulting firm, he formed his own firm, the Miller Howard Consulting Group in 1983. In 1998 he sold his firm to Towers Perrin, an international human resource consulting firm and became a Principal of that firm. In 1999 he left that firm to focus on solo consulting projects. 

He and his firm were one of the early proponents of team-based management and worked with many clients to implement Team Management from the senior executive team to include every level and every employee in the organization. The Team Management process created a company of business managers, with every employee focused on continuous improvement of business performance. In addition to directing the overall change process, Mr. Miller personally coached the senior management team of many of his clients. 

The implementation of Team Management led to the realization that the whole-system of the organization needed to be redesigned to create alignment so all systems, structure, skills, style and symbols support the same goals and culture. From this realization he developed the process of Whole System Architecture that is a high involvement method of rethinking all of the systems, structures and culture of the organization. Among his consulting clients have been 3M, Corning, Shell Oil Company, Amoco and Texaco, Shell Chemicals, Air Canada and Varig Airlines, Eastman Chemicals, Xerox, Harris Corporation, McDonald's and Chick-fil-A, Merck and Upjohn Pharmaceuticals, United Technologies, Metropolitan Life and Landmark Communications. 

Mr. Miller has authored eleven books, among them American Spirit: Visions of A New Corporate Culture, which was the text for Honda of America's course on their values and culture; and Barbarians to Bureaucrats: Corporate Life Cycle Strategies, which draws on the history of the rise and fall of civilizations to illustrate the patterns of leadership and evolution in corporate cultures. Most recently he authored Getting to Lean – Transformational Change Management that draws on the best change management practices such as socio-technical system design, appreciative inquiry, and systems thinking or learning organizations to provide a road map to transforming organizations. He has also authored Team Kata - Your Guide to Becoming A High Performing Team,  the core human process of lean organizations. Most recently he published The Lean Coach that corresponds to his course on Coaching Leaders for Success. He has appeared on the Today Show, CNN, made numerous appearances on CNBC, has written for The New York Times and been the subject of a feature story in Industry Week magazine. He was recently the subject of articles in Fast Company and Inc. Magazine.

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