Cohen Brown

Cohen Brown & ProPractice.
com
Professional Sports Coaching for Business (PSCB)
Presented by:
Name: Brenda Schäfer
Title: Director Results Consultant EMEA, India
Date: …2023
Copyright © Cohen Brown Management Group, Inc. All Rights Reserved. A3617100.1110
Agenda PSCB Introduction
 Welcome
 Introduction: CBMG, ProPractice.com, Marty Cohen, your
Facilitator: Brenda Schäfer
 House Rules and Expectations
 The Importance of Performance Coaching
 Video: Why Sports Coaching
 Workshop: “Benefits of Effective Performance Coaching”
 Key Concepts
Copyright © Cohen Brown Management Group, Inc. All Rights Reserved. A3617100.1110 1
The Importance of Performance Coaching
There is a critical need for coaching effectiveness.
 Coaching, when done correctly, will make a huge difference in performance and
results.
People Make the Difference

 The huge gap between high and low performers can be closed with excellence in
performance coaching.
Ineffective Coaching:
 Overemphasis on numbers and plans coaching and not enough emphasis on
observations and skills coaching.
Sweet Spot
 Coaching hits the Sweet Spot and maximizes performance when there is the right
balance between numbers and plans coaching & observations and skills
coaching.
The Importance of Performance Coaching
Coaching Protocols Should Not Be Form Over Substance
 It is not how often you run coaching sessions.
 It is what you do during the sessions that is important.
 Without quality, we do not get the desired results.
Every Coaching Session Must Have Specific Outcomes to Improve

Performance and Results
Video: Why Sports Coaching
 Video Time: 8:25 minutes
 Please take notes & see Workbook
 Summarize
Workshop:
“Benefits of Effective Performance Coaching”
Workbook page Intro.9
Cohen Brown Management Group

Workshop Instructions:
What are the benefits of effective Performance Coaching for
1. Your Clients
2. Your Employees (the people you coach)
3. You (the Coach)
4. Your Organization?
Key Concepts
The Right Behaviors, When Brilliantly Executed at the Right
Frequency, Will Directly Increase Results
Every Sports Coaching Intervention Should Have a Specific Purpose

and Result in Incremental Performance Improvement
Sports Coaches Provide Help and/or Get Help
Proven Best Practice:

 A skill, technique, or `how to` that has been used successfully to achieve results or
generate a positive client experience and can be replicated and taught to others.
 When Proven Best Practices are consistently and constantly implemented, they lead to
significant success.
Key Concepts
Sports Coaches in Business Are Helpful, Not Confrontational
Love, Care, Help, Fun
Sports Coaches Are Proactive and Reactive
Sports Coaches Inspire and Motivate
Competence increases confidence and job satisfaction. Confidence

without substance is worthless.
The Difference Between Leadership, Management, and Coaching

 Leaders and managers are responsible for setting goals and expectations and holding
employees accountable.
 Coaches help employees build skill to achieve goals that meet or exceed expectations.
Agenda PSCB Module 1: Conceptual Model
 Sports Coaching Terminology
 Video: The Professional Sports Coaching for Business Model
 Workshop: “High-Leverage Sports Coaching Components”
 Video: Overview of Modules
 Wrap-Up & Job Aid
Sports Coaching Terminology
Coaches Coaching on the Grass
 Those responsible for implementing Sports Coaching.  Coaching that involves observation of an actual
client/prospect interaction or a practice session.
Players
 The members of all job families who are being sports Skills
coached.  Any behavior will be referred to as a skill.
Coach’s Coaches Behavioral Skills

 Those responsible for coaching other coaches.  Traditional sales and service behaviors. For example,
handling complaints. Sports coaching will focus on
behavioral skills.
Game
 An interaction with internal or external clients/prospects. Intellectual Skills
 Skills that support and enable behavioral skills: sales
Stats planning, scriptwriting, proposal writing, time-management
planning, etc.
 Performance metrics and numerical results.
Plays
 One or more skills used to achieve a specific outcome.
Sports Coaching Terminology
Coach’s Logs What, How Much, By When
 Use a Coach Log to build the player-coach relationship. Plays have three critical components:
 The Coach Log is a compilation of organized notes.
 Keep it simple by using brief notes. 1. What – the skill(s).
 A Coach Log allows for memory independence and 2. How much – the frequency of performing the skill(s).
follow-up. 3. By when – the start date to implement the play and the
date by which the result (outcome) must be achieved.
Distance Coaching
 Distance coaching is coaching by telephone, e-mail, or
text.
 Every type of face-to-face coaching can be delivered over
the telephone.
 Practice can occur over the telephone.
Video: The Professional Sports Coaching for Business Model
 Summarize
Workshop:
“High-Leverage Sports Coaching Components”
Workbook page 1.9

Identify the three components of the Professional Sports Coaching
for Business Model that, if implemented, will have the greatest
impact on improving your players’ performance and results.
1. List the three components and provide a rationale for each.
2. Rank the components from 1 to 3, with 1 having the greatest

impact on improving performance and results.
Video: Overview of Modules
 Summarize
Agenda PSCB Module 2: Analyze Data
 Data Sources and Tools to Analyze Data
 Video: The Success TriangleSM Overview
 Workshop: “The Success Triangle”
 Job Aid
 Video: Results Stats Analysis Grid
 Workshop: “Analyzing Results Stats”
 Additional Comments
 Wrap-Up & Analyze Data – At A Glance (Tools 2.25)
 Preliminary Coach's Game Plan Workshop (PLANS.1)
Data Sources and Tools to Analyze Data
Three Sources of Data:
1. Stats – statistical data

2. Verbal and/or written information (including the Coach Log)
3. Observations
There are two interpretive tools to help you analyze data:

1) The Success Triangle
2) Results Stats Analysis Grid
The reason for a player’s performance may be found by determining:

 Are they clear?
 Are they capable?
 Are they motivated?
Video: The Success Triangle Overview
 Video Time: 14 minutes
 Summarize
Workshop:
“The Success Triangle”
Workbook page 2.11

Read the scenario and use The Success Triangle to:
1. Diagnose what you believe may be the cause of the
performance deficits.
2. Determine what data you would need to complete your
diagnosis and/or substantiate your assumptions:
• What additional Stats would you gather?
• What Observations would you need to make?
• What Questions would you ask the player?
Use the Sports Coaching Data Analysis Tools Job Aid for reference.
Video: Results Stats Analysis Grid
 Summarize
Workshop:
“Analyzing Results Stats”
Workbook page 2.19

1. For your assigned player in the scenario (Workbook page 2.20),
use the Results Stats Analysis Grid to determine into which
quadrant the player falls.
2. Use The Success Triangle to:
• Diagnose the possible reasons for your player’s
performance.
• Determine what additional data you would need to
substantiate your diagnosis:
o What additional Stats are needed?
o What Observations would you need to make?
o What Questions would you ask the player?
Scenario
You ask each team member (player) to make five proactive outbound
contacts per day from a database. You have established a clear target for
opportunities identified and booked business, but at this point you are only
able to look at results for opportunities identified (it is too early in the sales
cycle for booked business). At the end of a week, you have the following
results for four of your players:
 Sue is exceeding the target but is only making one contact per day.
 Cathy is not hitting the target but is making four or five contacts per day.
 Bob is exceeding the target and is making five contacts per day.
 John is not hitting the target and has made a few calls, but none of
them have resulted in contacts.
Additional Comments
A top player’s performance is not always transferable as a best practice
because what they are doing may not be practical or achievable by other
players.
Coaches do not need to be the best players to coach effectively.

However, to be effective, coaches need to continuously:
 identify what is working (best practices)
 verbalize it
 demonstrate it (or bring in an expert role model who can)
Workshop:
“Coach's Game Plan ”
Workbook page PLANS.1

Agenda PSCB Module 3: Coach Plays
 Coach Plays
 Workshop: “Focused Five Sales and/or Service Skills”
 Video: Get Granular
 Workshop: “Get Granular”
 Video: Building Plays
 Example using Reverse Engineering
 Workshop: “Building Plays”
 Video: The Four Steps of Coaching Plays
 Workshop: “Specific Questioning”
 Video: The Four Steps of Coaching Plays – continued
 Additional Points
 Workshop: “Coaching Plays Skills Practice”
 Wrap-Up & Coach Plays – At A Glance (page 3.45)
 Preliminary Coach's Game Plan workshop (PLANS.1)
Coach Plays
The objectives for coach plays are to:
1. Reach conclusions by analyzing players’ performance statistics vs goals.
2. Create value-added plays to improve performance.
3. Produce a Coach Game Plan and a Player Game Plan.
Four Behavioral Change Categories:

1. Do MORE of what you are already doing
• Increase the frequency.
2. Do what you are doing but do it BETTER
• Improve the quality.
3. Do DIFFERENT things than you are doing now –
• Replace less-effective activities with new ones.
4. Do LESS of what is not working well.
• Eliminate activities that do not drive results.
• Break (stop) comfortable, old-habit patterns that are not productive to make time for
activities that are productive.
Coach Plays
Focus Gets Results
 Focus on the few key skills that provide the highest leverage
and the greatest return in results.
Focus on Fundamental Skills
 Have fundamental skills securely in place before focusing on

other skills.
Workshop:
“Focused Five Sales and/or Service Skills”
Workbook page 3.5

1. Select one job family within your line of business.
2. Determine the five sales skills and five service skills within the job
family that, if perfected, would have the greatest impact on
improving player performance to increase results.
3. Rank the skills from 1 to 5, with 1 having the most impact on

improving player performance to increase results.
If you are a manager or coach’s coach, work from the perspective of

players in a job family you manage.
Video: Get Granular
 Video Time: 1 minute
 Summarize
Workshop:
“Get Granular”
Workbook page 3.9

1. Write down a weak (superficial) commitment to achieve a desired
result that one of your players or coaches (a direct report) has given
you within the last five days.
2. Rewrite the weak commitment into a stronger (granular) commitment.
• Granular commitments should be realistic enough to actually be
implemented.
Example:
Weak, Superficial Commitment: Focus on better servicing my clients
Stronger, Granular Commitment: When answering the phone, I will
greet the client by name and use their name at least 2 times during the
conversation. I will listen carefully and take notes. I will always be polite
and respectful towards the client by not raising my voice and keeping
calm. At the end of the conversation, I will ask the client to provide me
with 1 thing to improve and 1 positive feedback point.
Video: Building Plays
 Summarize
Example Using Reverse Engineering
Call Center – Service
Outcome:
Meet daily service-level goals of [X]% for average speed to answer calls within half-hour increments (min.).
Play:
What: Monitor flags used throughout the day to indicate when service levels are outside the minimum and
change the client greeting based on the flag designation (red = thank the client for their patience, green =
normal greeting). Representatives will focus on the client during the interaction and follow standards for
effective call handling.
How Much: Representatives to monitor flags every 15 minutes.
By When:
 Start: Immediately.
 Result Achieved: By [date].
Who: Every client telephoning the call center.
Skill(s) Recap:
 Call handling
 Service-level standards
 Telephone greeting skills
Workshop:
“Building Plays”
Workbook page 3.15

1. Use the template on Workbook page 3.17 and build a play relevant to players in a
job family you manage.
2. The play should:
• have a defined outcome
• include the following components:
 what (include specific skills to execute the play)
 how much (quantity and frequency)
 by when
 start
 result achieved
 Who
• be granular and specific to clearly communicate what you want your players to do
• recap the skill(s) to isolate the specific skills that are needed and may need
reinforcement to successfully execute the play
Video: The Four Steps of Coaching Plays
 Summarize
Workshop:
“Specific Questioning”
Workbook page 3.33

1. To encourage an attitude of discovery, write four open-ended questions that
would help you, as the coach, uncover the reasons for player performance.
• Develop questions specific to the play developed in the Building Plays
Workshop. Assume the player has done 50% of the expectations
established in the play.
• Use The Success Triangle to develop specific questions that dig deep.
• Use the Sports Coaching Data Analysis Tools Job Aid as a reference.
Video: The Four Steps of Coaching Plays
 Please take notes & see workbook
 Summarize
Additional Points
Distance Coaching
• Coaches can coach players in person and/or by telephone.
• Coaching does not need to be a formal sit-down-coach in the game.
The Courage to Coach

• Be a courageous coach. Get into the details of analyzing and discussing
performance to help players improve skills and performance results.
Credibility and Trust

• Credibility and trust are earned through:
 Honesty – admitting what you do and do not know. Tell the truth.
 Maintaining a change in behavior – If you have changed your coaching style but
then revert to your previous style, you will lose credibility with your players.
Workshop:
“Coaching Plays Skills Practice”
Workbook page 3.39

Workshop Instructions: Part 1
Preparation:
Scenario:
 Together with your team, you decided that they will use the best practice
script of one of the top performers on how to handle a client complaint in the
coming week.
 During the week, you listened to some conversations and 1 of your team
members had a client with a complaint.
 At the end of the conversation, the client was not satisfied and was very
angry.
 The employee didn’t use the best practice script you all agreed on.
 This was not the first client that was not satisfied with how the employee
handled the complaint; it happened 5 times last month.
Preparation:
1. Review the Coaching Plays Coach’s Coach Observation Prompt Sheet

(Workbook page 3.39) and record notes in preparation for the coaching
session.
2. Use the Sports Coaching Data Analysis Tools Job Aid and the Sports
Coaching – Four Steps of Coaching Plays Job Aid to prepare.
Skill Practice:
1. As Coach – Conduct a coaching session with the player (your facilitator)

using the Four Steps of Coaching Plays.
2. Rest of group – Observe the coaching session and take notes on the
prompt sheet.
3. Feedback session – Provide each other “worked well” and “do differently”
feedback:
• Coach (self-evaluate)
• Player/Facilitator to coach
• Group to coach (using notes on prompt sheet)
Workshop:
“Coach's Game Plan”
Workbook page PLANS.1

Agenda PSCB Module 4: Coach Skills
 Coach Skills Introduction
 Video: The Coach Skills Loop
 4 Common Resistances
 Workshop: “Prioritizing What to Observe”
 Observing
 Video: Observation Methods
 Workshop: “Skill Observation”
 Developing Your Observational Skills
 Using Prompt Sheets
 Observation Guidelines
Skill Building Introduction
Skill building is where sports coaches spend most of their time.
• Skill building linked to observing players in action is Coaching on the Grass.
Skill building is getting better results and increasing job satisfaction.
Skill building is the ultimate key to incremental coaching success.
To improve performance, do not focus just on the training event – focus

on practicing and rehearsing skills over and over again.
Off-Broadway Technique
• If you were going to launch a musical production, you probably would not launch it on Broadway
because you would want to “break in” your act first.
• The goal is: get out; observe performance to find out what players are doing right and wrong.
• Focus on high-leverage skills to gain quick wins in performance and increase players’
confidence.
Video: The Coach Skills Loop
 Summarize
Four Common Resistances
Coach Resistances
1. “But I already do observations.”
• The question is, “What is the quality of the observations?”
• An Observation Prompt Sheet identifies specific behaviors to observe and helps improve the quality of
observations.
2. “But I don’t know how to observe.”
• Coaches should use prompt sheets on a regular basis to learn the behaviors for observation.
• The ideal is to have and use a separate prompt sheet for each skill set.
Player Resistances
1. Players don’t want to be observed.
• In sports, observation is the norm. In business, it is usually the exception.
• In call centers, being observed is the norm.
• Pre-position new hires that observations are part of the culture and what is expected.
2. “Clients and prospects won’t allow it.”
• When clients are properly pre-positioned, they typically agree to your request to observe the player.
Workshop:
“Prioritizing What to Observe”
Workbook page 4.11

List the three most important sales skills and or the three most important service
skills you want to observe your players implementing in your line of business.
 Select specific skills that, when improved, would have the greatest impact on
improving performance results.
Observing
Coaches need to know what success looks like in order to provide observational
feedback and build skills.
Pre-position players when you will be observing them, so they have an opportunity to
prepare.
Get Very Granular with Your Observations
Video: Observation Methods
 Summarize
Workshop:
“Skill Observation”
Workbook pages 4.19–4.29

1. You will listen to a face-to-face or a two-sided audio or a one-sided audio
interaction between a player and client and, in the role of coach, take notes
on the prompt sheet.
2. During the interaction listen for:

 Positives (anything the player did well)
 Sins of Commission (ineffective or offensive words/scripting)
 Sins of Omission (missed steps, components, opportunities)
 Style
Following the interaction, perfect your notes on the prompt sheet, identify
“worked well” and “do differently” feedback, and participate in a group
debriefing.
Developing Your Observational Skills
Focused observation is critical.
 Pay attention to the microdetails of the call by listening for subtle opportunities for improvement, such as
errors in communication, scripting, and wording.
The more observations you do, the more opportunities for improvement you will
recognize.
Have Players Watch Others
Have Players Listen to Themselves
Have Players Observe You
Demonstrate for Players and Have Them Observe
Using Prompt Sheets
Resistance to Prompt Sheets
 Coaches can assist players in accepting the use of prompt sheets by explaining why
they are needed.
 Prompt sheets are needed by coaches because they are unable to memorize
everything that is going on during an observation.
 Prompt sheets allow for objective coaching.
Building a New Skill and the Prompt Sheet
Notetaking and the Prompt Sheet
The Success Triangle and the Prompt Sheet

 Only hold players accountable for what you have told them they are accountable for.
Observation Guidelines
Face-to-Face Observation Guidelines:
1. Determine whether you are a pure observer or a participant observer.
2. Pre-position the player.
3. Pre-position the client/prospect when your observation is apparent.
4. Use a pad to take notes and fill out the prompt sheet afterward.
• Review your prompt sheet in advance, but do not use it during the observation.
• Explain to the client why you are taking notes
• After the observation and out of the client’s view, fill out the prompt sheet.
5. Do not verbally intervene.
6. Be aware of nonverbal communication.
• Do not use facial expressions.
• Be careful not to bond with the client against the player.
Agenda PSCB Module 4: Sub Module Observational Feedback
 Video: Observational Feedback
 Workshop: “Pre-Positioning Honesty in Coaching”
 Honesty in Coaching (continued)
 Video: Four Steps of Observational Feedback
 Workshop: “Observational Feedback Skills”
Video: Observational Feedback
 Summarize
Workshop:
“Pre-Positioning Honesty in Coaching”
Workbook page 4.43

Tactful honesty is essential to taking your team to a higher level of Executional
Excellence. To improve performance results, you need to provide the necessary
feedback in a comfortably candid manner.
1. Use the template on Workbook page 4.45 to script in the first person what you will
say to pre-position and begin a tactful and honest coaching session.
Your first-person script should be written in a positive, motivational/
inspirational manner and include:
 why your coaching is going to be more precise and candid going forward
 why now
 how being precise and candid benefits the player
2. Use the Four Steps of Scriptwriting:

a. Brainstorm bullet points/headlines.
b. Reduce headlines to Big Five and rank.
c. Develop each bullet point/headline into sentences.
d. Construct a first-person script.
Honesty in Coaching (continued)
Start with positives when giving observational feedback, but do not overdo it.
Increased Honesty + Increased Observation = Better Results
Overcome players’ resistance to feedback by:

 acknowledging their feelings
 reminding them why they were given the feedback
 reminding them that the goal is to help them to realize their full potential
 Explain the benefits of being better at their jobs.
 Explain how they will move from where they are now to where they can be.
 Remain positive when delivering feedback.
 Explain why you are offering feedback.
Video: Four Steps of Observational Feedback
 Summarize
Workshop:
“Observational Feedback Skills”
Workbook page 4.51

Preparation:
Scenario:
 You listened to a client call of one of your employees.
 The employee greeting the client properly and asked for the client's name.
 The employee didn’t listen to what the client was saying and immediately
provided a solution.
 The employee interrupted the client 3 times during the conversation.
 The solution was to transfer the call to a specialist.
 The employee placed the client on hold without explaining approximately how
long this would take and that she would come back if it would take longer.
 The client sounded frustrated during the entire call.
Preparation:
1. Review the Four Steps of Observational Feedback by reviewing the

Observational Feedback Coach’s Coach Observation Prompt Sheet
(Workbook page 4.53).
2. Review your script from the Pre-Positioning Honesty in Coaching Workshop

(Workbook page 4.45).
Skill Practice:
1. As Coach – conduct a feedback session with the player (your facilitator) and
give candid and specific observational feedback using the Four Steps of
Observational Feedback.
2. Rest of group – observe the coach providing feedback to the player and
take notes on the Observational Feedback Coach’s Coach Observation
Prompt Sheet (Workbook page 4.53).
3. Feedback session – provide each other “worked well” and “do differently”
feedback:
Agenda PSCB Module 4: Sub Module Skill Building
 Skill Building Introduction
 Video: The Four Steps of Skill Building
 Additional Points
 Video: Kato Technique
 Workshop: “Skill Building Skills Practice with Coach Alone”
 Skill Building Skills Practice with Expert Role Model and Coach
 Skill Building Skills Practice with Audio/Visual and Coach
 Video: Additional Points
 Job Aid
Skill Building Introduction
Skill Building Options:
1. The Coach Builds the Skill(s)
2. The Coach Uses Expert Role Models
3. Use of Audio/Visual Demonstrations
• Coach with player(s)
• Player(s) on their own
4. Formal Training
The Four Steps of Skill Building

1. Coach articulates and/or provides demonstration of the desired skill
2. The player demonstrates the desired skill
3. Coach provides observational feedback
4. Repeat steps 1, 2, and 3 until satisfied
Video: The Four Steps of Skill Building
 Summarize
Additional Points
The Ideal Expert Role Model
 Should be a peer – someone whom your players can relate to
but not a superstar if the superstar will distance or intimidate
the player.
 the best expert role models are former underperformers.
Record the Expert Role Model

 A recording can easily be paused to capitalize on teachable
moments.
Video: Kato Technique
 Summarize
Workshop:
“Skill Building Skills Practice with Coach Alone”
Workbook page 4.65

Preparation:
Scenario:
 You listened to a client call of one of your employees.
 The employee greeted the client properly and asked for the client's name.
 The employee didn’t listen to what the client was saying and immediately
provided a solution.
 The employee interrupted the client 3 times during the conversation.
 The solution was to transfer the call to a specialist.
 The employee placed the client on hold without explaining approximately how
long this would take and that she would come back if it would take longer.
 The client sounded frustrated during the entire call.
Preparation:
1. Refresh yourself on the skill building process by reviewing the Skill Building
Coach’s Coach Observation Prompt Sheet (Workbook page 4.67) and/or
the Sports Coaching Four Steps of Observational Feedback Job Aid.
2. You are going to do the skill building on “What to say when placing the
client on hold.”
Skill Practice:
1. As Coach –
a) Coach does skill building by demonstrating and deconstructing the skill for the player.
b) The player demonstrates the skill.
c) Coach provides observational feedback.
d) Repeat steps a–c until the player develops the skill or the facilitator calls “time.”
2. Rest of group – Observe the coach and take notes on the prompt sheet to
record feedback (Workbook page 4.67).
feedback:
Skill Building Skills Practice with Expert Role Model and Coach
You can do the same workshop including an expert role model.
Additional steps are:

Expert Role Model, Coach, and Player:
a) Coach introduces/pre-positions the expert role model.
b) Expert role model and coach conduct a role-play to demonstrate the macro-skill for the player.
c) Coach deconstructs the skill to transfer knowledge to the player.
d) The player demonstrates the skill.
e) Coach and expert role model provide observational feedback to the player.
f) Repeat steps b–e until the player develops the skill or the facilitator calls “time.”
Skill Building Skills Practice with Audio/Visual and Coach
You can do the same workshop with audio/visual.
Additional steps are:

Coach and Player:
a) Coach transfers knowledge by identifying where he or she would have stopped the video demonstration
playback and why.
b) The player demonstrates the micro-skill.
c) Coach provides observational feedback to the player.
d) Repeat steps a–c until the player develops the skill or until the facilitator calls “time.”
Video: Additional Points
 Summarize
Agenda PSCB Module 5: Motivation
 Video: Motivation Introduction & Interpersonal Motivation
 Workshop: “Interpersonal Motivation”
 Video: (continue video) Belief and Passion & Attitude
 Workshop: “Motivate”
Video: Motivation Introduction & Interpersonal Motivation
 Summarize
Workshop:
“Interpersonal Motivation”
Not in Workbook

1. Write down actions you can do as a manager to be THE ROLE MODEL!
2. What are the common fears your team might have, or that you notice they have?
• What did you do to handle these fears?
• What would you like to do more, better, different, and/or less in this regard?
Video: Belief and Passion & Attitude
 Summarize
Workshop:
“Motivate”
Workbook page 5.11

What are the five key areas you will focus on to raise the motivational level of the
players you are sports coaching?
 Focus on the areas of interpersonal motivation, belief and passion, and attitudes.
 Think in terms of More, Better, Different, and/or Less.
Agenda PSCB Module 6: Follow-Up and Feedback
 Video: Follow-Up and Feedback
 Video: Follow-Up and Feedback (continued)
 Workshop: “Coach’s Log”
 Video: The Four Follow-Up Possibilities
 Provide Feedback
 Guidelines for Follow-Up and Feedback
 Workshop: “Follow-Up and Feedback”
Video: Follow-Up and Feedback
 Summarize
Video: Follow-Up and Feedback (continued)
 Summarize
Workshop:
“Coach’s Log”
Workbook page 6.9

Participate in a discussion of the Coach’s Log Sample (Appendix A).
 What value (benefit) do you see in using a Coach’s Log similar to the
sample?
 Based on what you see in the sample, what would you add to or delete from
the Coach’s Log?
 Where (how) would you keep the Coach’s Log? Think about your existing
technology and tools and consider how you would integrate the Coach’s Log.
1. Document in the Coach's Log template (Workbook page 6.11) a recent coaching
intervention or an intervention from a skills practice conducted in this Program.
2. Complete one coaching entry by entering information in the following columns:
a) Date
 Enter today's date.
b) Notes
 Record observations.
 Record key data discussed/used in the observation session.
 Record key feedback provided.
c) Follow-Up Actions/Commitments
 Record follow-up actions.
 Record mutually agreed-upon commitments.
Workshop Instructions: Part 2 (continued)
2. Complete one coaching entry by entering information in the following columns:
d) Follow-Up Date
 Assign a “by when” date to follow up on any commitments and/or when actions will be
completed.
e) Status
 At a later date, you will review commitments and record the status.
Video: The Four Follow-Up Possibilities
 Summarize
Provide Feedback
Reference the Past to Go to the Future
Any time a coach follows up with a player, the coach needs to have a point of reference
for every aspect of the player’s performance.
These include:
 Performance stats
 Behavioral skills
 Intellectual skills
One of the most important things in relationship building is for a player to feel you are
treating him or her like an individual.
Guidelines for Follow-Up and Feedback
The Closer Follow-up and Feedback Is to “an Event,” the Higher the Odds of
Appropriate Change vs. “Information Decay”
 The longer the delay in giving feedback, the less likely you are to influence behaviors.
Repetition and follow-up are critical

 not just to show you care but
 to avoid performance decay.
Workshop:
“Follow-Up and Feedback”
Workbook page 6.17

1. What are the five key things you will follow up on consistently with players?
• Select follow-up activities that, when performed consistently, will have the greatest impact on
improving player performance.
2. How will you follow up? (in person, by phone, via e-mail, by text messaging,
by yourself, with the help of others)
3. How frequently will you follow up? (twice a day, daily, weekly, monthly)
Agenda PSCB Module 7: Maximize Receptivity
 Maximize Receptivity Overview
 Workshop: “Selling Sports Coaching”
 Workshop: “Communication Style to Maximize Receptivity”
 Communication Style to Maximize Receptivity
 Workshop: “Key Elements of Style – Use Correct Body
Language”
 Communication Style to Maximize Receptivity (continued)
 Workshop: “Maximizing Receptivity in Coaching Sessions
Scriptwriting Clinic”
Maximize Receptivity Overview
Purpose
To learn how to increase receptivity and maintain rapport and cooperation during all
coaching interventions.
To learn how to maximize receptivity during observations when clients are present.
Key Components
 Selling sports coaching
 Style – how you say what you say
 Communication techniques to maximize receptivity
Workshop:
“Selling Sports Coaching”
Workbook page 7.6

Sports Coaching Anxieties Discussion (Write down first and then discuss.)
1. What are some of the thoughts (anxieties) that you, as a coach, might have
toward implementing sports coaching?
2. What are some of the thoughts (anxieties) your players might have about
your increased coaching?
3. When it comes to anxiety related to communication, Cohen Brown has a

saying that it often uses. What does this mean?
“Anxiety is the price you pay for the unprepared mind and mouth.”
NOTE: Knowing what to say (scripting) and how to say it (your communication
style) can help you minimize anxiety and maximize receptivity.
Workshop:
“Communication Style to Maximize Receptivity”
Workbook page 7.8

“How you say something is equal in importance to what you say.”
Discussion:
 Think of individuals you consider to be effective communicators and jot down

some attributes that set their style apart from others’.
Effective communicators convey passion for and belief in what they are saying.
Communication Style to Maximize Receptivity
Techniques for maximizing receptivity:
1. Build rapport
2. Provide objectives and rationales – why now and why you
3. Clarify what you will be doing
4. Leverage the relationship by using the Four Highest Correlators of Relationship
Success:
• Accurate empathy
• Relevant self-disclosure
• Genuine caring
• Clear communication
Key Elements of Style – Dialogue, Don’t Just Monologue
1. “Discuss” vs. “tell”

• Adopt the mindset of “discussing” rather than “telling.”
• Engage your players by asking questions and involving them in a discussion.
2. Pre-position sports coaching discussions
• To enable players to think about what they will say during the discussion.
• This increases the chances of having an effective dialogue.
3. Request that players take notes
• To engage and involve them.
• This will enable better-quality dialogue because players will be able to refer to their notes about what you
have said, rather than having to rely on memory.
4. Listen to and take notes on their remarks
• During discussions, no matter how players respond, allow them to complete any reasonable and relevant
remarks without interruption.
• It is important that you also take notes about what they say.
Key Elements of Style – Dialogue, Don’t Just Monologue
5. Recap key points

• Restate what you learned/heard from your players to show you listened and understood.
• You may still present a contrary view, but first demonstrate that you heard them.
Involving your players as partners in the successful outcome of a discussion will:

• engage players,
• create buy-in, and
• increase their desire to implement the agreed-upon game plan.
Key Elements of Style – Use Correct Body Language
“A picture is worth a thousand words.”
 Accordingly, body language can communicate more than words can say.
 If you are wondering what your player is thinking and feeling about what you are saying,
you need only read his or her body language.
 Body language is not a discrete language of its own.
 You need to read players’ body language in conjunction with what they are saying and
how they are saying it.
Workshop:
“Key Elements of Style – Use Correct Body Language”
Workbook page 7.12

Discussion (Write down first and then discuss.)
1. List examples of ineffective body language that can distance, rather than
engage, a player.
2. List examples of effective body language that engages players and shows
you care.
Key Elements of Style – Use Voice Modulation
 Voice modulation, like body language, is an important element of style.

 How you modulate your voice is one of the things that makes what you say more
interesting.
 Some people refer to voice modulation as highs and lows.
Using voice modulation can:

 Add interest and meaning to what is being said.
 Include the emotion behind the statement.
 Convey the message more clearly.
Voice modulation is different from voice volume. Saying something in a loud monotone
doesn’t make it more interesting.
Workshop:
“Maximizing Receptivity in Coaching Sessions
Scriptwriting Clinic”
Workbook page 7.31

1. Write a first-person script using the scripting template on Workbook page
7.35 for the conversation you would have with a player to maximize
receptivity during any one-to-one coaching session or as the first step of
Coach Plays.
2. Use the Four Steps of Scriptwriting to develop your scripts:
a) Brainstorm bullet points/headlines.
b) Reduce headlines to Big Five and rank.
c) Develop each bullet point/headline into sentences.
d) Construct a first-person script.
3. Predict the resistance you may encounter as a result of your increased

sports coaching and preempt it by incorporating proactive statements with
supporting rationales in your script.
4. A sample script is provided on Workbook page 7.33.
Skill Practice:
1. As Coach – present your script to the player (your facilitator)
2. Rest of group – observe the coaching session and take notes on the
Maximizing Receptivity in Coaching Sessions Coach’s Coach Observation
Prompt Sheet (Workbook page 7.37).
feedback:
Agenda PSCB Module 8: Overcome Resistance
 Overcome Resistance Overview
 Workshop: “Objections and Resistance”
 Objections and Resistance
 Workshop: “Objections Gathering and Categorization Clinic”
 Objections and Resistance (continued)
 Workshop: “Objections Response Scriptwriting Clinic”
Overcome Resistance Overview
Purpose
To successfully overcome players’ resistance to increased coaching.
Key Components
 Objections and resistance

 Objections Categorizer: Types of objections
 Objections Correlator: Responding to objections
Workshop:
“Objections and Resistance”
Workbook page 8.3

Resistance is a natural reaction to change.
 Resistance may come from coaches or players.

 We are only going to address player resistance.
Discussion (Write down first and then discuss.)
1. What are some positive ways to view resistance or pushback?
2. What can you do as a coach to overcome your players’ resistance or

pushback?
Objections and Resistance
Learn to Welcome Objections
 Objections are the “critical path to closing.”
 These tips will help your welcome objections.
 Think of objections as friendly questions.

 Remain consultative.
 Keep in mind that the goal is to help the player. This may require some education or reassurance.
 Avoid emotional reactions, regardless of how rude or offensive the player may be.
 Remember the Cohen Brown saying, “Professionals act as they must, not as they feel.”
 When you are thoroughly prepared, you will not only be able to effectively respond to objections, you will
welcome them.
Categorizing Objections
Generally, objections fall into one or more of the following four categories.
1. No Need
2. Distrust
3. Inconvenience
4. Don’t Understand
Workshop:
“Objections Gathering and Categorization Clinic”
Workbook page 8.7

Workshop Instructions
1. Categorize the below objection examples.
 “I don’t want to be observed.”
 “Why me?”
 “I’m already hitting my goals, right?”
 “This will just interfere with doing business and achieving results.”
 “Coaching is only for underperformers.”
2. Provide additional objections you may encounter/hear from your players to
more coaching/implementing sports coaching.
 Additional objections…
3. Categorize the gathered objections.
The Objections Categorizer and Response Correlators
1. No Need
• Respect the opinion of the player.
• Explore why the player does not believe he or she requires sports coaching.
• Respond by clarifying or highlighting the benefits to the player.
2. Distrust
• Use accurate empathy and the Feel/Felt/Found Technique.
• For example, “I understand how you feel about coaching [elaborate]. Other players
initially felt the same way [elaborate], but they have found that by my increased
attention to coaching…”
The Objections Categorizer and Response Correlators
3. Inconvenience
• The Inconvenience objection may be related to time pressures.
 Reassure the player that you will assist him or her in managing time effectively.
• Inconvenience can also be related to a real or perceived obstacle/hurdle.
 If this is the case, listen to the player, evaluate the hurdle, determine if it is real or
perceived, and act accordingly.
4. Don’t Understand.
• Educate the player by explaining how the process will be used.
• Explain how the player will be involved in the process, and restate the benefits.
Workshop:
“Objections Response Scriptwriting Clinic”
Workbook page 8.11

Workshop Instructions
1. Script appropriate first-person response for the objection you think will hear
the most when starting sports coaching.
• Use the Objections Categorizer to determine the most effective approach to take.
• Use the Response Correlators to help formulate your responses.
• Use the four steps of scriptwriting
The Four Steps of Scriptwriting

Agenda PSCB Module 9: Structured Time Management
 Structured Time Management
 Importance vs. Urgency Prioritization
 Workshop: “Importance vs. Urgency Workshop”
 Time Locking
 Batch Processing
 Workshop: “Batch Processing”
 Time Bandits
 Workshop: “Training Time Bandits Scriptwriting Clinic”
 Planning
 Workshop: “Time-Managed Coach’s Game Plan”
Structured Time Management Overview
Purpose
 To learn how to manage your time and the time of your players to create time surplus
for sports coaching.
Key Components
 Prioritization
 Time locking
 Batch processing
 Definition of time bandits
 Planning protocol
Structured Time Management
Keep an Open Mind & Be Proactive in taking control of your time.
Ask yourself:
 Am I doing this?
 Am I doing this every day?
 Am I doing this to the best of my ability?
Time-Management Problems
List general and sports coaching-specific time-management pressures:

1. …
2. …
3. …
4. …
Importance vs. Urgency Prioritization
Critical Few vs. Minor Many Tasks
 When prioritizing your Critical Few versus your Minor Many, focus your time and energy
not only on doing things right but also on doing the right things.
 The Importance vs. Urgency Prioritization Grid helps to prioritize tasks.
Importance = our perspective; things that are important to us
Urgency = others’ perspectives. We interpret things that are important to others as being
urgent.
The 20/80 Rule

 Focus on the 20% of tasks that provide the greatest return on time and effort.
 20% of your most critical activities produce 80% of your results.
 Work smarter on the right things.
Importance vs. Urgency Prioritization
Importance vs. Urgency Prioritization Grid
The boxes labeled CF are your Critical Few.

1. What priority would you give to something extremely important to you and
extremely urgent to others (i.e., box 1A)?
The boxes labeled N are negotiable. That is, they could fall under
Critical Few or Minor Many, depending on how you handle them.
2. What priority would you give to something extremely important to you and
somewhat urgent to someone else (i.e., box 1B)?
3. What priority would you give to something somewhat important to you and
extremely urgent to someone else (i.e., box 2A)?
The boxes labeled MM are your Minor Many.

4. What priority would you give to something somewhat important to you and
somewhat urgent to someone else (i.e., box 2B)?
Workshop:
“Importance vs. Urgency Workshop”

1. Prioritize the scenarios below using the Importance vs. Urgency Grid.
Be prepared to provide a rationale for those scenarios prioritized as the
Critical Few.
Scenarios
A. A team member wants annual holiday time approved so he can book his European skiing
holiday today.
B. The Regional Manager wants yesterday’s campaign sales results e-mailed ASAP.
C. A team member wants to see you about a joint call you two are doing tomorrow with a high-
value client.
D. Your partner has left a message wanting to talk to you about your child’s school.
E. A colleague manager wants to talk to you about a complaint she has received about your team.
F. Update employee records and core systems data.
1. List in random order the top 10 tasks currently on your “to do” list.
• Include sports coaching responsibilities in your list.
2. Assign a priority to each task to take proactive control of your time.
3. Place your tasks in the Importance vs. Urgency Prioritization Grid.
Time Locking
Time Locking
 Making an appointment with yourself – creating time periods that are
totally free of interruption (other than emergencies) for the purpose of
absolute focus.
 The key to making a Time Lock work is to not violate the Time Lock
and for others to respect your Time Lock.
 During a Time Lock, you need to maintain your focus, and others need
to operate as if you were not there.
 Time locking is an efficient solution to control interruptions and allows
us to accomplish our Critical Few tasks.
Given that a key benefit of time locking is controlling interruptions, how

might you communicate to colleagues and managers that you are in a
Time Lock?
Time Locking
Time Rules
1. No one may be in a perpetual Time Lock.

• Negotiate mutually agreeable Time Lock times and rules with your colleagues, players,
and managers.
• Work with them to define what is and what is not an emergency that will justify an
interruption. Take time locking breaks to handle issues.
2. No one may abuse time locking.

• It is important that everyone’s time pressures be appreciated by others.
• Work as a team to determine the optimal times and amount of time for each person to
use a Time Lock.
What are some guidelines that can help make time locking work for us?
Batch Processing
Batch Processing
 A time-management technique whereby similar tasks are performed as a group,

rather than being performed randomly or as they occur (e.g., writing reports,
processing e-mail).
 Minor Many tasks that do not have daily or weekly deadlines can be Batch
Processed.
 Batch Processing increases both productivity and performance quality for repetitive
tasks.
Workshop:
“Batch Processing”
Workbook page 9.17

1. Use the Critical Few vs. Minor Many lists you developed previously.
2. Identify tasks that are so critical that you need to batch process them on a
daily basis.
3. Next, identify tasks you are currently performing throughout the day and/or
week that can be batch processed on a weekly basis.
4. Finally, identify tasks you are currently performing throughout the day and
week that can be batch processed on a monthly basis.
Time Bandits
Time Bandits
 People who steal your time.

 They are not intentionally inconsiderate; they just interrupt you.
 They are the greatest source of interruptions and the number one obstacle to time
locking.
 Training is an essential component of controlling Time Bandits and making time
locking work.
Who are the time bandits you encounter on a daily basis?
What are examples of time-bandit interruptions?
Workshop:
“Training Time Bandits Scriptwriting Clinic”
Workbook page 9.19

1. Identify your major time bandit and write a first-person script using the
scripting template on Workbook page 9.22 for the conversation you would
have with him or her to explain the benefits of time locking.
2. Use the Four Steps of Scriptwriting to develop your scripts:

3. Predict the resistance you may encounter as a result of presenting time

locking and preempt it by incorporating proactive statements with
supporting rationales in your script.
4. A sample script is provided on Workbook page 9.21.

Skill Practice:
1. As Coach – present your script to the time bandit (your facilitator)
2. Rest of group – observe the session and take notes.
feedback:
• Group to coach (using notes)
Planning
Plans create accountability.
 Not everyone likes being held accountable.
 The chief inhibitor of plans is personal accountability.
 Operating intuitively and emotionally is risky.
“If you don’t plan to succeed, you plan to fail.”
Planning Protocol
A series of questions asked to simplify planning.
 What tasks must you execute to achieve your goals?
 How will those tasks be executed?
 Who you will rely upon, other than yourself, to implement these tasks, and how much will you do yourself?
 How many of these tasks must be implemented to achieve your goal?
 By when are you planning to get started, and by when you will be finished?
Workshop:
“Time-Managed Coach’s Game Plan”
Workbook page 9.25

1. Write your commitments in your Coach’s Game Plan based on your key
learnings from this module. Specifically, what More, Better, Different, and/or
Less actions will you implement?
2. Review your Coach’s Game Plan and identify high-priority More, Better,
Different, and/or Less Sports Coaching Commitments that can be
incorporated into a Time-Managed Action Plan (observations, stats analysis,
building plays, etc.).
3. Review the sample Time-Managed Action Plan on Workbook page 9.27.
4. Review the tasks you identified during the Batch Processing Workshop and
identify those tasks that can be incorporated into daily or weekly time-
locking periods.
5. Complete a Time-Managed Action Plan for the next two weeks using the
Time-Managed Action Plan template beginning on Workbook page 9.29 by
transferring the name of each activity or task to a block of time.
Learnings & Action Plan
• What is your #1 key learning from today?
• What are you going to do:

 More
 Better
 Different and/or
 Less
Q&A and Thank you!

Cohen Brown

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Cohen Brown & ProPractice.

People Make the Difference

Every Coaching Session Must Have Specific Outcomes to Improve

 Video Time: 8:25 minutes

 Please take notes & see Workbook

Cohen Brown Management Group

2. Your Employees (the people you coach)

3. You (the Coach)

Every Sports Coaching Intervention Should Have a Specific Purpose

Sports Coaches Provide Help and/or Get Help

Proven Best Practice:

Love, Care, Help, Fun

Sports Coaches Are Proactive and Reactive

Sports Coaches Inspire and Motivate

Competence increases confidence and job satisfaction. Confidence

The Difference Between Leadership, Management, and Coaching

Coach’s Coaches Behavioral Skills

 Video Time: 6:30 minutes

 Please take notes & see Workbook

Cohen Brown Management Group

1. List the three components and provide a rationale for each.

2. Rank the components from 1 to 3, with 1 having the greatest

 Video Time: 1:55 minutes

 Please take notes & see Workbook

1. Stats – statistical data

There are two interpretive tools to help you analyze data:

The reason for a player’s performance may be found by determining:

 Video Time: 14 minutes

 Please take notes & see Workbook

Cohen Brown Management Group

 Video Time: 13 minutes

 Please take notes & see Workbook

Cohen Brown Management Group

Coaches do not need to be the best players to coach effectively.

Cohen Brown Management Group

Four Behavioral Change Categories:

Focus on Fundamental Skills

 Have fundamental skills securely in place before focusing on

Cohen Brown Management Group

3. Rank the skills from 1 to 5, with 1 having the most impact on

If you are a manager or coach’s coach, work from the perspective of

 Video Time: 1 minute

 Please take notes & see Workbook

Cohen Brown Management Group

 Video Time: 2 minutes

 Please take notes & see Workbook

Cohen Brown Management Group

 Video Time: 9 minutes

 Please take notes & see Workbook

Cohen Brown Management Group

 Video Time: 1 minute

 Please take notes & see workbook

The Courage to Coach

Credibility and Trust

Cohen Brown Management Group

1. Review the Coaching Plays Coach’s Coach Observation Prompt Sheet

1. As Coach – Conduct a coaching session with the player (your facilitator)

Cohen Brown Management Group

Skill building is getting better results and increasing job satisfaction.

Skill building is the ultimate key to incremental coaching success.

To improve performance, do not focus just on the training event – focus

 Video Time: 8 minutes

 Please take notes & see Workbook