Coaching Skills - Trainer Reference Manual

1 Coaching Skills Trainer Reference Manual
Coaching Skills – Trainer Reference Manual
Slide
Slide Preview Requirements How to run the slide
No.
Slide 1 None An introductory slide.

Coaching
Leadership Skills Training Program
Proprietary and Confidential. Internal Use Only

Competitively Sensitive Information
Agenda Trainer Script:
By the end of this session you will:

● Define coaching
Welcome to the session on coaching. The aim of
● Identify the importance of coaching this session is to provide information on the basics
● Outline the 4 step coaching process
● Analyze performance using the 5 Performance Factors of coaching and understand the 4-step coaching
● Formulate and use probing questions to engage employees in the coaching process
process followed by Liberty Mutual. We will
Slide 2 ● Outline the steps in providing feedback
● Practice giving feedback None
practice identifying opportunities for development
as well as concerns and also create action plans
while gaining the commitment of the employee
concerned. You will be provided with a detailed
handout as a takeaway which can help you review
Not to be circulated to any person outside the organization
2
your learning at a future date.
Trainer Script:
Before we start, I would like to set some ground

Workshop Norming rules for the session.
• First, in order to ensure that you benefit the
most with your undivided attention, I would
request you to kindly turn your cellphones on
mute or turn them off completely.
• Secondly, I would request your enthusiastic
Slide 3 None participation in all training activities that are
planned as a part of this course. This is, after
Cellphones on Participation in all Timeliness
mute or turned off activities between breaks all, a fun way to improve your skills.
• Lastly, in order to ensure optimum utilization
of time, we request you to enter the training
room at the designated time after all the
3
breaks.
• If at any point of time, you have a doubt or
would require a clarification, please feel free
to raise your hand and ask!
Strictly for internal circulation and training purposes only.

Let’s coach!
Activity:
Ask two participants to volunteer for this activity.

Assign one of them as the coach. The coach now
has to “coach” the other participant to tie a tie
Two volunteers, one
Slide 4 tie.
with a double knot. The others participants will be
the observers, make this point clear.
The aim of the exercise is to observe the ways in

which different people coach and how they work
towards completing the set objective.
Competitively Sensitive Information Proprietary and Confidential. Internal Use Only
Not to be circulated to any person outside the organization 4
Trainer Script:
Debriefing
I would now request you to share your learning

Coach Participant Observers with me and rest of the participants.
First, I would like the coach to share with us what

worked and what were the challenges.
Slide 5 Handout Activity
Secondly, I would like the participant to share
what worked and what were the challenges.
What were What were What were
What What What
the the the
worked? worked? worked?
challenges? challenges? challenges?
Lastly, I would like the other participants to share
5
their observations on what worked and what they
observed as the challenges.
What is coaching?
Trainer Script:
Question: So can anyone help me with the

definition of coaching?
The art and science of any activity intended to positively
Slide 6 influence an employee‘s performance
None Answer: Any activity which positively influences
the performance of an employee is what coaching
really is.

Coaching - redefined
Different people have different methods of coaching their

subordinates. Trainer Script
An Art
Coaching is both an art and a science. It is an art
Slide 7 None
because different people do it differently. It is a
Coaching always follows a scientific process.
science because it is done on the basis of a sound
A science
underlying scientific approach.


Coaching involves
I Trainer Script
N
F
Question: So, can anyone name some ways in
HELPING
L
U which we can coach others?
Slide 8 E None
MOTIVATING
N Answer: We have always been coaching our
C subordinates by leading them, helping them,
IINSTRUCTING motivating them and giving them instructions. In
N short, we have been INFLUENCING them.
LEADINGG
Trainer Script
Let’s now understand some features of a good

coaching intervention:
• Coaching is a one-to-one exercise involving you
and your subordinate.
• It consists of sustained interventions – a one-
off exercise is not the right way to coach, since
we are usually trying to take corrective actions
Features of coaching or to help the employee acquire a new skill,
both of which are medium to long term goals.
Hence, it should have a sustained focus over a
longer period of time.
One to one Sustained Personalized
• Coaching needs to be personalized. People are
interventions
different. They are motivated by different
Slide 9 None things. They respond differently to a given
situation, based on their backgrounds, their
past experiences and their education. Hence, a
Planned Measurable Time-based “one-size-fits-all” approach does not work with
coaching.
• Coaching interventions need to planned for
9
each employee and there needs to a sustained
effort on the part of both the superior and the
subordinate, where the superior “partners”
with the subordinate.
• Coaching plans need to be measured from time
to time, to identify if performance post
coaching is on track or if any corrective actions
need to be taken. Hence, periodic reviews are
essential to coaching.
• Coaching is a time-based activity.
Trainer Script
Generally, the need for coaching arises in 3 types

Types of coaching situations
of situations:
• When you would like to have the employee
develop some new skills or skill sets.
To build up To enhance
• When you would like to enhance the existing
new skills existing strengths
strengths of the employee.
• When there are some gaps in the
Slide 10 Coaching
situations None
performance of the employee that you would
like to close in order to improve
To close gaps in
performance
performance.
Question:
10
Are you currently having any of these three for
your current team? Note down the name of the
person and which of these three situations he or
she falls under in your handbook.

Types of coaching situations

Trainer Script:
To build up new skills

As I had mentioned earlier, employees are
 Most employees want to develop new skills.
To build up
new skills
To enhance existing
strengths motivated by different things. There are a lot of
 Without doing so, they can become complacent, bored,
or even irrelevant. employees who would really like to gain some new
Slide 11 Coaching
 Coaching situations
helps them develop new skills so their
motivation levels remain high
None skills and this will tremendously impact their
motivation levels and thereby, their productivity
To close gaps in and their output.
performance
Coaching can help you help them gain some more

skills.
Trainer Script:
Enhance existing strengths

Every individual has some core skills and strengths
 When identifying coaching opportunities, don‘t overlook
good performance. that define the person. Just as it is important to
 Coaching to enhance existing strengths can have a ensure that the employee develops new skills, it is
significant impact.
Slide 12 None important to ensure that the person’s existing
skills are also strengthened. Coaching can help you
do just that and enhance performance.

Trainer Script:
Close gaps in performance
 The most common coaching situation is helping an
employee close gaps between expected and actual
performance.
Lastly, coaching helps the employee get from he or
she currently is, in terms of performance, to where
Slide 13 None you and the employee would ideally like to be.
Coaching helps plug in gaps in performance and
thereby bring about an overall increase in output.

Trainer Script:
Question: Now that we have a fair idea about

coaching, can anyone outline the characteristics of
some effective coaches? You can also name some
What are the characteristics of some effective well known coaches.
coaches?


Characteristics of effective coaches
Slide 15 None This is a self-explanatory slide.

Trainer Script:
Let’s understand the 4 step coaching process
followed by Liberty Mutual.
Let’s understand the coaching process
The short-form for the same is REEE, which stands
RECOGNIZE for:
• Recognize opportunities to build on strengths or to improve.
• Recognize the opportunities to build on
strengths or the opportunity to help an
ENGAGE employee improve on his/ her performance.
• Engage the employee in discussions regarding the opportunity.
• Engage the employee in a discussion with
Slide 16 None
respect to the opportunity.
EXPLORE
•
•
Explore reason for opportunity
Explore and agree on next steps.
• Explore the reason for the opportunity, discuss
with the employee and gain a commitment on
EXECUTE the next steps.
• Execute next steps
• Monitor and evaluate progress.
• Execute the next steps and monitor and
16
evaluate the same periodically.
Please note: There might be a to and fro between

the 3rd and 4th steps as per your discussion with the
employee.
Trainer Script:
Recognize
We will now look at the first step which is to

“Recognize”. Let’s take a look at our own teams
• Reflect on the past week at work and and explore opportunities.
the interactions you had with each of
your employees. In the past week, reflect on the interactions that
• Consider any opportunities you had
you have had with your team. Do you remember
Slide 17 for coaching each employee as well as
any missed opportunities for coaching.
Handout Activity
any coaching opportunity with one or more of
• How can you more effectively
recognize the opportunities? your team members? Did you miss out on any such
• Which types of coaching situations did
you identify? Is there a pattern? opportunities?
Take 10 minutes to gather your thoughts and

17
identify potential coaching opportunities for your
team. You may note these down in your handouts.
Engage
Trainer Script:
• State an observation about behavior

We will now move to the engage phase of the 4
• Use an open-ended question or
phrase to engage the employee in
step process. This step involves meeting the
the discussion
employee and stating an observation regarding a
Slide 18 • Solicit his/her input on the
None
behaviour displayed by the employee. Use and
observation
open ended question and discuss your observation
and the reasons behind the behaviour with the
employee. Ask for the employee’s inputs so you
can develop an understanding on the same.

Engage
Trainer Script
● Focus on observable behaviours. This slide outlines some important things to keep
in mind during the engage stage. Remember, the
● Avoid judgements and opinions.
aim of the exercise is to identify opportunities and
Slide 19 ● Ask for the employees opinion.
None
not to get into an argument with the employee.
● Be honest and supportive. You need to show that you genuinely mean well
for the employee.

Opening a coaching conversation
● Identify a coaching conversation you would like to have with one of your direct reports.
● Review the coaching phrases to use.
● Create two options for opening the conversation.
Activity:
This slide is self explanatory.


Let’s practice
● In pairs, practice opening a coaching
conversation
● Provide feedback to each other.

Activity:
● What worked about how you opened the
Slide 21 ●
coaching conversation?
What would you change?

None This slide is self explanatory.
● Did one opening work better than
another? Why?

Trainer Script:
A typical coaching conversation involves two

aspects:
• Observation: When you are stating an
A typical coaching conversation
observation, you “I” statements. Be sure you
describe facts and behaviours that you have
observed. Do not give your opinion of the
behaviour. The aim is to get the employee to
? talk, which will help you identify the core
reason for the behaviour and the coaching
Slide 22 Observations Questions
None
intervention that you need to start on.
• Use ―I‖ Statements • Ask for the employees • Questions: Ask the employee for their inputs
• Describe Facts and perspective
Behaviours on your observation. Give them the
opportunity to speak about their perspective
of the situation.
The behaviour that you observe may be positive or

negative. Your observation and language,
however, must be neutral.

A typical coaching conversation

Trainer Script:
This slide shows an example of an observation

Observations ? Questions
being outlined and a question being asked. Notice
that the question is open ended, thereby
Slide 23 None encouraging the employee to talk and explain his
“I was just reading the e-mail that or her side of the story.
you sent to the management team. I
“What do you think happened?”
am concerned that it went out with
a number of grammatical errors”

Overview of the “Explore” stage
● Identify the reason for the coaching opportunity

● Consider options for ways to learn the new skill, reinforce or build on the current strength,
or close the skill gap
● Agree on action steps
Activity:
Slide 24 None This slide is self explanatory.

Trainer Script:
Performance factors Liberty Mutual has identified 5 performance

● The reason for coaching could be one or more of the following 5 performance factors: factors. The reason for coaching could be one or
more of these 5 factors.
Is the employee willing Does the employee know he
to do it? or she is expected to do the
work? • Awareness: Is the employee aware of your
expectations from him / her?
• Capability: Is the employee having the
Slide 25 None capability to do the task expected? Does he/
Does the employee have
the confidence to do it?
Does the employee
have the skills and
she have the skills and knowledge to do it?
knowledge to do it?
• Conditions: Does the employee have access
to the necessary resources and the
Does the employee have the
necessary resources,
environment to complete the expected task?
conditions, and environment
to do it? • Confidence: Is the employee confident that
25
he/ she will be able to complete the task?
• Motivation: Finally, is the employee willing to
do the task expected of him / her?
Explore Exercise
Read the first coaching scenario in the

handout provided to you
Activity:
Slide 26 Handout Exercise This slide is self explanatory.


Activity : Part 1
Part 1: Discuss the following
● Discuss the following and note them down in your handout: Now that you have read the case, please discuss
and document the following:
1 2 3 4
• Potential assumptions with regards to the
case.
• Possible reasons for the behaviour – be sure
Slide 27 Potential
assumptions
Possible
reasons for the
Which of the 5
performance
What questions
could the manager
Handout Activity
to document as many possibilities as you can
behaviour factors are at the ask to learn more
core of this issue
and why?
about the
situation?
brainstorm on.
• Which one of the 5 performance factors is
likely to be applicable to this case and why?
• A list of open ended questions that can be
27
used by the manager to learn more about the
actual issues being faced by the employee.
Activity: Part 2
Part 2: Consider one of your own coaching Now that you have brainstormed on a hypothetical
situations
scenario, its time to apply the learning in a real-life
● Determine which Performance Factor is most relevant to your situation.
scenario. In the previous activity, you have
● In your Performance Factor group, create a list of questions that will help you delve into
identified one or two employees and the coaching
the Performance Factor.
intervention that you foresee for them. Determine
● In addition, individually select the three to five questions that are most important for your
which performance factor is likely to be at the core
Slide 28 particular situation.
Handout Activity of the issue for these employees. Create a list of
open-ended questions that you feel will help you
in delving deeper into a particular performance
factor.
Note these down in your handout. You can use

28
these when you actually meet the employee next.
Let’s break for lunch now. See you back in 45

Slide 29 Lunch Break None
minutes from now by your watch.

Trainer Script:
A primer to questioning techniques
So far, we have identified questions that we can
● Questions can generally be classified into the following categories:
use to get the employee to express his concerns
with respect to a particular behavior. However, in
order to ask the right kind of questions, let’s first
understand some important types of questions.
Slide 30 None
Take the participants through the types of
questions as shown on the slide.
You can ask open or open-ended questions to get

a preliminary answer. You can then ask a probing
30
question with respect to the answer provided for a
particular open-ended question.

Why Probing Questions?
● Help you understand the CORE reason for the performance-related problems.
● Helps you outline the FEELINGS that are usually not considered.
● Helps you identify the MOST SUITABLE APPROACH to arrive at a solution.
● Helps gain the BUY-IN and COMMITMENT of the employee to work towards the solution.
This slide is self-explanatory.
Slide 31

Activity:
As a participant to volunteer for this activity. Take
What’s the object?
the participant aside and tell him about a random
object that is present in the room.
Then provide the following briefing to the other

participants:
A volunteer, an
• The volunteer has selected a random object
Slide 32 object present in the
in the room.
training room.
• You need to ask the volunteer probing
questions to identify the object.
• You can only ask the volunteer to describe
aspects of the object selected. You cannot
32
ask him/ her what the object is.
• You need to ask only probing questions –
Close ended questions are not allowed.
Probing Exercise
Read the second coaching scenario in the handout provided to you
Slide 33 Handout Activity This slide is self-explanatory.
Review the scenario individually and generate 5 probing questions

that may help you arrive at the core of the problem

Scaled Questions Trainer Script:

● Provides a set of response options that allows you to measure
– attitudes, Have you ever answered questionnaires where
– opinions,
– personalities, and your answers are in terms of a rating scale? These
– descriptions of people‘s lives and environments
● Use numbers assigned to identify categories, rank order, or equal intervals are called “Scaled Questions”. These questions aim
● Simple and memorable
● Get people thinking about the gap between where they are and where they need to be to measure attitudes, opinions, personalities and
Slide 34 ● Engage employees in the conversation and the solution
None descriptions of people’s lives/ environments.
Scaled questions work because they are easy to

understand and answer. The data obtained can be
used to engage the employee in a conversation
and to arrive at a solution for the problem/
34
concern/ opportunity.

Types of response scales

Type Description Advantages Disadvantages Example
Likert • Measures • Contains items that are • Fails to measure true • We are committed to
attitudes and easily understood and attitude if honest offering a positive
opinions. quantified. answers are not employee experience:
• Contain strongly provided • Strongly agree
worded • Agree
statements • Neutral
phrased positively • Disagree
or negatively • Strongly disagree
Frequency • Indicates the • Enables measurement of • Does not measure • How often do you
frequency of a behaviors rather than reasons for behaviour review your work?
behaviour attitudes • Frequency ratings may • Never
Slide 35 have different meanings

for different respondents
• Rarely
• Sometimes
• Often
• Always
None This slide is self-explanatory.
Importance • Used to find the • These categories simplify • Little variance is allowed • How important is….
importance of analysis, survey and statistical uses are • Very important
goals, objectives, construction, and data limited. • Somewhat
or activities. entry. • Does not provide much important
• Works well to force discrimination between • Not important
respondents to give items.
meaningful replies.
Quality • Provides rating of • Enables direct evaluation • Fails to measure true • How do you rate the
quality attitudes if respondents skills of your manager?
are concerned with • Excellent
meeting expectations • Good
• Fair
• Poor
Scaled questionnaire for performance factors
Scaled Question Example
On a scale of 1 to 10 (where 1 is not your responsibility and

10 is entirely your responsibility) how would you assess
whether your manager expects you to do ‗x‘ Awareness
Trainer Script:
Let’s understand examples of scaled questions for

Slide 36 None each of our 5 performance factors.
On a scale of 1 to 10, how would you rate your skills at Capability
building a budget (where 1 is no experience at all and 10 is
highly skilled at budgeting)? Take the participants through the scaled questions
for each factor.

Scaled questionnaire for performance factors
Scaled Question Example Trainer Script:

On a scale of 1 to 10 (Where 1 is not at all ready and 10 is
having a clear and effective plan in place) how ready is your
organization to implement the new software? Condition
s
Let’s understand examples of scaled questions for
each of our 5 performance factors.
Slide 37 Confidenc
e On a scale of 1 to 10 (Where 1 is no confidence and 10 is
extremely confident) how confident are you in your ability to Take the participants through the scaled questions
process the workflow?
for each factor.
Motivation
On a scale of 1 to 10 (Where 1 is not yet motivated and 10
is highly motivated), how motivated are you to achieve this
certification level?
Activity:
Let’s create scaled questions for a coaching

Scaled Questions Exercise
intervention. You can choose one of the
● Consider an individual you might coach.
employees identified for coaching during our
● Select an area for coaching.
previous activities or you can choose someone
● Create a set of scaled questions you might use as part of a conversation with this person.
else. Create a scaled questionnaire for each of the
● Refer to the examples of scaled questions for each of the 5 Performance Factors. 5 performance factors. Note these down in your
handout for meeting the person later.
Slide 38 ● Share them with a partner and get feedback.
Handout Activity
Currently, for the purpose of the workshop, share
your questions with your partners to get feedback.
You may change the questions post-feedback if
required. In case of an uneven number of
38
participants, a participant who has no partner can
share the same with you for feedback.
Take 15 minutes for this activity.

Developing an action plan
Trainer Script:
Now that we have identified people to approach,

Slide 39 None identified opportunities for coaching and created a
set of questions that can help us analyze and
choose the right coaching intervention for the
employee, let’s develop an action plan.

Phase 1: Identification of development

opportunity
● Identify a development opportunity for two of your team members.
● This includes identifying the type of coaching situation and specifying the behaviors that
led you to this conclusion.
Activity: Part 1
This activity is self-explanatory.

Activity: Part 2
Phase 2: Development of action plan
Consider one of the people you have identified for
● Create a plan for your own situation, including the key steps in the plan.
coaching. Create a plan for that employee. Write
● Identify (or summarize) the reason for the coaching opportunity
an explanation on why you feel this coaching
● Consider options for ways to learn new skills, reinforce or build on current strengths, or
opportunity is appropriate. Consider which of the
close skill gap 3 coaching interventions are applicable here.
Slide 41 ● Agree on action steps
Handout Activity
When you meet the employee and have a
discussion with him/ her on the same, you can
agree and arrive on action steps.
For the purpose of this training program, you can

41
share the same with your partner and get
feedback on the same. Take 15 minutes for this
activity.
“Execute” overview
Trainer Script
● The Execute stage is about moving to action and reflecting on progress.
● This includes encouraging positive change as well as coaching when behaviors don‘t
We are now moving into the “Execute” part of the
change or actions are not successful.
coaching intervention. As the name states, it is all
● In all situations, provide the context for positive or corrective feedback so that employees
about moving the plans into action.
understand the ―why‖ behind the feedback.
Slide 42 None
One point to remember is that, in all situations,
the context for positive or corrective feedback is to
be provided to the employees.


Execution involves
● Completion of agreed-upon actions

● Evaluation of progress
● Elaboration throughout the process to accentuate positive changes and specify what might
not be going so well, making sure to provide context
Slide 43 None This slide is self-explanatory.

Providing Feedback
Trainer Script:
● Feedback helps employees know about their performance.
● It helps keep performance on track.

Feedback is very important, especially during a
● The following are the types of feedback:
coaching intervention. As part of the intervention,
it is important to review progress made from time
to time. Feedback is to be provided each and every
Slide 44 Positive Feedback
Used to REINFORCE a behavior

Corrective Feedback
Used to CHANGE a behavior

None
time a review is done. Feedback can be positive
which can be used to celebrate a job well done,
progress made or to reinforce a good behaviour
from the employee; while corrective feedback can
be given to change an inappropriate or ineffective
44
behaviour.
Feedback Model
Trainer Script
State an observation about the employee‘s behavior.

Let’s now understand the feedback model.
1 • Step 1 is to state what you have observed
about the behaviour of the employee.
Slide 45 2 Describe the impact of the behavior. • Step 2 is to describe the impact of that
FEEDBACK
MODEL
behaviour.
• Step 3 is to use open-ended questions to
3 Use an open-ended question to engage the engage the employee in a discussion. It is
employee in the discussion and solicit input
important to take feedback as well as give
feedback.
Providing Feedback Trainer Script:
● Feedback should be provided:

Question: So when should you give feedback?
– As often as possible
– As close to the event as possible.

Answer: Feedback should be provided as often as
● Feedback is most effective when it is specific, timely, actionable, and honest
possible. If you are working towards a particular
Slide 46 None event, feedback should be provided as close to the
event as possible.
Remember – feedback is effective when you are

specific, timely, accurate and the employee
understands that it is an honest and unbiased
46
feedback.

Feedback Exercise
● Improve and practice giving the following feedback
Activity:
You need to be a Your work tends to
Great Job!
team player be inaccurate
There are some feedbacks provided on the slide.
Do you feel these are appropriate or would you
like to improve on them? Please improve on them
Your performance You are a great
is well short of
expectations
role model for our
department.
and then practice delivering the same to your
partner. Roles to be reversed after completion.
Please take 10 minutes for this activity.

Trainer Script:
Sandwich feedback
A way to provide corrective feedback
Let’s look at an alternative way to provide
corrective feedback. It’s called the sandwich
technique. Just as a sandwich contains two slices
Start by stating what was done well
of bread with the filling in the center, you can
Then talk about what needs to be
stagger your feedback. First, talk about what the
Slide 48 improved on None employee has done well. That will put the
End on a positive note employee in a positive frame of mind. Then talk
about what could have been done better. Choose
your words carefully so as to sound positive, which
will allow the employee to take the same as
constructive feedback rather than a criticism.
48
Finally end on a positive note and offer your
support.
Handling coaching challenges
Trainer Script
Slide 49 Let’s now handle some challenges with respect to
coaching.

Some challenges
● Assignment seems too difficult
● Too much risk (of failure)
● May have to give up desirable parts of job

Trainer Script:
● Extra time and effort required
This slide outlines some challenges posed by

Slide 50 ● Lack confidence
employees when it comes to coaching.

● Any others?
Can you think of any others?


Activity:
• Ask participants to brainstorm the

challenging behaviors they might face
when coaching (such as people who cry,
get angry, etc.)
• Chart the challenges on a flip chart,
leaving an inch or two of space on the left
Let’s Brainstorm side.
• Hand each participant five large colored
dots.
• Invite the participants to multi-vote. They
can divide their votes (dots) in any way—
all five on one challenge, one on five
Slide 51 None different challenges, or anything in
between. The group will develop
solutions and strategies for the challenges
that get the highest number of votes.
• Tally the votes. Circle the 5-6 highest vote
getters.
51
• Divide the large group into 5-6 small
groups. Assign each group one of the
challenges.
• Ask each group to list as many strategies
and solutions to the challenge as they can
identify.
Invite the groups to share their work. After each
group shares, invite members of the other groups
to add any strategies they might have.
Role Play
Activity:
Slide 52 None
Let’s now do a role play on coaching.

During each round
● One member of your trio group will share his/her situation—preparing another member of
the group to play the manager role.
● The member who documented the situation will play the employee.
● The third member of the group will play the observer and will refer to the Observer
Checklist to .
● At the conclusion of each round, the observer will lead a discussion about the role play. Division of
participants into Activity : Role Play – Instructions
Slide 53 groups of three –
Manager, Employee Read out the instructions for all participants.
and observer.


Observer Checklist
● Using the Four-Step Coaching Process
● Using Coaching Phrases
● Focusing on observable behaviors and avoiding judgments/opinions about performance Activity : Observer Checklist
● Asking for the employee‘s input at the outset
● Observers will give their feedback on the

Slide 54 ●
Keeping the tone honest, supportive, and collegial
Identifying/using questions relevant to the 5 Performance Factors

Handout activity
parameters outlined on the slide. The slide will be
● Using at least one scaled question
displayed on screen for the benefit of the
● Using the model for providing feedback
observers.
● Identifying agreed-upon actions
● Handling challenges effectively, if presented

Summary
● Each participant will share one action step. Trainer Script:

● Alternatively, outline one challenge that you anticipate and how you will handle it.
We are almost at the end of this session. To

summarize, I would like each one of you to:
• Either Share one action step that you will
Slide 55 None
implement after this session for your
subordinate or the person who you will be
coaching.
• OR outline one challenge that you anticipate
and how you will handle it.
Slide 56 Thank you! None

Disclaimers
● This material is to be solely used for employee training purposes and is strictly meant for
internal circulation only.
● Liberty Videocon General Insurance Co Ltd, 10th Floor, Tower A, Peninsula Business Park,
Ganpatrao Kadam Marg, Lower Parel, Mumbai – 400013. IRDA Registration no. 150
● Insurance is the subject matter of the solicitation
Slide 57 None


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1 Coaching Skills Trainer Reference Manual

Coaching Skills – Trainer Reference Manual

Slide 1 None An introductory slide.

Leadership Skills Training Program

Proprietary and Confidential. Internal Use Only

Agenda Trainer Script:

By the end of this session you will:

Before we start, I would like to set some ground

Strictly for internal circulation and training purposes only.

Ask two participants to volunteer for this activity.

The aim of the exercise is to observe the ways in

I would now request you to share your learning

First, I would like the coach to share with us what

Question: So can anyone help me with the

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Different people have different methods of coaching their

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Strictly for internal circulation and training purposes only.

Let’s now understand some features of a good

Generally, the need for coaching arises in 3 types

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Types of coaching situations

To build up new skills

Coaching can help you help them gain some more

Enhance existing strengths

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Competitively Sensitive Information Proprietary and Confidential. Internal Use Only

Question: Now that we have a fair idea about

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Strictly for internal circulation and training purposes only.

Characteristics of effective coaches

Slide 15 None This is a self-explanatory slide.

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Please note: There might be a to and fro between

We will now look at the first step which is to

Take 10 minutes to gather your thoughts and

• State an observation about behavior

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Opening a coaching conversation

This slide is self explanatory.

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● In pairs, practice opening a coaching

● Provide feedback to each other.

What would you change?

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A typical coaching conversation involves two

The behaviour that you observe may be positive or

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A typical coaching conversation

This slide shows an example of an observation

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Overview of the “Explore” stage

● Identify the reason for the coaching opportunity

Slide 24 None This slide is self explanatory.

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Performance factors Liberty Mutual has identified 5 performance

Read the first coaching scenario in the

Slide 26 Handout Exercise This slide is self explanatory.

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Strictly for internal circulation and training purposes only.

Note these down in your handout. You can use

Let’s break for lunch now. See you back in 45

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