accountability, 52
active listening, 6–8
affirmation, 6
A players, 116–118
appreciation, 63–64
attention-seeking, 63
background information, of situation prompting coaching, 43–45
benefits, of coaching, xii, xv–xvi
biases, recognizing your, 8, 10
B players, 118–119
Bradford, David, 68
career opportunities, 119
coachability, 98–99
coaches
knowledge, 73–76
self-reflection by, 58–60
coaching
challenges of, xiv–xv
common mistakes to avoid in, 93–100
communicating impact of, 57
definition of, xii
effectiveness of, xii–xxvi
giving feedback during, 61–72
growth in field of, xi–xii
mind-set for, 3–11
peer, 159–161
reasons for, xi–xvi
rising managers, 135–146
rookie managers, 123–134
senior managers, 135–146
setting the stage for, 13–27
shared, 159–161
skills, 5–11
as special time, 94–95
star employees, 116–118
steady employees, 118–119
struggling employees, 119–121
tailoring, to learning styles, 103–113
teams, 149–164
time management for effective, 77–83
coaching sessions
baseline understanding for, 43–45
closing, 47–48
definition of, 39–40
follow-up after, 51–60
holding, 39–49
interventions for, 57–58
length of, 40
outcomes from, 41–43
time for, 77–83
command-and-control hierarchies, xiii
communication
active listening and, 6–8
matching to learning styles, 105–106
connections, with employees, 17–20, 63
C players, 119–121
cross-functional roles, 140
decision making, 34
delegation, 124–126
direct reports. See employees
disconnection, 17–18
Drucker, Peter, xiii
duration, of feedback conversation, 70
Dweck, Carol, 86
emotional maturity, 135–146
emotions, management of, 64, 67–68
employees
appreciation for, 63–64
crediting, 33–34
earning trust of, 29–35
impact of, 5
intent of, 5–8
learning styles of, 103–113
mistakes by, 96–97
one-on-one conversations with, 16, 31–33
progress of, 57–59
promoting play in, 20–21
recognition of, 23
relationships with, 31–33, 57, 62–64
task selection for, 14–17, 23–27
types of, 115–121
uncoachable, 98–99
underperforming, 5–6, 15, 119–121
expectations, 3, 10, 51–53, 127
experiential learning cycle, 103, 104
experimentation, guided, 76
expertise, 73–76
face-to-face conversations, 19, 40
failures, 87–88
fairness, 68–69
fear, 17–18
feedback
candid, 79–80
in coaching sessions, 52
effective, 61–72
efficiency in giving, 79–81
focusing, on goals, 87
paraphrasing, 80–81
to rookie managers, 132–133
standardizing delivery of, 79
360-degree, 137–139
transparency in, 34
for underperformers, 120
“feedforward,” 82
fight-or-flight response, 61–62
first-time managers, 123–134
follow-up
after coaching session, 51–60
checking in on direct reports, 53, 56–58
expectations for, 51–53
found time, using, 81–82
framing, 46
Gersick, Connie, 152–153
get-togethers, 20
goals, for coaching sessions, 41–43, 54–55
Goleman, Daniel, xiii
groups, coaching, 149–164
growth mind-set, 4–5, 11, 86–88
high performers, 116–118
imagination, 20–21
informal networks, 144–145
intent, of employees, 5–8
interpersonal skills, 135–146
interviews with employees, 16–17, 23–27
issues, understanding the, 43–45
job rotation, 140
knowledge coaches, 73–76
knowledge workers, xiii, 85–86
leaders
as coaches, xiv
team, 154
leadership
effective, xii
by example, 34
shared, 159–161
soft skills for, 135–146
styles, xiv–xv
traditional role of, xii
learning opportunities, 87–88
learning styles, 103–113
listening
building trust through, 31–33
skills, 6–8
location, for feedback conversation, 70
long-term development, 41–42
low performers, 119–121
managers
big-picture focus by, 130–132
coaching new, 123–134
coaching rising, 135–146
confidence projection by, 128–130
cross-functional assignments for, 140
delegation by, 124–126
giving feedback to, 132–133, 137–139
support for first-time, 126–128
matching employees with big-picture needs, 10–11
meetings, types of direct report, 40
mentoring, 144–145
milestones, establishing, 97–98
mind-set
for coaching, 3–11
mistakes, common, 93–100
observation, guided, 75
one-on-one meetings, 40
open-ended questions, 20–21, 45, 88–89
organizational needs, matching employees’ skills with, 10–11
patience, 95–98
peer coaching, 159–161
performance reviews, 40
personal development, 142–144
play, role of in performance, 20–21
positive feedback, 63–64, 65–67
practice, guided, 74
preparation, for coaching, 71-72, 79
problem solving, 42–43, 45, 88 guided, 75–76
process losses/gains, 150–153
productive dialogues, 45–47
proximity, in feedback conversations, 70–71
questions
to ask in interview with employee, 16–17, 23–27
to match employee learning styles, 105–106
naive, 89
“Why”, 89–90
reflecting, listening tactic, 7, 46
reframing, 46
relationships
with employees, 31–33, 57, 62–64
informal networks of, 144–145
resource needs, of employee, 53
Schein, Edgar, 88
self-reflection, 58–60
senior managers, coaching, 135–146
setbacks, 87–88
shared coaching, 159–161
short-term problem solving, 42–43, 45
skills
coaching, 5–11
guided practice for, 74
interpersonal, 135–146
listening, 6–8
matching with organizational needs, 10–11
practicing, new, 47
soft skills, 135–146
star employees, coaching, 116–118
steady employees, coaching, 118–119
strategic thinking, 130–132
structured interviews, 16–17, 23–27
struggling employees, coaching, 119–121
summarizing, listening tactic, 7
support networks, 120–121
teams
coaching, 149–164
interpersonal conflicts on, 158–159
leaders, 154
life cycle of, 152–157
process losses/gains and, 150–153
shared coaching of, 159–161
threat response, 61–62, 67, 68
360-degree feedback, 137–139
time lines, setting, 97
time management, for effective coaching, 77–83
timing, of feedback conversation, 69–70
tone, of communication, 98
trust
of employees, 29–35
through behaviors, 33–35
through listening, 31–33
two-way dialogues, 45–47
value-added assignments, 32
“Why” questions, 89–90
Woolley, Anita, 155