The Coach Approach to Management

One of the management skills in most demand today is coaching, but few managers have coach training, and some are not sure exactly how coaching differs from other management styles. The need for coaching is even more acute now that we are managing people remotely.

In this interactive workshop, we will juxtapose training and coaching as distinct management styles. Participants will try out different styles using role play and will leave with new skills for getting the most productivity out of their teams.


Transcription:

Ken Kinard (00:08):
People hire a manager to help make the team more productive for the business and for their customers. So we're going to break down management into four different functions. How do managers get team results? Well, one way is through resourcing. By resourcing we mean providing the necessary money and tools and time and vision, and even the cultural values that the team needs to get. Results.

Sarah Evers (00:37):
Managers get results by stepping into supervising functions as well. And when managers supervise, they're overseeing the projects, the deadlines, and providing accountability so that their team can move forward.

Ken Kinard (00:53):
A third thing managers do is training. And this is of course where you get your skills. People need the necessary skills to get the results, and sometimes managers do it themselves. Sometimes they provide outside training for their employees.

Sarah Evers (01:06):
And a fourth function that managers operate in is the coaching function. This is when managers have a dialogue that helps their employees get clarity, they align their attitudes, could be their emotions, could be their perspective or their motivations so that they get a desired outcome.

Ken Kinard (01:26):
So just by show of hands, how many of you have been a manager or are a manager now you've managed a team of people. Yeah. Okay, so these should be familiar to you. You might be thinking which of those feels most comfortable or more natural for you?

Sarah Evers (01:39):
I think we all have a natural bent when it comes to our role as a manager. Do we prefer that resourcing role? Do we tend to the supervising or the training role or that coaching role? Sometimes that comes down to personality in your personality style and other times it's how you were trained as a manager and what was modeled for you. But we all tend to have our default mode, which means we all have a choice to make.

Ken Kinard (02:07):
So we're going to double click on coaching. Why is it that coaching is the focus here? And here's the big point of our talk, that without coaching managers are working too hard and they're not maximizing the results that they really could get.

Sarah Evers (02:22):
Let's double click on coaching and talk about what does coaching look like in the workplace? The coaching is a dialogue that happens. It inspires your employees to take control of their own productivity. It's not you forcing them to be productive. It's that coaching conversation. So they're in control, they're empowered, they're improving their own performance, their maximizing their potential and moving towards their future success. Coaching can be done one-on-one, it can also be done in small group settings

Ken Kinard (02:55):
And coaching breaks down into four different things. First, there's identifying the personal and professional challenges and growth opportunities that that employee might need

Sarah Evers (03:06):
When we step into that coaching role so that we can explore together possible solutions.

Ken Kinard (03:11):
And once we have some possible solutions, we want to develop action plans, we want to take some action around those solutions.

Sarah Evers (03:19):
And then in workplace coaching, we also end up being able to maintain the momentum to help our employees keep that momentum going. We use encouragement, we use challenge, and we use accountability.

Ken Kinard (03:31):
So I talk to people, they talk about coaching a lot. We've even heard it here today. What do we really mean by this? This is kind of what we mean by it. It's not just a one-on-one conversation. It's this specific kind of conversation. So let's go back then to those same functions that we've talked about before. Resourcing, supervising training and coaching and play a little game called name that function. You want to play a game

Sarah Evers (03:53):
Function junction. Let do it that function.

Ken Kinard (03:56):
Alright, so let's say that you had an employee that gave you a response to this. You're playing the role of the manager here. And the question is, which of those four functions would you kind of lead with or which one is called for by this response? You need to listen to the response and then pick which one of these are you going to lead with as a manager. Okay, so the manager says the report is late, what's getting in the way? And in the first case, the employee says, whenever I get into a complex calculations, it just takes me so long to figure out the answer. This is new to me. I spend lots of time in the software user manual.

Sarah Evers (04:36):
So by a show of fingers, if you're feeling bold and you're willing to take a risk, would you say that the response that suits this response would be a resourcing role, a supervising function, a training function, or a coaching function? What would be your gut response?

Ken Kinard (04:55):
Okay.

Sarah Evers (04:55):
All right. I see a lot of threes

Ken Kinard (04:57):
Definitely see a lot of threes,

Sarah Evers (04:59):
And we think that there might be multiple responses, but we think this would be a training response that you'd step into that function of trainer because they're talking about spending too much time, but they don't know how to do it. It's new to them and they're spending too much time in the software. User manager, so manual. So this is where you'd want to step into that training function to provide the information they're missing to help them bridge the gap. All

Ken Kinard (05:25):
Right, let's try a second one. I always dread doing these reports. What if I make a mistake? Besides, my reports are never as good as juanita's.

Sarah Evers (05:36):
One would be resourcing two, supervising three training or four coaching. What would be your gut response on that?

Ken Kinard (05:44):
I'm seeing a lot of fours.

Sarah Evers (05:45):
Oh my goodness. Yes, we would agree with you that while there might be other functions that you could step into, we think that coaching would be a great response here. The function to step into the issue we're identifying is a mindset issue. They're talking about fear of failure, so how can we help them reframe the situation or explore those fears as obstacles that prevent them from moving forward?

Ken Kinard (06:09):
And there might be more than one. Maybe Juanita knows something we don't know and there's a good opportunity for training there possible, right?

Sarah Evers (06:18):
Absolutely.

Ken Kinard (06:19):
Alright, we'll do two more. Number three, my coworkers say they usually have two to three days to prepare these reports, but I was told you needed it within one day I did my best, but this just feels rushed and there's probably going to be mistakes in there.

Sarah Evers (06:36):
All right? One would be resourcing, supervising training or coaching. What would be your initial response?

Ken Kinard (06:42):
See a bigger variety of responses. There

Sarah Evers (06:44):
Are more variety here. So I'm seeing resourcing, I'm seeing supervising, and I think, yeah, you're right, we could resource them. Maybe the issue they need that we can provide them with is time. Maybe that's what we need to provide them for, provide them with, or we need to supervise them and clarify what are the expectations. Maybe it is a shortened timeframe. We don't have that resource to give them, but we can clarify those expectations as a supervisor so they know when the deliverable is due.

Ken Kinard (07:14):
Alright, last one. I hate these reports because I have to work with Jean and the worst thing is she always complains if I have to work with her, I deserve a raise.

Sarah Evers (07:27):
You've never heard that before, have you? So show of fingers again. Resourcing, supervising training or coaching. Again, diversity of roles here. Yeah, I think this could be like a choose your own adventure novel in this one. I think you could step into that coaching role, that coaching function, and talk about relationships. You could talk about perspective that they have. You could step into training and talk about conflict resolution in the workplace. You could talk about how to work with different people. So I think there are a variety of responses, but it's good for us as managers to think what function am I stepping into based on what my employee is presenting?

Ken Kinard (08:11):
So you really have a choice, don't you Sarah?

Sarah Evers (08:13):
You have a choice. Yeah, Ken, we have choices, don't we?

Ken Kinard (08:15):
I love choices. We have choices. That is awesome. Alright, so let's look a little bit more at coaching. That's the subject for this. We want to give you some key coaching components. The things that if you were going to choose coaching as a function you might want to be looking at. So there are three of them, and the first one is probably the most important. It's trust. You can't coach a person that really doesn't want to be coached, okay? It doesn't work. So they must believe that you care for them personally and are invested in their success. And I've heard of a coach who learned this the hard way. A coach was working with an emerging manager that was learning the ropes and the manager got excited about this idea of coaching and thought that she would try it at work. And so she went for it and just started coaching everyone that she was working with. The problem of course, is that she hadn't yet developed that all important trust with the people that she was coaching, and as a result it backfired and it was actually worse than if she did nothing at all. So that's the little warning label on this talk is that you really need to first make sure there's enough trust there and that there's a great environment for that dialogue. Otherwise it won't work.

Sarah Evers (09:34):
At RKE, we think trust is both personal and professional. There's the personal side of trust. I trust that you're a good person. I trust that your intentions toward me are good, that you're going to move towards me with goodness. There's also professional trust. I trust that you are skilled and equipped to do your job and you're going to deliver on time and you executing your job is not going to get in the way of me doing my job. So I can trust you to get your job done so that I can get my job done. We think both elements, personal and professional are needed because business runs at the speed of trust. And we think when you have both personal and professional trust, you can make better decisions faster.

Ken Kinard (10:16):
Second component is dialogue. It might be the most obvious and yet it's the hardest to master because there's a real back and forth when you're doing coaching and it has a purpose. It's not just any conversation. It's not just, oh, we went out with coffee, I was coaching someone. Well, were you really? What was the nature of the dialogue? And here we think it's a conversation that brings clarity and leads to action. It's about moving the person to a place where they're ready to take action, where they previously might've been stuck.

Sarah Evers (10:47):
Another component in a coaching conversation is getting on the employee's agenda. It's not about your agenda or what you want to get done, it's about pulling out of your employee, pulling out of your direct report, what their goals are, what they want to accomplish, their perspective and their obstacles.

Ken Kinard (11:07):
So these are just three coaching components. And now we'd like to look at the process, the typical process. There's not one formula, right? It's a dialogue, it's interactive, but good coaching conversations tend to have something of a flow kind of like this. And the first is assessment. Assessment is really about leaning into the active listening. The coach is really leaning into what is going on with them and assessing the issue, asking questions to gain greater insight and find out what's going on beneath the surface. A lot of times the thing they start with isn't really the thing that they need coaching on.

Sarah Evers (11:44):
When you're doing that assessment process, you're gathering the context. And that might be when you realize, oh, wait a minute, this isn't going to be a coaching conversation conversation, this is actually supervision, right? Perhaps when you're trying to get on their agenda, your employee then tells you that they want something that's not aligned with the business objectives. And so you're not going to coach somebody if it's out of alignment with where the business is going. Instead, you're going to supervise them or train them to clarify that and bring them back into alignment. We do not think that coaching is the answer to every issue. We think it's an important tool that you can choose to use at the appropriate time. So after you've gathered that context and you've done that assessment, then we think you're going to move into a season of generating ideas. And in this part, it's basically the brainstorming part where together you collaborate on figuring out what are the possible next steps. Here you're want to be collaborative and you want to build on it. For those of us who love to figure out the best way fast, we need to take a step back and create space for creativity and create space for brainstorming. We don't want to shut it down too quickly. So generate lots of ideas, even if they're out of budget or out of timeline, because you never know what great idea might lead to the actual solution that could work. So we want to generate ideas.

Ken Kinard (13:08):
As a manager, your tendency might be to be the one contributing those ideas, but the key with the coaching is to let the other person do at least half of the ideas, get them going. A lot of times when you trust them, you realize, hey, they had some pretty good ideas. They actually knew a lot about what needs to happen here. And that knowing a lot leads to our action plan. Now, the action plan is not your action plan for them. Here's what I want you to do. So what of these options appeals to you and how do you want to go on with that? You're asking what will you do and by when will you do it and how will I know that you've done it? So there's real kind of setup here for them actually taking the action. And in a manager's position, you're in a great position to help them with that.

Sarah Evers (13:57):
I love asking how much often because I want to get to the metrics, how much, many often. So once we've created that action plan with our employee, then we need to provide the support. What's the ongoing support, encouragement, accountability that they're going to need to actually see change? How might we be able to open doors or remove obstacles? One of my clients, Kyle, it's very big, larger than life personality, who was really good at telling people what to do. So he accepted this challenge to experiment with different ways to offer support to his direct reports. So he would then give them some feedback and listen to what they had to say. He would offer them some encouragement. And what he noticed is that this unlocked business challenges that his direct reports were facing that they never would've brought to him before because he was so good at taking over the conversation and being a teller. So when he asked and when he offered support, they felt more free to share some of the challenges they experienced.

Ken Kinard (15:01):
Wow, that's awesome. So he was giving them a lot of space. He was giving them space.

Sarah Evers (15:05):
That support is sometimes space. Alright?

Ken Kinard (15:07):
Now, support is not the end of the process because then as a manager that's coaching, you want to follow up and this is your chance to say, how did it go? Or I noticed in the meeting this, let me give you some feedback, and now you can process those things that they're taking action on. It's a great chance for some accountability. Yeah,

Sarah Evers (15:28):
So Kyle used this experimenting approach to keep a log of the feedback he gave people, the support he offered, and then the next steps that he had to take. And what he realized is that oftentimes he could send an email in about a minute or two that opened doors for his employees. There were things that he could do to remove obstacles for people. And then he had this log to go back and follow up and ask how things went. How did that go after that email opened up? How'd it go with that client, that customer? So keeping a log of your actions is a helpful way to provide that accountability.

Ken Kinard (16:03):
Well, that's just a typical coaching process. Kind of an overview of it. Let's look at some coaching skills or tools that you would have in your toolbox if you were really leaning into coaching. And of course there's really a hundred or more skills here in coaching. We're just going to pick a few for the sake of this workshop, give you what we would consider the five tools that a manager might want to try out at first as they're beginning. And the first one is curiosity. Really leaning into modeling for them how to solve problems by being curious and you're really, it's that curiosity that kind of launches coaching. You're like, oh, you have a problem, I'm interested in that. Tell me more about it. As opposed to, oh, you have a problem. Well, have I got a solution for you? Be quiet for the next 10 minutes while I tell you how brilliant I am with these things.

Sarah Evers (16:57):
Yes, you can develop curiosity. It's a skill that you can develop. You can learn how to ask powerful questions rather than feeling like you have to answer every question they have. You can also ask a question back. You can learn to have this dialogue where you cultivate your own curiosity.

Ken Kinard (17:15):
And if you do that, it's very empowering. And empowering is really that idea that we're guiding them to solve the problem and it's based on what they know and want. So that curiosity is going to surface what they know, what they want, what they're struggling with, and that's going to show them that you believe in them by having them be a part of that solution.

Sarah Evers (17:34):
The third tool we want to introduce you to or remind you of is the skill of mirroring. This is where you reflect on what you're hearing and like a mirror, you share it back to them, you state it back to them. You want to use their words and their body language. Now what I've learned is that tone matters here. I received feedback that was very helpful for me because when I was first trying to learn mirroring, I came across as sarcastic, as impatient, and they could see my eye rolling deep in my heart. So that actually creates more distance. But when I can reserve judgment and I can move towards empathy, I become more attuned to what my employee, my direct report, my staff. I become more attuned to the other person in the room. And when I create space for empathy, I actually create space for them to show up and we get to the heart of the issue instead of me passing judgment, which I'm really good at, so I get to learn more skills in showing empathy.

Ken Kinard (18:36):
That's awesome. Well, if this is going well, what happens is it feels really good to be coached. You're like, wow, someone's really listening to me and honoring me and mirroring and they totally get me right? And that can sometimes lead to that long winding story about how we got here and the whole history of the matter and all the things that other people have said that they tried and yada, yada yada. One of the coaching skills here is called bottom lining. Bottom lining is where you actually interrupt them for the sake of their growth. You interrupt them and say, I'm hearing there's a lot of story here, but bottom line it for me. What's the essence of this? Give me the summary of this. What's at the heart of it? And you're kind of prompting them to get to the point so that you can get on to the coaching.

Sarah Evers (19:26):
Fifthly, we want to talk about acknowledgement. I'm not talking about praise or flattery. When we acknowledge somebody, this is when we point out, when they've taken courageous action, when they've done the hard thing, right? They're not the family dog, so we don't need to pet them. Oh, good girl, good girl, good boy. But what we do is we say, I know that conversation with that colleague was really difficult. I see you making an effort. I think you wanted that to go differently, but I really appreciate that you showed up and you tried. We want to acknowledge the hard work that they're doing.

Ken Kinard (20:02):
Cool. So if you want all of these notes, they're in the guide and there's a QR code on your card if you're interested, you can get that guide at any time. What I thought it would be kind of fun, Sarah, it would be to do a little bit of a role play here on these different functions. What do you think?

Sarah Evers (20:19):
Everybody loves a role play.

Ken Kinard (20:20):
Exactly. Alright, so let's do a role play now. Probably the one that's most easy to slip into as managers is probably the trainer if there's a sort of a borderline there. So I thought it'd be cool if we did a trainer approach versus a coach approach and then we could have them experience kind of how these approaches would be different. Are you game for that?

Sarah Evers (20:41):
Let's demo.

Ken Kinard (20:42):
Alright. Alright.

Sarah Evers (20:43):
I'll be the employee. I'll be, we'll be the manager. The manager. Alright,

Ken Kinard (20:47):
So in our first demo, how about let's do the trainer approach. You'll take the trainer approach and I'll be the employee. Oh hey,

Sarah Evers (21:01):
Scene.

Ken Kinard (21:02):
What's up?

Sarah Evers (21:03):
Good to see you, Ken.

Ken Kinard (21:05):
Yes, so there's a problem. It's that report and what you said in the meeting last week was that I was late with the report again.

Sarah Evers (21:16):
Yes, I've been thinking about this. I think if you tried using our proprietary software that you wouldn't be so late, it lays out step-by-step, how you need to approach this project and get this report done.

Ken Kinard (21:29):
But it's so hard. I mean it's complicated. I think it's more complicated than that because there's just so many parts and I have to get the numbers and I have to depend on other people, and I just feel like it's more complex than I anticipated.

Sarah Evers (21:42):
Yeah, it is hard. So let me break it down for you. Let me tell you how I do it. This is my solution for it. So first of all, I line up all the deliverable dates and then I reach out to everybody I need information from so they know my deadlines and then I set up a series of emails and slacks to go out to them so they're prompted for it. We could just break this down into bite-sized steps.

Ken Kinard (22:06):
Well maybe, but part of the problem is Michelle, I mean she's just so difficult to work with. Yeah, she is. And she doesn't give me the data I need and time and I just,

Sarah Evers (22:16):
Yeah, let me tell you how I deal with Michelle. So first of all, I give her space to tell all her stories.

Ken Kinard (22:23):
Oh my gosh. She can tell stories

Sarah Evers (22:24):
And then I tell her what I need and then I keep pushing my one button of what I need from her. That's how I manage Michelle end scene.

Ken Kinard (22:36):
Okay. I have just been trained

Sarah Evers (22:40):
In all the ways that I think are good ways to approach the situation, my solution, my five-step process, as well as the way that I deal with other people.

Ken Kinard (22:50):
Alright, let's try it a different way. Same scenario this time, the coach approach. Alright. Oh, hey. Are you busy? Is this a good time?

Sarah Evers (23:06):
It's great time, Ken.

Ken Kinard (23:07):
Okay. Well you said you wanted to see me because that report, it's late again and I'm just so, so frustrated.

Sarah Evers (23:15):
I noticed that What seems to be getting in the way?

Ken Kinard (23:19):
Well, I mean part of the problem is it's just so complicated. I mean, if you've got the numbers and they all have to come together and I have to depend on other people, and I just think it's more complicated than people think.

Sarah Evers (23:30):
It is complicated. What part gives you the most trouble?

Ken Kinard (23:35):
Oh, well, I think the most trouble is probably Michelle because she is just a piece of work. I mean, she goes on and on. She's wasting all this time, but she really doesn't give me the numbers I need in a timely fashion and it feels like I'm just not a priority to her.

Sarah Evers (23:51):
You seem to have a lot of energy around this and I'm wondering if she's stepping on one of your values.

Ken Kinard (23:58):
Oh, well yeah, she's stepping on my efficiency value. I think we should get this done soon. And she doesn't seem to share that urgency.

Sarah Evers (24:07):
What might you be able to say to her?

Ken Kinard (24:10):
Well, I could tell her I really need this. I could tell her that I value efficiency and so should she.

Sarah Evers (24:16):
Let's brainstorm a couple more things you could say. Okay.

Ken Kinard (24:21):
All right. I could say this report aligns with the company values and it's important for our whole team to meet these metrics. So I'm working hard to get it done by Friday and I'm wondering if she could assist with that.

Sarah Evers (24:37):
Okay, so of the five ideas we've already generated,

Ken Kinard (24:41):
Oh, I just came up with another.

Sarah Evers (24:43):
Oh great.

Ken Kinard (24:45):
I could tell her during the Tuesday all staff meeting what's coming up by Friday. So that way she'd have more of a heads up.

Sarah Evers (24:53):
Of all these ideas you've generated, what might be your next step?

Ken Kinard (24:58):
Would you give me a minute in the staff meeting to say something like that

Sarah Evers (25:01):
That I can do? Let me open some doors for you.

Ken Kinard (25:05):
Oh, that would be awesome. Okay,

Sarah Evers (25:07):
End scene.

Ken Kinard (25:09):
That was quick. Alright, so what did you notice about the coaching approach? Talk to someone next to you and make one or two observations about the coach approach. And we're into this.

Event Member (26:02):
I wait. You want your mom on cut, right? We're ready.

Sarah Evers (26:07):
We'll give you about five more seconds to wrap up your conversations.

(26:16):
All right. As you wrap up your conversation, I do want to point out that there are times when training is the appropriate response for the sake of our demo. We did go a little overboard with the training, but it is appropriate to train somebody who needs it. There are other times when it's appropriate to coach people. What we found is that most people have a really strong telling arm, which means we default to telling people or training them in what to do. But our asking arm is really weak. And so coaching relies on asking questions. So we want to encourage you to develop your curiosity so that you can step into that coaching function.

Ken Kinard (26:55):
Well, this role play has been fun, but now it's your turn. You get to do the role play. So on your tables is a card with some instructions about how you're going to do the role play. Here's how it works. One of you will be the manager taking the coach approach. One of you will be the employee with a problem and we gave you a problem on the card. Or if you want, you can be coached on your own problem, throw in your own, that's fine too. Either way. And then the next person is going to be, if you have a group of three or four is what we're looking for. The third and fourth person will be observers. Your job is to listen, to take notes and to make observations. We'll give you a sign when it's time to switch to observation mode and then you can talk about what you've observed. Okay? So remember the coach approach is about tapping into the emotion, listening, being curious, and using these five coaching tools. Okay, we'll give you about seven minutes for your interaction and your time starts now.

(27:59):
Okay. Wow. Lots of interactive conversations going. What we'd like to do is just hear from your groups Now, what was that like for you, either as the coach, as the employee, as the observer, let's get some feedback. How was that for you? And I think we have a couple of roaming mics now that we can have, so we can all hear you hopefully around there soon. Let's hear from some of you. How many of you were the employee with the problem? Raise your hand. Alright, let's hear from a few employees. What was that like to be coached in that demo

Sarah Evers (28:35):
And how hard did you make it?

Ken Kinard (28:41):
It's a judgment call, isn't it? All right, go ahead.

Audience Member 1 (28:55):
Excellent. It been easy. There's something about coaching that not trying.

Ken Kinard (29:14):
Yeah. Yeah. How much better would our workplaces be if people were less of a jerk? That's just an interesting follow up question. We don't have to go there now about your organization, but

Audience Member 2 (29:25):
Alright.

Sarah Evers (29:26):
Yeah. So the green sweater, could you stand and speak loudly?

Audience Member 2 (29:29):
It was interesting. I tried to be difficult at questions and helping you understand.

Sarah Evers (29:46):
Okay, that's really interesting. You both talked about how they were kind and understanding and it dialed the emotion down. It's almost like their curiosity now. I'm assuming here that your curiosity, their willingness to lean into your problem and your pushback actually dispelled some of the fear or some of the argument. That doesn't always happen. We know that people are going to push and push and push, but sometimes our own effect, the way we show up can either turn the heat up or it can turn the heat down.

Ken Kinard (30:21):
Alright, raise your hand if you were an observer in that role. Okay, great. So let's hear from a few observers. What observations did you make as you were listening to this supposedly private conversation? Alright, let's start right here in the front.

Audience Member 3 (30:38):
So one of the things I noticed was with the employee meeting with some coming from emotion and how you're feeling frustration about a situation and how lean into that and validate feelings. What about you feel that way to drive it from a place of emotion to get

Ken Kinard (30:58):
Yes.

Audience Member 3 (30:59):
And then also offering a lot of validation and encouragement I've done before and this is what strengths are. Approach, solution together.

Ken Kinard (31:18):
Sounds like you had a great coach. Alright, good job. Someone else. Let's go right here.

Audience Member 4 (31:28):
Cool place. Great way to conference.

Ken Kinard (31:32):
Yes.

Audience Member 4 (31:33):
So I think what the methods that you can always do. Role play team.

Sarah Evers (31:39):
Yes. Role play is a great tool as a manager to have people practice things. Few people are really excited when we say let's do a role play. Who really wants to do that? But what that does is it creates options for us. Then we have history we can lean back on when we are in a similar situation and we can pull out of our histories, things that didn't go well and we can make a different choice in how we move towards somebody. So role play, whether you're getting ready for a hard conversation or role play. When one of your employees is getting ready for a hard conversation, it's a great preparation tool.

Ken Kinard (32:14):
Alright, that's great. Raise your hand if you were the managing coach. The coach role as the manager. Okay, great. Who would like to say what that was like for you? Now we actually get you to answer a question, not asking all the questions.

Audience Member 5 (32:29):
So my experience was it started with the listening.

Ken Kinard (32:35):
Yes.

Audience Member 5 (32:35):
Then I went into open ended question, then into training.

Ken Kinard (32:40):
Training. Oh, you switched into training? Yeah. Interesting.

Audience Member 5 (32:43):
She joined me as a manager, took the role of a coaching board. So it was very

Ken Kinard (32:47):
Interesting. Oh wow.

Audience Member 1 (32:49):
Differently handle this.

Ken Kinard (32:52):
Yes. That's a great, yeah. And so we're separating training and coaching for the sake of learning. But for her ideas, it's not

Audience Member 5 (33:02):
That she's coming with actions or innovation ideas. Can we do this? We help. So giving them

Ken Kinard (33:10):
Good. Yeah, sometimes it's a blend. Yeah. Good. Someone else who was a coach, what was it like right there in the back?

Audience Member 1 (33:18):
I asked the question.

Ken Kinard (33:40):
Yeah. Cool. Alright, we're wrapping up. Here's our summary slide. There are different functions that you can play as a manager. We've introduced four of them and they're all useful. You're all at choice when you use any of them. But here's the bottom line that we want to introduce, sort of the main point of our talk. You need to add coaching to the toolbox. If you really want to have all the tools you're going to need. If you miss out on this one, you're missing out on the one that's going to give you the most results with the least amount of effort.