Coaching is more than just a flavor-of-the-month management fad. It’s a helpful approach to getting better performance from colleagues, and supporting their long-term professional development.
Coaching is therefore a valuable skill for project leaders. It will help you with day-to-day project delivery, and with developing team members over your whole project lifecycle.
Of all he skills I acquired, which gave me a boost to my project management practice, I’d rate coaching as the single most valuable. It transformed the way i worked with team members. As a result, it also transformed the culture on my projects. We became more effective and, if I’m honest, what I enjoyed the most was the loyalty it inspired.
If you wan these benefits, and more, then read on. Coaching could well have a huge impact on your project management and leadership too.
The concept behind coaching is deceptively simple. As a coach, you ask questions, to help the person you are coaching to discover ideas that will help them:
While questions are the fundamental part of your coaching process, the balancing skill is your ability to listen.
It’s also worth contrasting coaching with some of the things it is not. It is not:
…passing on your knowledge about the way to do things. The assumption in coaching is that the person you are helping can figure this out for themselves, with the right questions, and enough time to reflect.
…giving a structured sequence of knowledge, experiences, and instructions. Instead, the learner builds their own curriculum, by leading their own process of acquiring the knowledge, experience, ad insights they need.
…passing on your wisdom and experience. A big part of the skill of a coach is to get yourself out of the way, and suppress your temptation to say: ‘what I would do is…’
…providing a listening ear to help someone deal with an emotional challenge. Coaching is about helping someone to move forward with what they want to achieve.
Or, to put it another way…
There are a number of important principles that underpin coaching. From a Project Manager’s point of view, there are three we can focus on.
To start with, as project managers, we tend to take a ‘can-do’ attitude. This gives us the sense that, whatever the project needs of us… we’ll find a way. This is also a central attitude of coaching. And, therefore, a part of the role of a coach is to show the person you’re helping that their self-imposed limitations aren’t real. They are just perceptions.
And, if someone sticks with an idea that they can’t do something; then that idea will hold them back. It’s not some inherent limitation.
So in our conversations as a coach, we help people to see and believe that they can do new things, improve their performance, and find creative solutions.
The second attitude that overlaps nicely between coaching and project management is the belief that we are always learning. Experiences – positive or negative – are opportunities to learn and improve our practice.
So, the role of a coach is to let us see undesired or desired results as opportunities. Using good questions, a coach can help us understand our experiences and learn from them. To rarely do we get a chance to reflect on experiences, yet all research shows that this is what leads to some people acquiring what others recognize as wisdom.
The third belief that coaches and project managers share is that we can figure stuff out. We are resourceful, and can find what we need to do what we need to do.
Whether this is access to knowledge, people, materials, or equipment; accessing the resources we need is just a matter of tapping into our reserves and finding a way. In coaching we presume that the person we are helping can figure things out for themselves. So we ask questons that will direct their thiking in the right way, and give them time for their thought processes to mature.
Drawing all of this together, there are two central ideas at the heart of coaching:
We’ll look at what I mean by each of these in turn.
The first task of a coach is to help evoke a high quality awareness of all of the relevant facts around the issue that the person you’re coaching is grappling with. Often, when we are faced with a problem, especially an urgent one, we dive in, and focus on only the most obvious information.
The coach’s role is to help us to see the wood for the trees: to not get distracted by the obvious stuff, without considering other details. It’s about:
The presumption build into coaching is simple…the more precise and accurate our awareness is, the better is our ability to select the best choices Click To Tweet
The second key aspect of coaching is to help the learner to take responsibility for their choices. This means:
Once again, this concept of personal responsibility is entirely consistent with the principles of project management.
You won’t be surprised to know that there are a wide range of different models an processes to help us coach. Each one guides us through a coaching conversation. They set out steps to follow and usually offer a memorable acronym.
Whitmore is one of the eminent names in performance coaching in the world of work. He work with Alexander and also with Timothy Gallwey – founder of Inner Game coaching. There is no-one better able to guide you through learning to coach, and this is a book I recommend any leader, manager, supervisor or business-person who wants to develop the people around them. Do buy it. I am sorely tempted by the new ‘Fully Revised 25th Anniversary Edition’. But, on my shelf, I already have the 2nd and 4th editions!
So, the model we’ll use is called the GROW model. GROW is an acronym. Indeed, the full acronym is GROW ME:
At the first stage of a coaching conversation, the coach will help their coachee to articulate a realistic goal. This helps the coach to understand what they need to help with. But, more important, it is about ensuring the person who is being coached is absolutely clear what they are and are not setting out to do. It is about awareness, and also setting them up to take responsibility.
Questions you’ll ask at this stage include:
If the goal setting is about understanding the end-point, the next part of your conversation explores where they are starting from. Your questioning should help the learner to inventory:
As a project manager, we’re still in ‘Definition’ stage! And part of our exploration is taking in stakeholders and risks.
One of the things I learned early on as a coach, is to allow plenty of time for the Reality stage of the conversation. Often your coachee’s problem seems to resolve itself spontaneously, as they better understand the reality of the situation. There can often come an ‘aha’ moment, when they link an unexpected aspect of reality with their goal – now more clearly understood than it was before.
But, even if you don’t get that kind of magical breakthrough, time spent on reality is a good investment. It forms the foundations of the next stepes.
The creative part of your coaching conversation is where you start to turn your coachee’s attention towards what they can do to achieve their goal.
Think of the goal as the destination and reality sets out the starting point. In the Options part of your conversation, you are helping set out as many possible routes that the learner could take. The more options you help them find; the more choices they have. And, the more choices; the better the chance that they will have an option (or combination of options) that will get them to their goal quickly and safely.
The most important single question you can ask at this stage is:
What else could you do?’
When yo have exhausted every possible approach to eliciting more ideas, it’s time for the second part of this stage. As a coach, you should have been noting down all the options your coachee found. Now help them to evaluate the options.
First, I like to help my coachee define what criteria they want to measure their options against. What’s important? It may be:
As a coach, it doesn’t matter to you what their priorities are. What matters is that they fully accept those priorities and are prepared to take responsibility against them. Once they have their evaluation criteria. Help them to test each option against them. Here again, the concepts of awareness and reality are valuable. Don’t let them get away with a shallow analysis. Push them hard to validate their evaluation with real data and experience.
The outcome of this stage of your conversation will be a preferred course of action – one or more options in combination that the coachee believes will best serve them.
This is where the coaching conversation is going to get tough…
The final stage in the initial conversation i to secure that responsibility.
What will you do?’
It’s more than just getting them to make a commitment too. It’s also about testing that commitment, and ensuring they have the resources to meet it.
Help your coachee to make lans and test them out. Then, at the end, ask a question like:
On a scale of 1 to 10, how committed are you to doing this?’
If the answer isn’t a 9m or a 10, you need to explore what’s getting in the way, and help them move it to a 9 or 10. Often a low score suggests a deep reservation about the selected option. hThis will suggest that there is a criterion that is important to the coachee that you did not surface. You need to cycle your conversation back to the Options stage. Maybe even to the reality stage, if you suspect there is a material fact that has gone with you both acknowledging it.
Many coaches forget the last part of the GROW Model. It’s your responsibility to follow-up with your learned, to monitor their progress and help them t evaluate where they are and whether they need to check reality and find some new options.
For project managers, coaching is rarely a one-off conversation. Rather, it’s a part of a long-term commitment to developing the people you lead.
The last section I want to cover briefly is the core skills a coach needs to develo. And I’ve picked on four:
Let’s see why each one is particularly important…
To coach well, you must share a rapport with the person you are coaching. The conversation is not soft and fluffy, but tough and demanding. Without a good rapport, your questions could be heard as critical, rather than challenging.
Questions sit at the very heart of the process and the quality of the answers your coachee finds for themselves will often depend on the quality of the questions you ask. However, in doubt, you can always ask exploratory or probing questions until it becomes clearer which way to take your questioning next.
There’s also a master question that you can deploy if you have no idea what to ask next.
But you’ll need to wait for that one…
First, you need to deploy the skill that brings real power to your questions: your ability to listed completely. To pay absolute attention and not let your mind wander. If you listen well, you won’t be thinking to yourself: ‘what’s the next question?’ But, because you will be hearing every detail of what your coachee says, there’s a good chance that, when they stop speaking, you will understand where to go next.
And, if you don’t…
Sometimes the best response, or the best next question is…
We feel a need to fill a silence. Often, if you make no comment and ask no question, your coachee will say more. And many times, this will take them deeper than they had intended to go, and open p a new insight.In any conversation, the person who is most comfortable with silence will have the upper hand. Click To Tweet
We’d love to hear about your experiences of either coaching or being coached. Please comment below, and we will respond to everyone who does.
Dr Mike Clayton is one of the most successful and in-demand project management trainers in the UK. He is author of 14 best-selling books, including four about project management. He is also a prolific blogger and contributor to ProjectManager.com and Project, the journal of the Association for Project Management. Between 1990 and 2002, Mike was a successful project manager, leading large project teams and delivering complex projects. In 2016, Mike launched OnlinePMCourses.
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