Chapter 1 Overview

Coaching, in the context of this guide, takes place between colleagues - usually a staff member and their manager - in the workplace. It has two aspects; building work performance, and assisting career progression.

Why do we need guidance on coaching?

Two recent reports indicate that the Public Service and those working in it would benefit from increased involvement by managers in the development of staff, both on the job and in relation to their ongoing careers. One of these reports is the Career Progression and Development Survey, 2000:Results for the New Zealand Public Service (CPS) which stated that:
" . . . the development and training opportunities most important to public servants are: being able to demonstrate their skills and abilities; on-the-job training; and gaining experience in a range of tasks. Around three quarters of public servants consider each of these factors 'Highly important' ". (Page 46) The CPS also found that almost one in five staff rated their manager as "poor" at providing regular and constructive performance feedback and providing active support in the development of their careers.	Most public servants wanted to hold a more senior position in the Public Service.... Male and female managers were equally likely to want a more senior job. ... Maori and Pacific staff showed high levels of ambition. CPS page 28
The other source is the Report of the [Ministerial] Advisory Group on the Review of the Centre, January 2002, which states:
"Matters already identified as requiring further work are the development of: Staff, not just for their current roles but preparing them to play new roles in future, perhaps at higher levels, perhaps elsewhere in the State sector; Managers, to be more effective in their people management roles - in providing performance management, training and development, mentoring and career support to their staff; and Staff at all levels - not just managers - to provide leadership, including innovation, responsiveness, risk management, partnership and teamwork." (Section 90)	"There's been a big focus on management behaviours over the last four years, but managers still tend to be judged on the technical skills/results rather than management skills." Respondent to the field research
Coaching is a means for enhancing good performance on the job and career progression. This publication aims to guide public servants, and others, in the understanding and practice of coaching within their workplaces.

Sources of information and ideas
The State Services Commission commissioned a literature review of practices across different industries and sectors to identify critical factors determining the success or failure of coaching initiatives. This review was followed by fieldwork within the Public Service involving interviews with 52 people in departments and agencies, (a staff member, their manager and the manager's manager), and two focus groups (one of Maori staff and managers and one of Public Service Association members). In addition, human resource managers in a sample of private organisations were interviewed to identify any effective practices used that had not been identified in the interviews within the Public Service. Commission staff and contractors involved in producing the guidance contributed their knowledge and expertise. Strong weighting was given to the Career Progression Survey and the fieldwork, as they drew on the experiences and expressed needs of public servants.	Public servants considered informal development opportunities as more important than formal training for their career development ... and considered the following ... opportunities as most important: being able to demonstrate their skills and abilities; on-the-job training; and gaining experience in a range of tasks. CPS page 46.

Who is the guide for?

The guidance is for managers at all levels. Managing operational performance ('getting the job done') and actively supporting the professional and career development of their staff is an important part of any manager's job. People at different levels in an organisation will have different coaching needs, ranging from technical to strategic/ political. The guidance is also intended for staff in the role of 'being managed' because: It indicates what a public servant can reasonably expect in terms of coaching from his or her manager; and The rationale, aims, abilities and skills of on-the-job coaching are applicable to all aspects of working relationships and all levels of an organisation. Although the primary focus of this material is on the Public Service, it should also be useful in the wider State and private sectors.

Aims

To put coaching in context As outlined above, coaching is one of the roles of a manager, so it belongs in the every-day activities of work teams. It is a human resource management practice that, widely applied, increases morale and job satisfaction. To show managers and staff what good coaching is Good coaching is described, as are other related management strategies. The benefits of coaching for all those involved are described, as are the organisational factors that influence the success or otherwise of coaching.	Staff with disabilities did not differ from other public servants in their desire to hold a position at a higher level in the Public Service some time in the future. CPS page 124.
To introduce abilities and skills that make a good coach This involves being specific about how to approach coaching situations and includes examples and case studies. To indicate some coaching tools While this is not a training manual, there are some introductory "how tos" which, along with case studies, make the ideas of coaching concrete. To give information about further sources of information and training in the area

Structure

After this overview, Chapter Two introduces what workplace coaching is, and is not, and details the benefits to those involved. This chapter also places coaching as part of normal management activities and explores why people may be reluctant to take part. Finally, factors within an organisation that encourage or inhibit coaching are tabulated from the research.
Chapter Three focuses on the activities of coaching, beginning with a five-phase model for both performance and career coaching. The attributes, skills and abilities of a good coach are spelt out, and people being coached are advised on how to get the most out of it. The chapter concludes with case studies. In Chapter Four the ideas of coaching are brought back into the overall Human Resources arena. It also includes some additional tools gathered during the research.	"In the current 'family' culture relationships can become more important than tasks and poor performance can then be ignored." Respondent to the field research.
Chapter Five contains a selection of further resources, including items gathered during the field research, books, papers, videos, some trainers and the Bibliography from the literature search.