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| Preface | |
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| Acknowledgments | |
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| Introduction: The Coaching Manager | |
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| Coaching Can Help, for Employees Who Want to Learn | |
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| Coaching Is Good for You | |
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| Why Don't More Managers Coach? | |
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| Coaching and Learning | |
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| The Coaching Manager and Emotional Intelligence (EQ) | |
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| Coaching Isn't the Same as Mentoring | |
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| Why Think About Becoming a Coaching Manager? | |
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| Your Approach to Coaching Determines the Outcome of Your Effort | |
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| An Overview of Developmental Coaching | |
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| Developmental Coaching: An Example | |
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| A Simple Model of Developmental Coaching | |
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| As You Experiment With Coaching | |
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| Defining Success as a Coaching Manager | |
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| Coaching Managers Focus on Running a Business | |
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| Not Just Results, but Process: How the Work Gets Done | |
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| What Should the Coaching Manager Pay Attention To? Competency | |
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| If Your Company has a Competency Model | |
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| If Your Company Does Not Have a Useful Competency Model | |
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| Coaching and Selection | |
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| Summary | |
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| Creating a Coaching-Friendly Context | |
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| Financial Co.-A Learning Context? | |
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| The Values and Practices of the Coaching-Friendly Context | |
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| The Coaching-Friendly Context and the High-Performance Organization | |
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| Creating a Coaching-Friendly Context in Your Business Unit | |
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| Fred, the Coach | |
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| Protecting a Coaching-Friendly Context Over Time | |
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| The Future of the Coaching-Friendly Context | |
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| The Development of a Coaching Manager and the "Coaching Mind-set" | |
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| The Naturals | |
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| The Manager Who Learns to Coach | |
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| Can Anyone Learn to Coach? | |
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| The Coaching Mind-Set: An Attitude of Helpfulness | |
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| The Coaching Manager | |
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| The "Coachable" Learner | |
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| The Question of "Coachability" | |
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| The Reluctant Coachee? | |
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| What do Employees Want From Their Managers? | |
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| Hallmarks of the Coachable Learner | |
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| The Problem of Impression Management | |
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| Barriers to Coaching: What Does an Apparent Lack of Coachability Look Like? | |
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| Coachability: Treat Each Employee as an Individual | |
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| Stopping the Action and Starting a Coaching Dialogue | |
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| George, the Struggling Team Leader | |
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| Seizing a Coaching Opportunity With a Coaching Mind-Set | |
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| Being Vigilant for Learning Opportunities | |
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| Assessing the Importance of the Opportunity | |
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| Is the Timing Right? | |
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| Establish or Reestablish Rapport | |
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| Ask Reflective Questions, Listen for Understanding | |
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| On Learning to Ask Useful Questions | |
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| Help the Employee Define and Take Ownership of the Real Issue | |
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| Follow-Up: Ask the Employee About Useful Next Steps | |
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| Practice Cases: Stopping the Action and Starting the Dialogue | |
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| Is John Headed for Burnout? | |
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| Sara, the Frustrated Superstar | |
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| Stopping Time and the Coaching Dialogue | |
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| The Coaching Mirror | |
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| Why Are Performance Data, Even Observational Data, Suspect? | |
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| The Real Problem: Our Tendency to Draw Inferences From Selected Data | |
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| Error and Expectations: What You See Is What You Get | |
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| Getting the Most From Direct Observation and Other Approaches to Gathering Performance Data | |
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| The Coachee's Role | |
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| The Coaching Manager as Observer: Promoting Learning and Performance, From the Sidelines | |
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| Provinding Balanced and Helpful Feedback | |
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| The Benefits of Feedback | |
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| The Problem With Feedback | |
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| Making Feedback Useful - A Summary | |
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| The Basics of Providing Balanced Feedback | |
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| The Emotional Impact of Feedback | |
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| Maximizing the Value of That Imperfect Instrument, Feedback | |
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| Your Development as a Provider of Feedback | |
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| What Does It All Mean? Collaboratively Interpreting Learning Needs | |
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| What's Going On With Jack? | |
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| Do You Need to Know Why? | |
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| The Coaching Dialogue | |
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| Root Causes | |
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| Individual Factors | |
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| Cultural Factors | |
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| Team and Organizational Factors | |
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| The Importance of "Getting It Right" When Interpreting Performance | |
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| Goal Setting and Follow-Up: Making Change Happen | |
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| Planned Development | |
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| Setting Goals | |
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| How People Change | |
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| Unfreezing | |
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| Change | |
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| Refreezing | |
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| Building Commitment for Learning and Change | |
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| Conclusions: Goal Setting and Follow-Up | |
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| Coaching and Career Development | |
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| An Overview of Career Development in the Modern Organization | |
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| Knowing What You Want | |
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| Choosing Learning Goals | |
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| Who You Know Does Count: Networks, Supporters, and Blockers | |
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| Using Developmental Coaching to Address Career Concerns and Promote Career Development | |
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| Coaching for Career Development | |
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| The Good Employee Who Has Become Bored With Her Job | |
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| The Employee Who Wants to Move Up (Too Fast!) | |
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| The Employee With Work and Family Concerns | |
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| Conclusions: Developmental Coaching and Career Development | |
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| Developmental Coaching and Performance Problems | |
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| Causes of Performance Problems | |
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| Poor Managers and Poorly Communicated Expectations | |
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| The Wrong Person in the Wrong Job | |
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| The Right Person in the Wrong Situation | |
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| Personal Problems | |
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| What the Manager Sees | |
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| What the Manager Hears | |
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| What the Manager Never Knew | |
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| Character | |
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| Team Problems | |
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| Organizational Change | |
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| Addressing Performance Problems: Some Coaching Guidelines | |
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| Using Coaching to Leverage the Investment in the Classroom | |
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| The Nature of the Problem | |
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| Transfer of Learning | |
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| The Wrong Executive Education Experience at the Wrong Time | |
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| Leadership Education That Helped | |
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| The Challenge of Becoming More Strategic | |
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| Making the Most of Classroom Learning | |
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| Defining the Learning Goal | |
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| Choosing the Right Program | |
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| Following Up | |
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| The Classroom and the Coaching Manager | |
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| Epilogue: The Coaching Manager | |
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| Technology and Coaching | |
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| Changing Demographics | |
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| Coaching in Tough Times | |
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| The Relationship With the Coaching Manager Is the Key | |
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| A Final Word for Our Coaches, Old and New | |
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| Appendix | |
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| References | |
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| Index | |
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| About the Authors | |