Coaching for Performance: The Principles and Practice of Coaching and Leadership FULLY REVISED 25TH ANNIVERSARY EDITION (People Skills for Professionals)
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Coaching for Performance: The Principles and Practice of Coaching and Leadership FULLY REVISED 25TH ANNIVERSARY EDITION (People Skills for Professionals)

AWARENESS OF SELF – understanding why you do what you do Learn to recognize your human tendencies, internal interferences, and biases in order to consciously choose responses rather than reacting. This will lead to improved performance by self-managing
and overcoming your inner obstacles to achieving your potential.
A leader’s task is simple: to get the job done and to develop employees. Time and cost pressures limit the latter. Coaching is one process with both effects.
Our experience shows that the development of employees is the lowest priority of four criteria that cause us to adapt our leadership behavior in the moment. At the head of the list comes time pressure, then fear, and next comes the quality of the job or the product, leaving employee development a poor fourth. Shortage of time and excess fear drive
... See moreIt all starts with one of the key pillars of coaching: awareness (see Figure 3). The reason for this is that awareness is curative: humans are natural learning systems. Once we become aware of something, we have the choice to change it. Awareness has various aspects:
Performance = potential – interference P = p
AWARENESS OF OTHERS – seeing the person behind the performance Learn to spot people’s strengths, interferences, and motivations in order to manage relationships and inspire and collaborate successfully with individuals and teams. Improve social skills by getting curious about, listening to, and partnering with those you work with.
AWARENESS OF ORGANIZATION – creating a positive impact on the culture Learn to align individual, team, and organizational goals and develop a coaching style which leads to high performance, learning, and enjoyment.
We all have a built-in, natural learning capability that is actually disrupted by instruction.