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The Manager as an Everyday Career Coach

Why Career Development is Important inDFO

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Department of Fisheries and Oceans The Manager as an Everyday Career Coach

The Manager as an Everyday Career Coach

Introduction

The secrets to good coaching are and always will be preparation, taking nothing for granted and revisiting the basics over and over. The title of this manual, The Manager as an Everyday Career Coach, infers that managers have a responsibility to help their employees on their career journey. The basics are to give employees the opportunity to get better at what they do and to find out what you, the manager, can do to make their journey more meaningful. Peter Drucker, noted Harvard consultant, describes managers as "people who do things right" and leaders as people who "do the right things".

Along with the responsibility of insuring that the people in the organization are doing their jobs to the best of their ability, there are the additional responsibilities of insuring that the workplace is meeting the needs of employees.

This manual will lead you through an analysis of what we know about employees and will help you to answer such questions as:

• What are the needs of my employees?

• What skills do I need to have to coach my people in an effective manner?

• How do I get commitment from my employees?

• What do I say?

• How can I help?

People apply to become managers because they believe they can make a difference. They are people who are willing to accept a challenge and they believe they can be a leader. Managers can gain a great deal of satisfaction out of doing the job right. Their organizational and leadership skills will be evident if quotas are met and problems solved. However, we believe managers can gain at least as much satisfaction from their job by insuring that their employees are given every chance to grow and are given the confidence and assistance to explore their career dreams and aspirations. We call this "doing the right things".

Effective managers demonstrate their concern for the people they work with. Employees need good coaches to encourage and help them. As you work your way through this manual, think about leaders you have come across on your career journey. What did they do for you? Is the reason you think of them as leaders because they took the time to show some interest in you? Perhaps they helped you get better at your duties, maybe they gave you the confidence that you needed. It is our hope that the Manager as a Everyday Career Coach will give you skills and knowledge you can use to help another person to reach for their dreams.

Department of Fisheries and Oceans Coach

What is Coaching?

The Manager as an Everyday Career

SECTION 1

Chances are coaching is something you do already. Sometimes you are aware that you are coaching, and sometimes you do it naturally, almost unconsciously as part of everyday conversations. In the process of coaching you are in a position to work with employees to jointly strive to identify, develop and reach performance goals. When this is done in harmony, the results are beneficial to the Department of Fisheries and Oceans. yourself and your staff. This handbook, and the coaching workshop, offer a process and some guidelines to help you continue to improve your own skills and comfort level. In so doing, you wi ll consciously choose which of several coaching skills to use depending upon what is needed during your interactions with your staff. Another way to say this is. the goal of coaching is to help your staff achieve desired results. Coaching is used to obtain employee commitment to learning and continuous improvement. What makes coaching stand out as a superior management tool is that you seek this goal while also striving to keep positive relationships between yourself and your staff.

Coaching is a proven management strategy. Used well and consistently coaching helps you strengthen commitment of your staff. This commitment is the foundation upon which learning and development is built. It is also crucial to any organization coping with constant change.

Coaching is not a flavour of the month buzzword. It is a set of skills that good leaders have always developed and employed. To make these skills more real. let 's look at the coaching from which each of us has benefitted during our interactions with effective leaders.

• <

"The role of the leader is to enhance, transform, coach, care, trust, and cheerlead. The activities of the leader

are to educate, sponsor, coach, and counsel using appropriate timing, tone, consequences, and skills."

Tom Peters and Nancy Austin

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Identifying Leaders

The Coaching Role of Leaders

Review the leaders from your past who you would identify as a career coach.

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What personal characteristics and qualities did they Can you identify specific career coaching skills they demonstrate? demonstrated?

What did they do to create a " learning What risks did they take to support your growth and environment?" development?

Though leaders and managers have been examined for decades, our judgement of leadership has generally been influenced by the significant managers in our work lives. Our awareness of different leadership traits is tempered by those who have had an impact (negative and positive) on us. Our managers have demonstrated a number of capabilities or competencies when dealing with issues or incidents that involved us. These quantifiable competencies hold an important clue to how we may wish to lead others.

Refer to the next page when completing this activity.

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Department of fisheries and Oceans Coach

The Coaching Role of Leaders

Activity Notes:


A number of desirable leadership characteristics have been observed in learning environments within branches of the Department of Fisheries and Oceans that include : patience, empathy, consistency, fairness, concreteness and honesty.

The learning environment requires a closer look, especially when managers have to consider the nature of learning in a diverse environment. Because of the size and scope of DFO, travel costs alone can limit the ability of managers to get all their people together for learning events. The diversity in specialization and expertise of employees also creates unique training problems.

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As leaders, you will have the additional responsibility to recognize a variety of alternatives that will address the desired learning outcomes of employees within the department. Managers will need to find ways of welcoming new ideas that will give staff the trust and freedom to try something new and carry it out. and to share information that they received. You may remember some meaningful anecdotes that address the specific environments that impact your current workplaces.

Question three will have elicited responses such as listening skills, clarifying organizational goals and supporting and appreciating the efforts of staff.

The final question will cause people to recall times when leaders had encouraged them to do things differently, assigned work without looking over their shoulder, and offered support when they were learning new skills or trying something new.

Sometime in the future your current staff may be commenting on your characteristics. attention to the environment, skills and ability to take risks for the development of them!

These four questions point out the qualities in a leader that are admired and appreciated by employees. If these qualities are present. the leader is well on the way to having a satisfying and successful career and the branch has a great headstart on being a real strong segment of DFO .

What every manager wants from their employees is commitment. The above points are critical to gaining commitment from people. What is commitment? Let ' s pursue this further.

" .... treat people right and fair and decent, and in return, they give their all for you."

J. Willard Marriott

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The Manager as an Everyday Career 5

Four Pillars

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Coaching for Commitment


In his book, Coaching for Commitment, Dennis Kinlaw represents commitment as four pillars holding up a large beam of commitment. The four pillars are clarity, competence. influence and appreciation.

1. Clarity about values and organizational goals is a prerequisite for employees to be able to concentrate on work. This is as true on a Coast Guard vessel as it is in a scientific lab or a coastal fishery . The task of making sure that all employees know "who we are and what we are all about" falls on the manager in charge. Face to face conversations are the best way of doing this, but in an organization the size of DFO this is not always possible, thus managers often must find another way. When change is in the wind it is also important to keep employees updated on the processes. Accurate information delivered in a timely fashion forms the base of the Clarity pillar.

Often, mission and vision statements serve to provide clarity to management as well as employees. Managers should know and understand the mission and vision statement so that they can clarify the role of DFO to employees as well as the public.

The Department of Fisheries and Oceans vision statement clarifies many basic questions about the organization:

Our vision: Safe, healthy productive waters and ecosystems, for the benefit of present and future generations. by maintaining the highest possible standards of: Fisheries, Science and Research, Fish Habitat and Hatcheries, Fishery Enforcement, Oceans Program, Policy and Communications and Coast Guard.

Managers can use this statement to help them make decisions and to help employees understand the importance of the jobs they do.

You often hear employees talk about how well their manager explains the "big picture." This conversation is straight talk about work values and work goals. It gives employees hooks on which to hang their commitment.

2. Competence is a key pillar of support because employees grow commitment when they do their work well. Managers ensure that their employees have the knowledge, ski lls and confidence they need. Often the training required to keep employees up to date is very expensive and logistically difficult to coordinate. Managers may need to find other ways of doing things. The Department of Fisheries and Oceans has used training days and weeks, courses and exchanges effectively over the years, but managers need to keep up with the opportunities that are now available because of advances in technology. Even though we may not be able to gather all our people together, usually we can stay in constant touch with the people we manage. We are now able to keep most employees informed of new developments on a daily basis. DFO is entering a time when there will be many employees retiring and all members

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must be kept current as to new opportunities as they emerge. Managers owe it to their people to keep them well-informed as to competitions that are under way. as well as other career-path developments . It is imperative for the health of DFO that all employees are aware that growth and development opportunities are constantly emerging within DFO. Employees isolated from the mainstream need to be kept informed, and in most cases technology such as email, fax and the Internet make this possible.

Coaching is the best way to fmd out what your employees know, need to know, how to apply this knowledge and how they feel about it. Additionally, organizations are finding out that competence is an important key to personal and professional adaptability. Greater competence also increases personal momentum in employees thereby making it easier to move forward with the organization.

3. When employees have influence in their work-related accomplishments they add to their commitment. Although some organizations try to promote employee involvement and influence in many ways (focus groups, surveys, suggestion boxes, etc.), one-to-one coaching is still considered the most effective. Involvement in projects also provides employees with additional mechanisms to influence the processes of change. When DFO employees are given a chance to participate in the management of a project or when they are assigned to other divisions or branches so that they can share their expertise, they will no doubt feel that they are having some influence upon the success of the organization.

As an example, managers should never underestimate the impact it may have on a young fish-culturist when he/she is asked to join a project at another fishery or science lab. This may be exactly the confidence builder that influences this person to seek other challenging opportunities in DFO.

4. Appreciation is the fourth key support leading to commitment. When people feel that what they do matters to you, their manager, they become more committed. Knowing how one 's work fits into that big picture, and knowing that someone recognizes the effort that has been taken, will contribute greatly to staff commitment. This form of recognition is usually always effective when given during your coaching conversations with each of your employees.

These four pillars are offered here to give you a context for commitment. Commitment must be present before learning or development occurs. Learning and development needs to continue for performance to excel. Performance needs to be satisfactory for staff to take pride in their work. This cycle repeats itself again and again.

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Coaching and the Big Picture


SECTION 2

The following five principles of life/work development have been designed to provide the context of career building in today's world. These principles provide a context for anyone, yourself as well as your staff, involved in ongoing career management plans and activities. Read through the next couple of pages and determine if you can relate to these principles, and how they relate to the changes currently underway in the Department of Fisheries and Oceans and society in general.

FIVE PRINCIPLES OF CAREER DEVELOPMENT

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Change is Constant


Change is Constant and there doesn ' t seem to be any let up in sight. Few people stop to anticipate what this escalating rate of change is going to look like in the future - it 's almost too frightening to do that. Writers describe the amount of information doubling every three or four years. We hear about the half-life of an occupational role, the time it takes for a person 's training to become outdated (if that person takes no further training). compressing into just a few short years for most roles in the economy.

Although we can pick up any number of books and articles about trends, it seems there are three major forces behind everything. Globalization, telecommunications and information technology are the big drivers. Unleashing unprecedented changes, these movements have affected every facet of our lives.

Strengthening your coaching skills will help you now and in the future. If things are changing so radically, you and your staff will need to become more adaptable. and more comfortable with uncertainty. No one person has all the answers in these times, and coaching rather than telling will allow staff to determine their own direction and learning. If people are learning in areas of interest to them they will be more committed . In addition, their learning will be more meaningful to them, benefiting themselves and the workplace.

p Q n de r ... If Change is Constant then it certainly affects

our fam ily, home, and social lives as well as work lives. Sometimes coaching someone about a work-related issue extends to other events in that person's life as well. Understanding that change permeates our lives will help you when you are coaching staff who are experiencing multiple transitions.

Notes

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Follow Your Heart


Principle #2 for each individual ' s career care is to Follow Your Heart. After all , if Change is Constant, where can you get your bearings? And if you focus on a particular position in the Department of Fisheries and Oceans, or a particular role, it may change or disappear by the time you get there. Instead, if you take some time to examine your fundamental values, beliefs and interests, and imagine how you would ideally like to live and work, you can develop the skills and knowledge that would allow you to Follow Your Heart. Actually, when you follow your heart, it's not as if you will be zigging and zagging all over the place. Your values, interests and beliefs remain relatively stable throughout your life, but how you choose to fulfill them may change according to changes in your own circumstances, or changes in your world.

In times of change, your values will serve as an important stabilizing influence.

p Q n de r ... If you Follow Your Heart you will not only

develop your own style of coaching, but you will become a role model to your staff who are incorporating meaningful learning experiences into their work lives.

Notes

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Focus on the Journey

The Manager as an Everyday Career II

On the journey is where you live your life, so it makes sense to Focus on Your Journey while you are making all the multiple choices that confront you at every step of the way. Those choices will be stronger if you base them on what you believe and value. That way you will boost your chances of doing work that is important as well as interesting to you.

When the journey, and not the destination- the position, the degree, the title- is your focus, you will be open to serendipitous events that you happen upon. Serendipity is when unexpected events occur from which you can benefit. Sometimes wonderful opportunities to learn something new, take on a project, or meet someone new. occur while you are busy doing something else. Serendipity will happen as long as you stay open to new people, new learning and new challenges.

p Q n de r ... By coaching your staff as they focus on their

journeys, you will be helping them take on challenges and opportunities that not only strengthen their talents but evoke more commitment from them.

Notes

II


Stay Learning


When you pay heed to the first three principles, you will be receptive to, and appreciative of the fourth - Stay Learning. If Change is Constant then learning too must be constant. You are already masterful at adapting to all the organizational, scientific and technological changes around you, especially in light of the expectations of the Department of Fisheries and Oceans. You will likely continue to adapt to these changes and grow with them. Besides all the specialized skills and knowledge to keep learning, there is a huge array of transferable and personal self-management skills upon which employees will continue to build. It may help you in your endeavours to enhance these skills to test out the varied ways to apply and acquire new learning.

p Q n de r ... Your staff will be exploring ways they can

develop new skills or strengthen others. Your coaching interactions will be enriched if you have delved into different techniques of learning involving the various options available. You will also be of assistance when employees are attempting to complete their Learning Strategies.

Notes

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Building Relationships


Finally, the fifth principle in this series is that of Building Relationships. This is the most important activity in which you will ever engage. Whether the focus is on friendships, marriages and family , or working relationships. the bonds you forge will be a core component of your life and your work. In work, establishing relationships links you up with others to: exchange information, get advice, solicit support, learn something. make connections, accomplish goals, celebrate successes and more!

A few years ago networking was a concept we often heard and read about. However. some people feel uncomfortable with that word because of implications that they could be using people for their own personal gain. Building Relationships is a more accurate and realistic description of the process of people helping people. You get assistance from someone and. in the future you will be able to return soine help, information or connections to that person or someone else.

The most important concept in Building Relationships is .to practice abundance. The easiest way to describe abundance may be to say what it is not. It is not a belief in scarcity. If you believe that opportunities- for advancement, for development, for growth- are scarce, then you may have a difficult time establishing strong relationships. Conversely, if you believe in sharing information. knowledge and contacts. you will find it easier to create mutual and reciprocal relationships.

p Q n de r ... In your relationships with staff you will likely

be called upon to provide many things; support, information, feedback, advice, contacts , clarification, a sympathetic ear and so on. Coaching offers a process to accomplish all this and more - to build stronger relationships.

Notes

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Coaching helps you to personalize all five career development principles for your staff. In coaching, your most important goal is to help employees commit to ongoing learning. Therefore, you will often have occasion to reinforce all five ofthese principles.

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SECTION 3

The Coaching Process: Key Prerequisites

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Coaching for learning and development involves basic skills, many of which you possess. Putting these skills together in the right way, however, may not be an area that you are completely comfortable with. Coaching can be scheduled, leading your employees to anticipate the event, or it can be spontaneous, leading to a "teaching moment." The best bet is to create a comfortable work environment where learning is a part of everyone ' s daily activities. This will provide you with daily chances to clarify organizational and individual goals and, where required, confirm performance standards. After all, in a learning environment every coaching conversation offers employees the chance to offer ideas, get involved and then reinforce learning.

The following Learning Environment Inventory will allow you to take a quick look at where you stand regarding the learning atmosphere in your branch. This informal checklist is designed to give you a sense of whether learning and development activities are available to your employees on an ongoing basis .

. , Coaching seeks to free people up so they can and want to keep improving. Coaching can occur a~ywhere, at any time. This checklist helps you figure out if you need to consciously think about coaching. Again, the process of coaching is, very simply, a conversation. Although in today's workplaces, with the advent of E-mail and other systems, it is not necessary to have these conversations face to face, recognize that effective coaching is difficult to do without some interactive dialogue.

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Learning Environment Inventory - ••J: ,... ~ .

Check the appropriate response to each of the following.

1. Employees regularly ask me for,feedbackon their performance.

2. Employees ask me about the type of feedback they desire.

3. Employees regularly ask co-workers for feedback. ·

4. Employees regularly ask me to provide input on performance standards.

5. I regularly undertake tasks I expect my employees to carry out.

6. Employee requests for professional development are based on their "preferred future" and a comprehensive learning and development plan.

7. My professional development activities are based on my "preferred future" and a comprehensive learning and development plan that I have discussed with my manager.

8. Employees select conferences and workshops based on their learning needs.

9. I regularly review books and journals based on my learning needs.

lO. Employees network with their colleagues in order to expand their learnin~.

1 I. Employees keep a personal learning and development journal.

12. I maintain a personal learning and development journal.

13. Employees constantly seek out mentors and models.

14: I am a mentor.

15. I encourage employees to contribute articles to journals.

16. Employees volunteer to give presentations, speeches and informal talks.

17. l teach employees when I have the skill and knowledge they require.

18. Employees volunteer to contribute personal funds to their learning and development needs.

19. Employees are encouraged to set aside some time for professional development activities.

20. I systematically experiment with new learning methods.

Scoring Instructions:

Add the "yes" responses to get your total score. Compare your score to the table below. Please not that there is no scientific basis to the scoring system - the test is designed to only get you thinking about your learning and developing environment.

Score: ___ _

Score Meaning 0-5 You may be letting others determine the learning and development environment. 6-10 The learning and development environment could be enhanced by coaching. 11-15 You are leading a learning environment that needs some minor enhancements. 16-20 You can take over from the facilitator leading this workshop! No need to go on.·

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-

Yes

1. .

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13 .

14.

15.

16. ·

17.

18.

19.

20.

16

No



A COACH SHOULD:

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1. Work with each employee to establish their goals in terms of work that will contribute to the organization's purpose.

2. Clarify with the employee the results expected.

3. Agree on deadlines and hold the employee to them!

4. Define the criteria for success.

Preparing for Coaching Sessions:

• Clear your mind of everything else and focus on this session with this employee. Do not allow yourself to be interrupted or distracted.

• Specify what the coaching session will cover and the time involved. By establishing parameters for the session, you set the employee 's mind at ease and enable him or her to focus on limited areas of responsibility. Remember, that coaching done immediately following the action being coached is often most effective.

• Choose the most productive location for conducting the session. The manager's office is not always the best location, especially if the manager is sitting opposite the employee at the desk. Inform the employee of the time, place and goals of the session. Good coaching starts with clear expectations and communication between manager and employee.

• Be relaxed and cordial, and try to alleviate any perceived anxiety on the part of the employee. The manager is responsible for creating a positive and supportive coaching environment that eliminates undue stress and nervousness.

• Commit yourself to being a good listener, but be sure to keep the session focused on the goals you previously agreed upon.

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ACTIVE LISTENING

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It is important that you listen to the views, opinions and concerns of your employees and that they feel you are really hearing what they are saying:

Listening is a vital part of effective communication and a doorway to self-awareness.

There are three levels of listening.

1. Hearing: you hear the words, but you ignore or don ' t understand them.

2. Listening to the meaning; you understand the meaning of the words.

3. Listening to the meaning and other non-verbal messages; you also pay attention to the speaker' s hesitations, fee lings, tone as well as other cues.

How do you listen actively?

• Look at the person and suspend other things you are doing.

• Listen, not merely to the words, but to the person ' s feelings .

• Be sincerely interested in what the other person is talking about.

• Ask questions to clarify the speaker' s meaning, when appropriate .

• Be aware of your own feelings and strong opinions.

• If you have to state your views, do so only after you have listened.

Barriers to effective listening

• a lack of genuine concern for the speaker

• an unwillingness or inability to put yourself aside to make room for others

• interruptions

• an unwillingness to let others change your views

• a large ego - the constant need to feel all knowing, to be right and to be the centre of attention

• distractions

• a rigid attitude, shown by statements such as "my way is better than yours," " take my advice" and "there is nothing you can teach me"

• conflicting non-verbal communication

• judgmental comments

• the tendency to phrase in your mind what you want to say next and to wait impatiently for a break in the conversation

• incessant self-centred talk

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COACHING CONVERSATIONS

'

Ever had a manager who demonstrated excellent coaching techniques?

What did they do to be such a good ,coach?

Was it what they said? Or perhaps how they said it? Both elements were probably present but ......... .ifyou really think about it maybe it wasn' t so much what they said

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as much as it was how they could get you think~g about things by asking the RIGHT QUESTIONS!

Before getting into the processes of conducting coaching conversations you may want to review the techniques required to ask the right questions.

The use of questions will give you a solid foundation for entering into learning and development conversations with your employees. Questions will invite the employee to look at a topic in a particular way and will also serve as a point in time reference. The appropriate use of questions opens up many potential avenues of exploration. Questions also have an ability to blow the cobwebs out of the employee's current thinking patterns! Questions also lead to introspection, creativity and, potentially, many viable growth and development options.

Hints

• The more direct the question, the better.

Compound or complex questions may force employees into an analytical mind set. They may even get lost trying to figure the question out.

• Change can only happen in the present.

Coaching conversations should focus on life/work decisions, and those decisions require action if change is to be implemented. Employees can develop action plans for change in the future, but if they do not initiate these changes, their desired outcomes will not be reached.

• Remember, two question types will influence the thinking that generates action.

What: "What" questions always generate a list of possibilities, things or events.

How: "How" questions tend to generate action answers. "How" is the act of doing!

Questions beginning with these two words are generally very effective when soliciting employee responses. The examples that will follow in the next section demonstrate the use of these two key words.

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BOMB QUESTIO.NS! t ~ _


Yes, it is easy to blunder into a bad coaching conversation!!!! We have all been there haven' t we? Times when we opened our mouths and then immediately wished we had not said anything!

WELL THEN, WHAT SHOULD WE AVOID? How about the WHY question? It is usually the destructive one. "Why" questions tend to generate responses that entrench employees int() their current patterns of behaviour. The employee often finds it necessary to justify their current behaviours or actions. It puts them on the defensive! Remember, coaching conversations are designed to focus on current action rather than a rationalization for past actions, - --·

'

• Questions can be used to clarify meaning.

Okay! After lecturing you on the use of questions beginning with "why" we are now going to tell you to use it! "Why" questions, used effectively, can assist the employee who is attempting to clarify his or her core values. When you ask an employee, "Why were you so proud of the work you did on that specific project?", you will generate answers peppered with values. Core values generate employee motivation for undertaking activities.

As you proceed through each component of coaching conversations you will be provided with several questions that fit the circumstance. Feel free to modify any of them to clarify the employees ' thoughts and ready them for further action.

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COACHING SKILLS THAT WORK

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Four skill sets characterize most ofthe learning and development conversations that you will have with your employees. Each of them is designed to clarify and then strengthen employee commitment to learning and development. The differences in each skill set have more to do with focus than in providing a proper procedure.

1. Facilitating and Guiding

Facilitating includes:

• setting a framework for learning and development. This generally involves the linking of employee needs and desired outcomes with the needs and business objectives of the branch. Your conversations with each employee will typically include the sharing of information. Facilitating learning and development will include looking for opportunities to acquire the skills and knowledge that will benefit you and the employee. You may wish to offer insights into the direction the branch is heading and how the employee may seek out opportunities to contribute to this direction.

• identifying potential learning partners inside and out of the branch. Your knowledge of other employees will allow you to suggest "partnering" arrangements to facilitate developmental opportunities.

When to facilitate!

The choice of this skill set is relatively easy to determine. Most employees who are interested in pursuing opportunities will seek you out to gain assistance in looking for options. As this conversation develops you will only need to ask a few questions to stimulate the employee's thinking patterns. The questioning pattern may proceed in the following manner:

• You have been involved in several projects that resulted in some skill acquisition - What options do you see that could open some additional doors for you to gain additional experience?

After a response you may need an interpretive question such as:

• How could these experiences benefit our branch? Are you aware of anyone who could provide some assistance?

Notice that these types of questions encourage the employee to initiate some action and generate alternatives. Facilitating involves moving the employee to consider action.

Guiding includes:

• assisting the employee to determine the importance of previous learning and developmental experiences in order to identify present opportunities. During this phase you will benefit by helping the employee clarify his/her values fulfilled in these previous activities.

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• offering suggestions. These suggestions could focus on learning objectives or developmental opportunities.

,,

• sharing sensitivities about the branch/department ' s culture, mandate and/or business objectives.

Remember: The focal point of guiding is sharing - your experience, knowledge and understanding of the department and the branch and DFO .

Guiding Techniques

Again, questions offer you the opportunity to seek out further information, especially about what is important to the employee, and to stimulate ideas. The following questions will give you a sample format:

Seek first to understand! When an employee is seeking advice, attempt to determine what s/he valued in previous experiences.

• You mentioned how much you learned in the last few projects that you were involved in and how much you enjoyed the experience. Why was your involvement so important to you?

Remember, why questions generate values and interests. If you can generate one or two values by asking this question you can pursue ideas about other learning and developmental experiences that will also satisfy these values and interests. Again, your questioning techniques will be helpful. For instance, if the employee has demonstrated an interest in leading a project you may proceed with the conversation in the following fashion.

• We are in the process of launching several new projects that seem appropriate for you. You are aware of my need to develop ( e.g., a topic) , how can the two of us create some activities that could open some additional doors to acquire some project management skills and further your interest in leadership? What actions are you prepared to take?

If the employee needs to acquire additional knowledge of project management, you may wish to guide by pursuing the following line.

• What could you gain by shadowing a colleague who will be leading the _______ (a project.)

Questions such as this guide the employee toward looking for a model or perhaps a mentor.

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2. Counselling

Counselling includes:


• assisting the employee who is seeking help with a problem. In your counselling role you are not required to take ownership of the problem! Remember, the employee has the responsibility to manage his/her career. Counselling in these situations will be to encourage the employee to analyse the problem as a part of the learning process.

• providing assistance to employees who require some change management strategies. In these situations employees may get stuck in a set of behaviours acquired over many years of working in rigid environments. Sometimes your role will be to assist the employee to change their point of view (belief) or to increase his/her level of tolerance. (This notion will be expanded later in this handbook.)

COACHING NOTE:

Starve Problems and Feed Opportunities! As a coach you should constantly be on the lookout for "teachable moments!" Coaching skills such as counselling is an effective tool that might eliminate the need for remediation later. It is far more productive to address gaps in employee behaviour and performance immediately than waiting for problems to multiply!

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When to Counsel!


Changes in behaviour in many employees are easily identified when you are involved in regular coaching conversations. When you begin to notice such changes, you should engage the employee by "checking signals" to see how they are doing. If your "sensors' ' are up early, detection will allow you to pin point any issues or problems that may be frustrating the employee. Typically, the employee may be having trouble in applying some of the knowledge and skills s/he has been acquiring. Coaching conversations again offer you the opportunity to intervene. Some examples include:

• Note your observations in a non-judgemental fashion such as "you appear to be frustrated (irritated, etc.) carrying out some ofyour assignments." - "Are you having a hard time making sense of something?"

Note that this question is softer than, "What seems to be the problem?" Employees who are struggling with some new procedure and do not want to be seen to be weak at something need to have a way of explaining their difficulty without readily admitting to having a problem.

To assist the employee to self-analyse you might ask a question such as:

• What might you be able to do to overcome this obstacle?

If the employee struggles with this question, an additional counselling technique would include the offer of help through another good question such as:

• How might we resolve this together? Do you know someone who could help you? What action could you take?

Good counselling leads to good learning. To complete the process after the employee has overcome the particular barrier you may wish to ask a final question:

• What have you learned about yourself while addressing this barrier?

The response you get from this question will indicate how much understanding the employee has about obtaining assistance when s/he is dealing with a learning or developmental issue.

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3. Teaching and Tutoring

Teaching and tutoring includes:


• providing direct coaching and instruction to employees when you feel that it will increase their level of competence. The counselling skill set provided you the opportunity to prompt the employee to overcome specific barriers. When it is obvious that employees do not have the understanding required to master a specific skill then the most appropriate intervention will be to teach the employee yourself if you are the right one to do the teaching!

• identifying an appropriate person (employee or other) who can give the employee the tutoring required to obtain the necessary knowledge and skills.

When to Teachffutor?

When an employee is unable to overcome a learning barrier, it is important to intervene as quickly as possible. Teaching is a valuable coaching skill. The knowledge required in DFO workplaces has increased dramatically in the past few years. As a manager, you may not have had to acquire the knowledge and skills required by those that report to you. This is a typical situation in many oftoday's workplaces. If you are not the most appropriate person to teach then identify the person who can provide the instruction. Tutoring will probably involve assisting the employee with skill acquisition during the performance of the skill. Again, if you are not the most appropriate person to provide the tutoring assistance, you should delegate the task to someone else.

COACIDNG NOTE:

Teaching and tutoring interventions wiU be required only after the employee has attempted to acquire the skill and knowledge on his or her own. Encourage the employee to seek your feedback when s/he requires it.

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Tips On Providing Effective Feedback


Providing effective feedback is one of the most powerful coaching tools at your disposal. When feedback is delivered in a timely and focused manner, it provides the greatest opportunity for employee learning and development. Probably the most difficult aspect of providing feedback is to be non-judgemental. After all the employee has come to you for information on how well s/he is doing. Note that although this tool can be used when you are APPRAISING PERFORMANCE, it is most effective during the coaching process when the employee is managing his or her learning and development. Your judgement will not help your employees learn to make decisions about their learning and development. The emphasis should be on helping them self-initiate and then self-analyse without having to feel the need to defend their performance.

How do you remain non-judgemental?

The key characteristics (skills and attitudes) required to be non-judgemental include:

• observing

• understanding, and

• using descriptive language

The Feedback Cycle of Coaching

Pre-event

When the employee requests feedback ask him or her:

1. To describe the activity that s/he will be undertaking.

2. To identify the specific knowledge, skills or behaviour that s/he is working on.

3. To identify the kind of feedback that would be most beneficial.

4. For permission to also record any other things that you might notice that may be helpful fostering his or her development.

During the Event

Record:

1. The skills and behaviours that occurred, in the sequence in which they occurred.

2. The outcome or result of each noted behaviour.

3. Any patterns of behaviour that may have occurred.

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Debriefing

Your role is to :


1. Ask the employee to provide a general reaction to the event or activity.

2. Remind the employee what specific observations were requested.

3. Ask the employee to provide his or her analysis of the performance.

4. Discuss the employee 's observations and confirm your observations where appropriate.

5. Ask permission to share your observations and findings with respect to the specific areas where feedback was requested.

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6. Provide accurate, non-judgemental descriptions in the sequence that you noted them.

7. Confirm your descriptions with the employee.

8. Seek consensus on what the next action steps should include.

';

COACHING NOTE:

T.he employee can probably reach a conclusion as to his or her performance. If you are invited to provide additional comments, you should respond if you feel it would add to the competence exhibited by the employee.

Additionally, if the employee has misrepresented the level of competence and such a misrepresentation is detrimental to the employee ' s development, you may wish to offer additional information or suggestions.

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4. Confronting/Challenging

Confronting and challenging includes:


• initiating a coaching conversation in response to an employee's demonstrated lack of interest in learning and development. This lack of enthusiasm will ultimately have an impact on performance and, in some circumstances, affect the attitude of other employees.

• clarifying employee performance expectations related to your staffs role in moving towards the department ' s vision. Challenging employees to reach their potential involves the mutual development of learning and development strategies initiated by the supervisor.

When to Confront and Challenge!

The best time to respond to a demonstrated lack of interest is when you first notice it. Your role will be to identify the seriousness of the situation with the employee, and hear his or her perspective on the situation. It is important to determine if the issues that appear are bound within the employee ' s personal life. Once determined you can develop a clear set of actions. Again questions might be used to make these determinations.

• It has bothered me that you have not been in to see me about a learning plan for yourself. It may harm your development and impact on where we would like to go. What can you and I do to make sure that your development isn't hindered?

This question initiates the opportunity to enter a fact-finding conversation. It is a nonjudgemental way of seeking out any issues that may exist in the employee ' s life. The follow-up will include more pointed questions that address learning and development.

• What practical activities could we undertake to enable you to build a learning strategy for yourself?

If the employee has been hesitant to come forward. for any number of reasons, this question should stimulate additional discussion. However, occasionally, the employee may not know how to get started with an action plan. You will need to nail down some concrete action by following up with a question that looks for an immediate decision.

• What is the first action we need to take? How can you go about putting some practical learning and development activities into place?

At this point, you may wish to assist the employee to seek out additional assistance within the department.

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COACIDNG NOTE:


Remember, the context of this entire handbook is one that has a focus on employee learning and development. H employee performance and/or a poor attitude are apparent, you should approach the issq.e as a performance management problem and deal with it in an appropriate manner. These issues a~d problems may not be solved through learning and development interventions.

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29


How is your tolerance?


TOLERANCE

Every organization today is struggling with a strategy designed to sustain itself. A key component of this strategy lies in the ability to attract and maintain a diverse workforce. Such a workforce is characterized by managers and employees who differ greatly. Diversity should not be seen as an issue. As a learning and development coach you can foster a high level of tolerance amongst your employees. You can build up an immune system in your staff to accommodate employees who represent a wide range of cultures and behaviours. Gardeners know, for instance that when plants are controlled through pruning, they will provide outstanding blooms. But when adversity appears, (i .e., unpredictable environment caused by weather etc.) these highly pruned plants fail to survive. The gardener who tolerates the weaker parts of the plant to grow, in the long run, allows the entire plant to survive. The same is true in organizational environments offering high tolerance. The environment that fosters the growth and development of everyone in your staff will offer greater opportunities for survival than those units who choose to nurture only one part of the plant. Organizations that are tolerant of diversity become stronger because of the differences in people, not in spite of them.

Tolerance exists in work units when all employees recognize the value in involving everyone in a learning environment. Your ability to tolerate individual differences will enhance your units sustainability. Tolerance is a quality that is prerequisite to adaptability organizational and personal!

COACIDNG NOTE:

Foster a "360" approach! All employees have at least 2 major roles: managing their current responsibilities and being ready to grasp an opportunity with employees from various parts of the department.

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Be On The Lookout For Coaching Opportunities

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Until now our coaching conversations have tended to center around duties and assignments on the job, but managers who have fostered a positive learning environment will often be invited to participate in some exploratory career conversations. While all of us cannot be expected to be career counsellors, we should be ready to lead people through some introspective processes when they are looking for advice.

You should always be looking for opportunities to facilitate, guide, tutor and counsel in respect to the day to day tasks required by employees. When they come to you for counsel and advice regarding their own in career planning, you should take this as a complement. Obviously they value your opinion and they feel a degree of "connection., with you.

A number of guiding principles will set a learning context for your employees ..

Learning is my responsibility

Learning is risking

Learning develops my assets

Learning happens when I ask, and when I answer

Learning gives me strength

If these principles indeed are present, it is imperative that you are prepared to enter into these career conversations. Often, talented young people get themselves entrenched in careers that make them miserable, not happy. A scientist who has a desire to leave the lab and join the Coast Guard may make a dec;ision that will give them career fulfillment if encouraged to ''follow their heart" by a caring supervisor.

A fairly simple career conversation can center around having the employee visit or revisit their Preferred Future. Have them think about where they would be in "the best of all worlds" about 15 to 20 years from now. Ask about:

Activities: What activities will you want to be involved in daily? Focus on both paid and unpaid activities. Will you still be with DFO or will you have moved on? Will you be leading or following? Do you see yourself in management or have you moved laterally in the organization?

Lifestyle: What lifestyle will you be leading? How will you be living your life outside work? What size of home will you be living in? Will it be in an urban or rural setting?

Relationships: Who will you have around you at work and at play? What activities or events will you be involved in with these people? Will family members be around you? Will they be involved in family and work activities?

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Location:

Legacy:

Where will you be working? Will you be living in the same location? Will you be working at home or travelling to work?

When you retire what would you like to be known for? How would you like those who remain to remember you? Where will you be leaving your thumb print in a formal work setting or selfemployment situation?

As the employee creates an initial preferred future we need to encourage them to keep asking the question, "Does it make sense?" They need to always remain open to new ideas and concepts. By leading the employee through this process you are helping them to organize their ideas, and hopefully, you can get them started in their decision making. This is your way of showing them that you care about the people you work with. This does not take much time but it may be all they need. Hopefully, this will lead them to set some long and short-term goals.

Another simple but effective process that may be used in conjunction with the Preferred Future exercise is to lead the employee through what we call a "pride" experience. This is described in the next section "The 5 P's of Career Management".

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Legacy

Lifestyle

The Manager as an Everyday Career 3 3

Location

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SECTION 4

The Five P's of Career Management

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Not all of your employees will require equal amounts of your time when they are identifying needs and outcomes as a part of their career management activities. A key element within the facilitation process involves determining what each employee needs to focus on to make the changes required to move towards a preferred future . Kris Magnusson, a career development theorist and active career counselling specialist has developed a unique easy-to-apply process that provides managers with a structured format to follow with employees. Magnusson developed the "Five P' s" of planning: Pride, Passion, Purpose, Performance and Poise. This planning process represents a hierarchy of change. The five components are best represented as a cycle but each of them is an outcome that employees need to experience in order to affect change in their professional lives. Each component is described in more detail below.

PRIDE

A search for pride may seem like a strange place to start the career management process. The process of restoring pride must begin with each employee. Yet the search for pride may seem like a strange place to start. Many people, especially Canadians, think of pride as an unhealthy human emotion. In international marketplaces and workplaces Canadians have been coached not to "pat ourselves on the back." However, when individuals feel proud as a result of something they have done, then pride can take on an entirely different meaning.

The first task of the manager is to help employees gain a restored sense of pride. The manager facilitates this process by encouraging employees to describe an experience, project and/or service that happened in the past few years in which they took particular pride in accomplishing. Initially this might take a bit of prodding but once the employee is able to overcome the discomfort of "bragging" the (s)he will be able to describe the successful experience.

Note: The process of managing one's career itself becomes a basis for pride.

PASSION

Most employees will have specific reasons for taking pride in an experience. These reasons form the basis for passion- the liking or devotion to some work activity. Passion is an important element of energy. People who are involved in meaningful activities generally exude energy during their involvement. During the activity, and the evaluation

34



that follows most employees will be able to satisfy many of their values, beliefs and interests ("heart") A key activity for managers is to help employees pin down the skills and knowledge associated with the pride experience.

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The well-spring of energy generated by passion requires harnessing by the manager to prevent employees from burning out, or perhaps making hasty decisions that may arrest the movement towards a preferred future while contributing to the vision and the mission of the department.

PURPOSE

The third "P" involves discovering the outlet or purpose of the employee's passion. The desired path of action will need to satisfy the employee's current or contextual needs and be seen to be leading towards a preferred future. It must also take into account the current and enduring needs of the department. The quest for such an action plan is for the best fit, not necessarily an idea/fit. Once again it is important to point out that the exploration process the employee is engaging in must be, first and foremost, determined by the employee. The manager's role continues to be one of facilitating this exploration process.

The search for purpose will be enhanced by employees who choose to involve individuals from their "advisory board." Relational employees seek to build mutual relationships or alliances with individuals who have the same passion and are driven by the same purpose. The manager' s role is to assist employees in determining the relevance of each activity, to the department, to the work unit or team and to the employees themselves.

A critical step in determining relevance is to shift employee thinking from "their job description" toward outcome thinking. Over the past twenty years human resources specialists have developed elaborate systems for classifying and defining job descriptions within the public service. When employees become locked-in to such narrowly defined assignments they may limit their ability to adapt to change. This is dangerous because they begin to focus on what one does rather than what one produces. When employees adopt an outcome focus they are able to change things they do in order to meet new outcomes. Such employees are much more capable of finding purpose in achieving these outcomes and then measure how this achievement has contributed to the bigger outcome, thus making them more valuable to the department.

PERFORMANCE

Once the manager has assisted the employee to identify specific actions, and is able to assist the employee to an outcome thinking approach that clearly identifies a goal or goals, the discussion should shift to action-planning activities. If employees do not proceed immediately with the learning activity or experience, they may fall back into old patterns of thinking and acting. The manager' s role is again one of facilitation. Most

35



actions require a monitoring or feedback schedule that will increase the potential that the action will take place.

In some cases the employee may be stepping out of their "comfort zone" resulting in an uncomfortable feeling. The employee may also require specific resources that are not readily available in the workplace. If the activity involves a great deal of learning and the employee has had the opportunity to participate in a career development workshop they will be aware of a number of processes that will allow them to acquire the knowledge, skills and behaviours necessary to perform well. Trying something new and getting feedback from a peer while applying new skills will benefit the employee. The manager can support these processes by acquiring any resources required and identifying appropriate relationships that will enhance the employee's ability to achieve the appropriate outcome(s).

POISE

Poise is simply performance with confidence, competence and grace. If the employee has been able to personalize acquired knowledge, skills and behaviours (s)he will increase their levels of self-confidence and, in turn, expand their "pride " experiences thus beginning a new cycle. The development of poise in any workplace occurs in both small and large steps. The acquisition of poise is enhanced when the employee is able to request feedback from a manager. During these sessions the manager, who has been invited in to make a number of specific observations, may shift the emphasis from facilitating to coaching if required and if the manager has the skills sets necessary to provide appropriate advice. As the employee becomes more adept at seeking feedback the manager' s role eases to that of making non-judgemental observations.

When employees are fully involved in activities that support their growth and development they become more confident in their ability to manage their career building activities. They can effortlessly pursue their passion and consider additional challenges within your department or in other work environments.

The following worksheet will provide you with a template that you can use to move your employees through the 5 P' s. You are invited to copy them, and if you desire change the format and questions to suit your management style.

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Using Questions to Enhance the 5 "P" Career Conversations

The use of questions provides a solid foundation for the manager when entering into career conversations with employees. Questions will invite the employee to look at the topic in a particular direction and also serve as a "point-in-time" reference. The appropriate use of questions opens up potential avenues of exploration. They lead to introspection, creativity and, potentially, a number of viable life-work decisions.

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The more direct the question, the better. Compound or complex questions may force employees into an analytical mind set. They may even get lost trying to figure the question out. Career conversations are devoted to life-work decisions, and those decisions require action if change is to be implemented. Change can only happen in the present. Employees can develop action plans for change in the future , but if they do not initiate change, their outcomes will not be influenced.

Two question types will influence the thinking that will generate action:

What:

How:

"What" questions always generates a list of possibilities, things or events.

"How" questions tend to generate action answers. The "how" is the act of doing action.

Questions that begin with these words tend to be very effective when generating employee responses. The examples in the following worksheet demonstrate the use of these two words. If these examples do not generate a response then reframe the question but introduce it using a "what" or "how."

Why: "Why" questions tend to put employees on the spot and tends to generate responses that stick employees in their current patterns of behaviour. The most effective use of "why" questions occurs when you are attempting to clarify the employee ' s values. When you ask. "Why were you so proud of the work you did on that project?" you will generate statements that are peppered with values. They generate employee motivation for doing things .

A note of caution: " Whys" also create justification for behaviours. Career conversations are designed to focus on "current action" rather than rationalization for past actions and should be avoided.

37



The Five P's

The FIVE

Are lh.l!r'il MY b:util!rs wa na6d 1o address? Wl'llll can I do to h91p you prepar~· lor the next expl!flenoe'?

How can tlhe two a us create ad~onlll actNilies wlhln. this bt'anCh ot D FO ttl at woUld capture slrrila.r values lor you?

g'Jnrpose

38

Wily Wl!fe you so proud cl tms projoct at assign moot?

38



The Five P's

The FIVE

39

39



SECTION 5

Steps of the Coaching Process

Coaching follows a process which varies slightly, according to the purpose of the interaction. As with any interaction, you cannot totally control what happens; but you can work step-by-step toward the outcomes desired.

Step 1: Involving

40

Involving is step one. It is also referred to as initiation. Involving is the beginning of the conversation when you build rapport and trust (or build upon these) with each of your employees. Issues relating to time, confidentiality, outcomes for the conversation, etc. are discussed during this first stage of your conversation. Do not assume that your employees know the core business components of the department. Employees will find it helpful when you can relate their growth and development to the "business" the Department of Fisheries and Oceans is in.

This step also refers to the issue of establishing some comfort for the employee. You need to consider the location, and all those small things you can do that help make someone feel that they are being heard. This is usually referred to as setting the environment, or creating a climate of mattering. It includes details like:

• Set aside some time to converse with that person.

• Have phone calls held or re-routed.

• Discourage other interruptions (unless an emergency), such as people seeking your signature, someone poking his/her head into your office "for just one question", etc.

• Attend to the person you are coaching. Attending to someone includes all the behaviours people exhibit to indicate that they are listening. This includes sitting as equals rather than facing someone across a desk. Maintain comfortable eye contact and demonstrate an interest in what the employee is discussing to give that person the gift of your attention.

"Communication does not begin with being understood, but with understanding others."

W. Stephen Brown

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Step 2: Developing


Developing is the next phase of the conversation and focuses on exploring and expanding whatever issue is on the table. This stage varies according to which of the four general types of coaching that particular conversation relates. For example, counselling coaching would focus on a problem or difficulty with an outcome of helping the staff gain insight about that problem. In guiding, the employee will gain good information or advice on an issue such as organizational direction, the political view, etc. In the tutoring type of coaching, the staff will be gaining instruction and furthering their learning. You may wish to confirm the employee 's "preferred future" during this step in order to establish or confirm the meaningfulness of the learning activities.

This step is also referred to as 'clarifying and collaborating' by some writers. The goal is to manage the two-way discussion in order to achieve the goals which you identified at the start.

Step 3: Resolving

In the resolving stage you will work towards several goals, to:

• maintain and strengthen your relationship with each employee;

• review what you have discussed, and affirm your employee's achievements (present and future) ;

• plan together, the next steps your staff will take.

This piece of the conversation seeks to gain further commitment, and closure in as positive a fashion as possible. When your staff leave you, they will have concrete steps to pursue. For example, instead of "I must try harder to understand that project," one of them might say:

"First of all I am going to discuss the project specifications with Lee and Marsha. Secondly, I am going to read the contract, the project meeting notes, and the report by the analysts. Thirdly, I will..."

Your conversation may cycle throughout these steps, but generally you will work toward some resolution and identification of next steps. It ' s also quite safe to say that the first three types or functions of coaching which we listed - guiding, counselling and tutoring -follow this same process. Each of these functions is usually initiated by employees since they are responsible for their own learning and developmental plans.

41


Characteristics of Effective Coaches


Coaching is a logical conversation. Logical is a key adjective because you will achieve good results if you are objective and descriptive rather than talking about your own perceptions and opinions. Providing non-judgmental feedback when requested by your staff will also increase your intention to be objective and descriptive. Following the steps outlined above will help you work towards win-win interactions.

Characteristics of Ineffective Coaching

Focus on past performance

.Deals with too many issues, perhaps starting with something small and escalating

Focus on results desired

Manager does the majority of the talking

.Manager uses subjective feedback, judgment, inferences, etc.

Manager manage the content of the conversation

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Characteristics of Eff~ctive Coaching

Focus on present and future performance

Deals with one key issue, or a very few if they are closely

Focus is on the process of the conversation

Employee does the majority of the talking

Manager gives objective, non-judgemental, descriptive feedback

Managers manage the process of the conversation


Appendix 1


Skills of Effective Learning and Development Coaches

43

This handbook has featured several practical coaching applications involving the use of some basic communication skills such as asking simple questions and listening. listening. listening. The following core skills will be used throughout your coaching conversations. They are used in all four types of coaching interactions.

Active listening- involves paying attention to the whole person; what is being said, how it is being said, what body language is being presented while it is being said, and what isn 't being said!

Attending- is listening well; demonstrating that you are listening and then searching for meaning in what the person is saying.

Clarifying- to ensure that both parties to the conversation have heard the other correctly. and to understand what is being said.

Acknowledging- by giving signs that you are listening: nodding, etc.

Reflecting/Paraphrasing- stating in your own words what you heard or have observed within the person's message.

Probing- asking questions or making statements to get more information: to delve further into a statement or issue. Offering open questions: encouraging the person to provide a fuller answer. Offering closed questions: when looking for a decision, a yes or no or a factual answer.

Summarizing- giving a wrap up of a part or the whole of a conversation; concluding an agreement.

Resourcing- giving information, advice, access to contacts and/or instruction.

Planning/Goal-setting - building next steps that will lead to further employee commitment.

Feedback- providing employees descriptive feedback on performance.

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Further Reading


Appendix 2

This handbook has been designed to address your immediate learning and development coaching requirements. For those of you who would like to undertake further research. the following resources will offer additional coaching insights.

Bell, Chip. Managers as Mentors. San Francisco, Berrett-Koehler Publishers, 1997.

Covey, Stephen. The 7 Habits of Highly Effective People. New York, Simon and Schuster, 1989.

Day, Barrie. Career Coaching, Edmonton, Life-Role Development Group, 1999.

Drucker, Peter. Managing in a Time ofGreat Change. New York, Penguin Books, 1995.

Kinlaw, Dennis. Coaching for Commitment. San Diego, Pfeiffer and Company, 1989.

Miller, James B. The Corporate Coach. New York. HarperBusiness, 1993.

Mink, Oscar G. et all. Developing High-Performance People, Reading Ma. AddisonWesley, 1993.

Minor, Marianne. Coaching/or Development. Menlo Park, Ca. Crisp Publications, 1995.

Payne, Tom. Future Work: Five Rules for a New Game. Albuquerque. Performance Press, 1996.

Redekopp, Dave. Learnscape Guidebook. Ottawa, Human Resources Development Canada, 1996.

Schula, D. And Ken Blanchard. Everyone 's a Coach. Grand Rapids, Mi. Zondervan, 1995.

Tice, Lou, Personal Coaching/or Results, Nashville, Thomas Nelson Publishers, 1997.

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