Coaching at UWA
Coaching at UWA
A quick guide for managers
What is coaching
2
What does a coach do?
3
When to coach
4
Prepare for coaching - Setting up the coaching relationship
5
Formal coaching – suggested agenda
6
Ending the coaching relationship
7
FAQs
8
Appendix
10
1
Coaching at UWA
1.
What is coaching?
Coaching is an ongoing approach to managing people that:

creates a genuinely motivating climate for performance
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improves the match between an employee's actual and expected performance

increases the probability of an employee's success by providing timely feedback,
recognition, clarity and support
Coaching means providing ongoing feedback and support to an employee throughout the year.
It gives the employee an opportunity to hear about aspects of his or her performance in "real
time" and to play a role in figuring out how to best adopt or modify their behaviour for success.
What is in it for me?
Coaching provides a number of benefits to UWA, the coach and the coachee.
Coachee
•
Increased:
• Performance
•
Job satisfaction and responsibility
•
Personal and professional development
•
Motivation and engagement
•
Participation in decision making
•
Visibility, opportunities and exposure to information
•
Confidence and capability when tackling new tasks
Coach
•
Helps employees to learn rather than teaching them by sharing skills and knowledge
•
Improves relationships with employees
•
Increases personal satisfaction
•
Provides opportunities for delegation and feedback
•
Recognises all employees, including high performers
•
Demonstrates desired behaviours
UWA
•
•
•
•
•
•
•
Improved productivity, performance, results, and service delivery
Improves communication and relationships
Increases employee engagement and reduces turnover
Low-risk, cost-effective way to develop our employees’ capability
Attracts, motivates and retains high potential employees
Provides employees with ongoing support and learning opportunities
Supports our strategic objectives to provide an exceptional student experience,
research and teaching and community and engagement.

More detailed information is available in the Coaching Learning Guide on the HR
website homepage
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Coaching at UWA
2.
What does a coach do?
A coach at UWA is usually a supervisor / manager or experienced employee with expertise in a
relevant field who:


Provides direction
Assists to improve performance by:
o Assessing current capability
o Providing feedback
o Helping the coachee identify what is needed
o Create opportunities to fill capability gaps
Open up opportunities
Removes obstacles
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
The primary focus of a coach is to assist others to: learn a skill; maximise their performance;
achieve their potential
Who should be a coach?
A coach at UWA can be a supervisor/ manager or experienced employee with expertise in a
relevant skill and the ability to pass knowledge on. Additionally they will:
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Have a good understanding of the coaching process in addition to the variety of styles, skills
and techniques that are appropriate to a coaching context
Be respected and trusted by their peers
Dedicate sufficient time, energy and commitment
Be great listeners and responsive to feedback
Demonstrate flexibility and adaptability
Have an understanding of the potential benefits to themselves in the Coaching relationship
Depending on the coaching need, the most effective coach may be the coachees manager,
another manager or experienced employee in the University, or an external party.

More detailed information is available in the Coaching Learning Guide

Also available in the Learning Guide are the following tools which may assist you:
o Self-assessment – Active Listening
o Coaching self-assessment – Do I have what it takes?

An external coaching panel has been established for those employees requiring
coaching from an external professional. Please contact your HRBP or Organisational
Development for details.
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Coaching at UWA
When to coach – The coaching lifecycle
3.
A full coaching lifecycle is available in Appendix One.
The need for development via coaching can either be identified by the manager or the employee
them self, and should be agreed and documented.
The first consideration is whether the coaching should be formal or informal.
Informal or Formal coaching?
Informal coaching
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Takes place in everyday workplace conversations.
Conversations may be short or long, one-to-one or within a group, task-focused or
people-focused
Is a way of doing things rather than a clearly defined programme
Is no overall beginning and end – is an ongoing process.
Conversation is open-ended - goal-setting and review occur along the way as part
of a larger process of learning.
Formal Coaching
The appropriate time to provide or source formal coaching for employees, is when it is identified
that the employee:
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Has a developmental need
That is affecting their current project or position; and
Is prepared to take responsibility for implementing a solution
Formal coaching
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Takes place during scheduled appointments
Has a beginning and end which helps the coach and coachee focus their efforts on
achieving the objective(s) within the allotted time.
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If formal coaching is required, the decision needs to be made as to whether the coaching
can be provided internally or an external coach is required. Tools to assist you to make
this decision can be found in the Coaching Learning Guide.
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A full overview of the coaching process is available in the Coaching Learning Guide
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More detailed information is available in the Coaching Learning Guide

Also available in the Learning Guide are the following tools which may assist you:
o Assessing coachee needs
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Coaching at UWA
4.
Prepare for coaching - Setting up a formal coaching relationship
(internal)
There are 2 critical aspects to setting up the coaching relationship
1.
Structure of the process
 Setting the ground rules
2.
The coaching relationship itself
 Building a trusted relationship
 Active listening
 Effective questioning
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
More detailed information is available in the Coaching Learning Guide
Also available in the Learning Guide are the following tools which may assist you:
o Assessing coachee needs
o Self-assessment – Active Listening
o Coaching session preparation checklist
o Coaching Action Plan template
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Coaching at UWA
Formal Coaching (internal) – a suggested agenda for your first
5.
meeting
PREPARATION – As per preparation checklist
INTRODUCTION
o
Background (make it personal, the success of this will depend on the depth of the relationship
formed)
o
Current role (what you enjoy, what you struggle with etc.)
o
Why is this relationship important to you?
o
What are you hoping to achieve from the coaching?
RELATIONSHIP DESIGN
o
What does our relationship need to look like to support this agenda? (openness etc.)
o
What are we going to commit to? (types of discussion, depth of challenge, personal/ business split)
DEVELOPMENT AREAS
o
Agree key objectives and how you will measure success
o
Career Aspirations
PROCESS DESIGN
o
What are our ground rules? (Confidentiality, expectations and commitments; Reporting
relationships; The way objectives will be agreed upon and measured; How progress will be
monitored; Frequency of contact; How, why and when the engagement will come to an end
o
Explain GROW Coaching approach
REVIEW
o
Initial feedback on how the meeting went (is this the type of conversation I want / need)
o
Discuss potential agenda / meeting topics for next meeting (networking, conflicts, managing
upwards etc.)
Explore both parties’ Needs, Interests, Concerns and Expectations – NICE
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
More detailed information is available in the Coaching Learning Guide
Also available in the Learning Guide are the following tools which may assist you:
o Framework to guide your GROW sessions
o Example GROW questions
o Coaching session preparation checklist
o Coaching action plan
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Coaching at UWA
6.
Ending the formal coaching relationship (internal)
Monitoring
This involves checking to confirm the coachee is able to apply their new skills and knowledge in
their day-to-day work. It is the results of monitoring that will determine whether the coaching
process is complete or not. Monitoring is also an opportunity to provide the coachee with
ongoing support and, if necessary, to recommend further coaching.
Monitoring can take many forms, including:
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a checklist completed by a supervisor, the coach or the employee
recording changes in results
collating comments on satisfaction surveys or 360 assessments
Concluding coaching
Ideally the coaching relationship should come to a natural end when the coachee achieves their
goals or feels confident they are able to do so independently. In reality, coaching may end for
other reasons. It may be that only a predetermined number of sessions could be held within the
time constraints imposed by the organisation, or the coach or coachee may have commitments
that need to take priority. Regardless of the reason coaching has come to an end, making time
to evaluate the outcomes and planning for the future will prove to be valuable. A three-way
meeting between the coachee, the coach and the manager should be arranged to discuss
goals, achievements and the way forward.
Evaluate coaching experience
The coaching experience should be evaluated from three different perspectives. Evaluation
should examine the:
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impact of coaching on the individual
impact of coaching on the organisation
effectiveness of the coaching.
Unlike assessment and monitoring, these outcomes may not be immediately measurable or
tangible, but the benefits will still be evident.
Use the self-assessment provided to evaluate your success as a coach

More detailed information is available in the Coaching Learning Guide

Also available in the Learning Guide are the following tools which may assist you:
o Self-assessment – How do I coach?
o How effective was your coaching?
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Coaching at UWA
6.
Frequently Asked Questions
What is the difference between coaching and mentoring?
Coaching
Mentoring
Coaching is task oriented
The focus is on concrete issues, such as managing
more effectively, or learning how to think
strategically. This requires a content expert (coach)
who is capable of teaching the coachee how to
develop these skills.
Mentoring is relationship oriented
It seeks to provide a safe environment where the
mentee shares whatever issues affect his or her
professional and personal success. Although
specific learning goals or competencies may be
used as a basis for creating the relationship, its
focus goes beyond these areas.
Coaching is short term
A coach can successfully be involved with a
coachee for a short period of time, maybe even just
a few sessions. The coaching lasts for as long as is
needed, depending on the purpose of the coaching
relationship.
Mentoring is always long term
Mentoring, to be successful, requires time in which
both partners can learn about one another and
build a climate of trust that creates an environment
in which the mentee can feel secure in sharing the
real issues that impact his or her success.
Successful mentoring relationships last nine
months to a year.
Coaching is performance driven
The purpose of coaching is to improve the
individual's performance on the job. This involves
either enhancing current skills or acquiring new
skills. Once the coachee successfully acquires the
skills, the coach is no longer needed.
Mentoring is development driven
Its purpose is to develop the individual not only for
the current job, but also for the future. This
distinction differentiates the role of the immediate
manager and that of the mentor. It also reduces the
possibility of creating conflict between the
employee's manager and the mentor
The coachee's immediate manager is a critical
partner in coaching.
She or he often provides the coach with feedback
on areas in which his or her employee is in need of
coaching. This coach uses this information to guide
the coaching process. In many cases, the coach
my in fact be the manager.
The immediate manager is indirectly involved
Although she or he may offer suggestions to the
employee on how to best use the mentoring
experience or may provide a recommendation on a
good match, the manager has no link to the
mentor and they do not communicate at all during
the mentoring relationship. This helps maintain the
mentoring relationship's integrity.
When should I consider coaching?
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When an employee needs to develop a specific competency, using performance
management tools and involving the immediate manager
When you have a talented employee who is not meeting expectations
When a leader needs assistance in acquiring a new skill as an additional
responsibility
When should I consider mentoring instead?
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When we need to develop employees to remove barriers that hinder their success
When we are looking to more completely develop employees in ways that are
additional to the acquisition of specific skills/competencies
To create a workforce that balances the professional and the personal
Should my coach be an internal or external person?
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Coaching at UWA

This will depend on your coaching need and should be agreed with your manager before
the coaching relationship is established
Can a Coach advise on training?"

A coach can discuss your development and suggest areas for future development but
cannot authorise training. It is the responsibility of the coachee to follow up on
development actions agreed at meetings (unless you direct manager is also your coach)
Note, development need not always mean formal training - it can occur on the job through one
to one coaching with a manager or external coach.
How often should I arrange to meet my coach and how long should the partnership
continue?
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Both parties agree the length/ frequency of meetings and, if using an external coach,
your manager must agree the budget / cost
We recommend a meeting of one hour every 4-6 weeks.
The partnership can be as short or as long as necessary to meet the needs.
We recommend no longer than 8-10 sessions
Are coaching meetings confidential?
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Any communication or involving of others should be agreed by both parties.
Can I choose my own Coach?
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The coachee should identify a suitable coach in the first instance. It is recommended
that the coachee, the prospective coach and the coachee’s manager discuss the
coaching need, agree the feedback loop between the 3 parties, and agree the costs if
required.
Where the coachee is unable to identify a suitable coach, they should speak with their
manager and/ or their HR Manager for suggestions.
Do I keep the same coach even when changing roles or location?
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We recommend that you maintain your coach for your agreed number of sessions as
they will provide consistency and be able to help you through the inevitable learning
curve.
What if I am unhappy within the coaching relationship?
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We may not always prefer developing relationships with certain individuals. In some
cases, this can be caused by problems outside of the coaching relationship. It can be a
great learning process for both parties to work through coaching relationship issues.
Address issues as they arise – don’t let them fester.
Please talk in confidence to your HRBP.
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Coaching at UWA
7.
Appendix 1 - Coaching Lifecycle
End
Coaching
relationship
1
Determine
need for
coaching
Informal or
Formal?
5
Provide
coaching
GROW model
2
Coaching
Find coach
Internal or external?
4
3
Prepare
for
coaching
Coaching panel
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Coaching at UWA
8.
Appendix 2 - Provide the coaching - the GROW model
What is the GROW Model?
The GROW model is a well-established approach to coaching which provides you with the
necessary tools to effectively conduct your coaching sessions. It directs the coachee to focus on
“resolving” challenges they face around goal setting, problem solving, and provides them with
opportunities to improve existing skills and knowledge.
Goal Setting
both shortand long-term
goals
Reality
clarifies and
explores the
current
situation
Options
identifies and
evaluates
alternatives
and options
available
Wrap-up /
Will do
sets agreed
actions and
timelines
• provides direction for coaching sessions
• ensures both you and the coachee clearly understand expectations
• provides an opportunity to improve motivation and is a forum for feedback
• outlines SMART goal objectives
• to solve a problem by fully considering the starting point, and identifying missing
information needed to solve the problem effectively
• encourages objective evaluation of the current situation (such as facts, figures, incidents,
resources etc.)
• clarifies the reality of the coachee, rather than your personal interpretation
• guides the coachee to identify what is actually happening, instead of what they want or
think is happening
• contributes to a shared understanding of the current situation, allowing you both to move
forward.
• to brainstorm as many alternatives/options to the problem as possible, without jumping into
solution mode first
• creates an environment where the coachee feels safe enough to express their thoughts
and ideas, without judgment
• assists in identifying possible solutions (and limitations), following option exploration
• creates a higher level of commitment by the employee, as while you may offer
suggestions, your goal is to let the coachee offer their ideas first and let them do most of
the talking.
• coachee now has a good idea of where to start and how they can achieve their goal
• to get the coachee to commit to specific actions which helps them to establish their
commitment and motivation
• provides an opportunity to write detailed action plans so they are prepared and committed
to implement it
• encourages the coachee to wrap-up the coaching dialogue further increasing their
commitment
• you feel comfortable with your coachee’s understanding of the way forward
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Coaching at UWA
Notes
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