I. General Overview
Client’s highest management has identified behavioural / attitudinal issues in key senior members of staff, that can adversely influence operational
activity in their respective subordinate teams and departments.
Initially, Client seeks one-on-one, face-to-face coaching for two subjects (senior members of staff) at VP level) to modify these adverse behavioural /
attitudinal issues and refine their overall leadership skills; with the potential to roll out the program further to other employees.
Coaching Time: from May 2021, with a target of the end of Client’s financial year (30th September 2021) as the conclusion date; each subject will
have 20 hours of coaching time, 4 hours at a time.
Coaching Form: one-on-one, face-to-face
Desired Outcomes: Behavioural and attitudinal improvement – final outcomes to be determined by Client.
activity in their respective subordinate teams and departments.
Initially, Client seeks one-on-one, face-to-face coaching for two subjects (senior members of staff) at VP level) to modify these adverse behavioural /
attitudinal issues and refine their overall leadership skills; with the potential to roll out the program further to other employees.
Coaching Time: from May 2021, with a target of the end of Client’s financial year (30th September 2021) as the conclusion date; each subject will
have 20 hours of coaching time, 4 hours at a time.
Coaching Form: one-on-one, face-to-face
Desired Outcomes: Behavioural and attitudinal improvement – final outcomes to be determined by Client.
II. Subject Considerations
Both subjects are highly successful, males, aged in their 40s, holding senior key positions (VP level) within client company, and managing multicultural, mixed
gender teams. International education has given both a good standard of English language and access to Western cultural ideas. One is based in
Shanghai, the other in Beijing - but can travel to Shanghai.
From initial feedback given by Client, both subjects possess strong, highly driven, self-reliant, egocentric personalities.
Both subjects are highly successful, males, aged in their 40s, holding senior key positions (VP level) within client company, and managing multicultural, mixed
gender teams. International education has given both a good standard of English language and access to Western cultural ideas. One is based in
Shanghai, the other in Beijing - but can travel to Shanghai.
From initial feedback given by Client, both subjects possess strong, highly driven, self-reliant, egocentric personalities.
1. Some typical behavioural traits identified include
• Reluctance to listen to others
• Impatience with others
• Poor communication skills, sometimes brusque directness, and lack of justification for actions
2. Some typical attitudinal traits identified include
• Driven entrepreneurial attitude
• Demanding attitude towards time
• Results focused
III. Coaching Action Guidance
According to the behaviours and attitudes of the coachees identified in the meeting, we consider that Communication and Leadership are two core
areas to focus on for them to improve during the coaching period time.
The following are the points of coaching action guidance. They are not the final confirmed points in this coaching plan, but they provide a correct
direction for what we will discuss with the coachees. The range of these points is variable (more or less), and is subject to initial communication
outcomes with coachees during coaching Phase 1. In the whole coaching process, we will guide the coachees to develop and act the action plan by
themselves (through their agreement and, ideally, by personal initiatives) based on our confirmed points and coaching schedule. We will evaluate their
action results and provide further guidance.
areas to focus on for them to improve during the coaching period time.
The following are the points of coaching action guidance. They are not the final confirmed points in this coaching plan, but they provide a correct
direction for what we will discuss with the coachees. The range of these points is variable (more or less), and is subject to initial communication
outcomes with coachees during coaching Phase 1. In the whole coaching process, we will guide the coachees to develop and act the action plan by
themselves (through their agreement and, ideally, by personal initiatives) based on our confirmed points and coaching schedule. We will evaluate their
action results and provide further guidance.
VI. Coaching Points
I) Communication Skills – Leaders with excellent communication skills can improve team work efficiency, promote employee engagement and
motivation, and also enable the team to improve communication skills from top to bottom.
Outcomes: Improve communication with colleagues according to the following coaching action guidance. At the same time, establish the concept of
internal customer mindset: customers should not just refer to external customers. Peers, subordinates and leaders are internal customers. Realisation
that colleagues are also customers will fundamentally enhance the way they are communicated with them on a personal basis, and bring improved
results).
Coaching Points:
• Transparent communication – clear, open, direct (building consensus, not just exchanging information).
• Structured, active listening
• Avoiding defensiveness
• Negotiation
• Persuading and influencing - with clarity and justification
• Clarity and calls to action
II) Leadership Skills - focus on the business relationship building between coachees as leaders and their colleagues (including team members and
colleagues in other departments).
Outcomes: Improve leadership style with colleagues. Transformation from ‘own world’ self-centred approach to open collegiate style to enhance team
morale and motivational factors.
Coaching Points:
• Creating a compelling vision
• Time management
• Building effective relationship with colleagues
• Building credibility
• Effective stress / behavioural management - driven entrepreneurial attitude
• Providing constructive two-way feedback
• Team building from the top
• Employee engagement and motivation
motivation, and also enable the team to improve communication skills from top to bottom.
Outcomes: Improve communication with colleagues according to the following coaching action guidance. At the same time, establish the concept of
internal customer mindset: customers should not just refer to external customers. Peers, subordinates and leaders are internal customers. Realisation
that colleagues are also customers will fundamentally enhance the way they are communicated with them on a personal basis, and bring improved
results).
Coaching Points:
• Transparent communication – clear, open, direct (building consensus, not just exchanging information).
• Structured, active listening
• Avoiding defensiveness
• Negotiation
• Persuading and influencing - with clarity and justification
• Clarity and calls to action
II) Leadership Skills - focus on the business relationship building between coachees as leaders and their colleagues (including team members and
colleagues in other departments).
Outcomes: Improve leadership style with colleagues. Transformation from ‘own world’ self-centred approach to open collegiate style to enhance team
morale and motivational factors.
Coaching Points:
• Creating a compelling vision
• Time management
• Building effective relationship with colleagues
• Building credibility
• Effective stress / behavioural management - driven entrepreneurial attitude
• Providing constructive two-way feedback
• Team building from the top
• Employee engagement and motivation
V. Coaching Project Implementation Management - 3 Phases
Phase 1: Preparation & Building Relationship and Trust Time: Before coaching and the early coaching sessions 1. Ensure alignment with desired outcomes 2. Benchmarking with initial Johari quadrant analysis to set baselines, formulate initial goals and clarify full project scope. 3. Achieve ‘buy in’ from them for willing participation with a combined flattery / mild compulsion strategy – that they have been personally selected to work with us by Client’s senior management; because they are the indispensable experts required for the ‘project’. 4. Building good relationship between the coach and subjects is core to this project. Synergy exists between coach and coachees in terms of age, professional seniority and breadth of experience. |
Phase 2: Objective Recognition Identify adverse behavioural / attitudinal requiring modification, under framework of general overview and subject considerations. Coachees need to confirm any other parties who can join evaluation of this project. Time: After initial sessions • Guide coachees to come up with the same goals as us by themselves. Consult and involve them in determining methods they can improve in leadership behaviours, based on the general project overview and subject considerations. • Ensure any other parties who may join evaluation process are appropriate persons; confirmed by the coachees and AECOM leadership. Two key areas to start from I. Dealings with staff / colleagues = issues with ‘internal customers’ - Both subjects are good in dealing with external customers i.e. clients. If they are obviously aware that a respectful, communicative relationship is essential externally, what are the reasons for neglect of internal relationships? - Issues with making decisions without getting, or ignoring, the full picture. What are the reasons for this? (Possible issues include: emotional intelligence, communication skills, time management, cultural, leadership skills) II. Lack of leadership skills – especially to those team members they do not favour. - Non-encouragement / suppression of initiative in subordinates. What are the reasons for this? Potential threat? Inability to respond due to lack of skills? - Poor communication skills. Is this both a skills and/or an attitude issue? - Dislike of others going direct to higher authority. What are the reasons for this? Cultural? Potential threat? (Possible issues include: leadership skills, team skills, motivation, engagement, emotional intelligence, communication skills, time management, cultural) |
Phase 3: Action Execution Modify coachees adverse behavioural / attitudinal issues and refine their overall leadership skills by clear action planning - originated by themselves. Time: After Phase 2 completion • Essential to explore and evaluate several different potential solutions for all required outcomes • Live experimentation / trial of ideas may be beneficial in ultimately convincing coachees (by tangible results) of merits to a certain course of action, including facilitated bespoke designed activities • Evaluation from third parties in workplace to determine whether coachees are more efficient, or less effective, in the process of attaining desired outcomes - and for formulation of coaching strategies going forwards |