Prime Practice

Training and business solutions for the dental community

since 1995.

LEADERSHIP &
BUSINESS OF PATIENT SYSTEMS &
PERSONAL
DENTISTRY EXPERIENCE PROTOCOLS
GROWTH

INFECTION
HUMAN TEAM
MARKETING PREVENTION &
RESOURCES ENGAGEMENT
CONTROL

Prime Practice is an international learning and development organisation with rich resources and
unique intellectual property.
We create a positive, lasting and profound impact on the personal, professional and financial lives of
the healthcare community, including those of our own team.
We are viewed as the trusted authority and chosen business solutions partner across multiple
healthcare markets around the globe.
We collaborate with culturally aligned businesses and organisations to create a scalable and
sustainable model that ultimately enhances and transforms the patient experience.

© This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part may be reproduced by any process, nor may any other exclusive
right be exercised, without the permission of Prime Practice Pty Ltd.
This workshop is proudly brought to you by: www.primepractice.com.au

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Module 1:
Coaching Styles – Agile and Flexible

Agenda – Leader as coach

1. Coaching Styles – Agile and Flexible
2. Self Awareness and Awareness of others’ Social Styles
3. Coaching for Success – GROW and coaching on the go

What you will learn in this module:

• Awareness of your preferred leadership style to help you to understand why you lead the way you do.
• The purpose of applying an appropriate coaching leadership style for different situations to achieve
the outcomes you want.

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Becoming a coaching leader
Rapid, constant, and disruptive change is now the norm, and what succeeded in the past is no longer a guide to what will succeed
in the future. Twenty-first-century managers simply don’t (and can’t!) have all the right answers. To cope with this new reality,
companies are moving away from traditional command-and-control practices and toward something very different: a model in
which managers give support and guidance rather than instructions, and employees learn how to adapt to constantly changing
environments in ways that unleash fresh energy, innovation, and commitment.

The role of the leader, in short, is becoming that of a coach.

We live in a world of flux. Successful executives must increasingly supplement their industry and functional expertise with a
general capacity for learning—and they must develop that capacity in the people they supervise. No longer can managers simply
command and control. Nor will they succeed by rewarding team members mainly for executing flawlessly on things they already
know how to do. Instead, with full institutional support, they need to reinvent themselves as coaches whose job it is to draw
energy, creativity, and learning out of the people with whom they work.

• Why move towards coaching?

• What has worked in the past doesn’t necessarily work now.
• Leaders can’t have all the answers in times of constant change

Chat
• Who has had a coach (sport/business)?
• What are some of the qualities of a coach?
• What do they do?

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Your strengths and weaknesses as a coaching leader
Being a leader can be one of the most rewarding jobs there is, but it can also be very challenging.

Breakout room
Discuss with your colleagues: What do you see as your

• strengths as a coaching leader?

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• weaknesses as a coaching leader?

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“How to unleash innovation, energy, and commitment. Creating a true Learning Organisation”
HBR Herminia Ibarra and Anne Scoular

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Coaching styles

1. Directive
At the upper left, in quadrant 1, is directive coaching, which takes place primarily through “telling.” Mentoring falls into this
category. Everybody knows what to expect here: A manager with years of accumulated knowledge willingly shares it with a junior
team member, and that person listens carefully, hoping to absorb as much knowledge as possible. This approach has a lot to
recommend it, but it has some downsides too. Because it consists of stating what to do and how to do it, it unleashes little energy
in the person being coached; indeed, it may even depress her energy level and motivation. It also assumes that the boss knows
things that the recipient of the coaching does not—not always a safe assumption in a complex and constantly changing work
environment. Additionally, because it allows leaders to continue doing what they have always excelled at (solving other people’s
problems), it does not build organisational capacity well. Autocratic

2. Leave alone
That said, coaching is not always the answer. There may be times when all team members are productively getting on with their
work, and the right approach to managing them is to leave them alone. This approach, which we call leave alone, appears in
quadrant 2.

3. Non-directive
At the bottom right, in quadrant 3, is nondirective coaching, which is built on listening, questioning, and withholding judgment.
Managers here work to draw wisdom, insight, and creativity out of the people they’re coaching, with the goal of helping them
learn to resolve problems and cope with challenging situations on their own. It’s an approach that can be highly energising for
those being coached, but it doesn’t come naturally to most managers, who tend to be more comfortable in “tell” mode.
Democratic

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4. Situational
At the top right, in quadrant 4, is situational coaching, which represents the sweet spot in our framework. All managers in a
learning organization should aspire to become expert at situational coaching—which, as its name suggests, involves striking a fine
balance between directive and nondirective styles according to the specific needs of the moment. From our work with
experienced executives, we’ve concluded that managers should first practice nondirective coaching a lot on its own, until it
becomes almost second nature, and only then start to balance that newly strengthened ability with periods of helpful directive
coaching.
Adaptive and flexible leader.
• The situation
• The capability of the follower
• The capability of the leader

In situational leadership, three factors affect the leader's decisions: the situation, the capability of the followers and the capability
of the leader. The leader adjusts to whatever limitation is laid out in front of him by his subordinates and the situation itself.
Adaptability is key here. The leaders need to be as dynamic as the different situations they are faced with

Chat
In what situations would you use each of these styles?

• Directive

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• Leave alone

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• Non-Directive

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• Situational

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Breakout room
There are three different leadership scenarios. Work through each one and discuss what coaching style
you would use and why?
1. Your team has asked you to consider a change in their work schedule. Their changes make good sense to you. Your
team is well aware of the need for change. Team members are very competent and work well together. You would:
A. Help them explore alternative scheduling possibilities. Be available to facilitate their group discussions. Support
the plan they develop. Check to see how they implement their plan.
B. Design the work schedule yourself. Explain the rationale behind your design. Listen to their reactions, ask for
their ideas and use their recommendations when possible. Check to see how they carry out your schedule.
C. Allow the team to set a work schedule on their own. Let them implement their plan after you approve it. Check
with them at a later date to assess their progress.
D. Design the work schedule yourself. Explain how the schedule will work and answer any questions they may
have. Check to see that your schedule is followed.

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2. You recently hired a new employee who will perform reception work. Even though she is inexperienced, she is
enthusiastic and feels she has the confidence to do the job. You would:
A. Allow her time to determine what the job requires and how to do it. Let her know why the job is important. Ask
her to contact you if she needs help. Track her performance.
B. Specify the results you want and when you want them. Clearly define the steps she should take to achieve
results. Show her how to do the job. Closely monitor progress.
C. Discuss the results you want and when you want them. Clearly define the steps she can take to achieve results.
Explain why these steps are necessary and get her ideas. Use her ideas if possible, but make sure your general
plan is followed. Frequently check on her progress.
D. Ask her how she plans to tackle the job. Help her explore the problems she anticipates by generating possible
solutions. Encourage her to carry out her plan. Be available to listen to her concerns. Periodically check on her
progress.

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3. For the second time in a month, you are having a problem with one of your employees. In the past she has completed
her work accurately and been on time. Recently she has turned up late twice for work and has been making mistakes.
This is the first time you have spoken to her about this problem. You would:
A. Tell her to improve the quality and timeliness of her work. Go over the areas that are incomplete. Make sure she
knows what is expected and how to fill out each section of the report. Continue to track her performance.
B. Ask her to turn in reports that are complete and on time, without pushing her. Continue to track her
performance.
C. Discuss time and standards with her. Listen to her concerns but make sure she knows what is expected. Go over
each section of the report and answer any questions. Use her ideas if possible. Continue to track her
performance.
D. Ask her why she is making mistakes. Listen to her concerns and do what you can do to help her understand the
importance of being punctual and accurate. Continue to track her performance.

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Chat
• Where do you see your strengths and weaknesses now?

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• What do you need to develop?

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• How will you do that?

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 Tips for development
• Get yourself a mentor/coach

• Discuss coaching with your team

• Have 1-on-1 conversations with individual team members

• Read the articles provided in PrimeGO

1. Ask guiding questions

Open-ended, guiding questions lead to more detailed and thoughtful answers, which lead to more productive coaching
conversations. As a manager or leader, it is critical that you develop strong relationships with your employees. This will help you
determine if your employees are curious, have the capacity to perform and improve, and what kind of attitude they have towards
their work.

This is where communication skills and emotional intelligence really come into play. Managers must guide conversations both by
asking questions and listening, not by giving directives. Employees learn and grow the most when they uncover the answers
themselves.

2. Recognise what’s going well

Coaching well requires a balance of criticism and praise. If your coaching conversations are completely focused on what’s not
working and what the employee has to do to change, that’s not motivating, it’s demoralising.

Your recognition of the things your employee is doing well can be a springboard into how they can build from that to improve.
We’re not talking about the compliment sandwich here, though, because that coaching technique often devolves into shallow
praise that comes off as insincere.
Giving compliments that you don’t actually mean can have a worse effect than not giving any at all, so take the time to think about
specific things that are going well, and let your employees know that you see and appreciate them!

Another aspect of this is how the employee likes to be recognized. This is a good question to ask them from the start of your
relationship – does frequent recognition help them stay motivated, or is every once in a while sufficient? Do they prefer
recognition to be given publicly or privately? The last thing you want to do is embarrass someone when you’re trying to be a good
coach!

3. Listen and empower

Coaching requires both encouragement and empowerment. As a manager and a leader, your job is to build one-on-one
relationships with employees that result in improved performance.

Your employees are likely to have a lot of input, questions, and feedback. It’s important for them to know you care enough
to listen to what they have to say, so encourage them to share their opinions.

Some employees will have no problem speaking their mind, while others will need a LOT of encouragement before they share an
opinion with you openly. Once they do open up, be sure to respect those opinions by discussing them, rather than dismissing
them.

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4. Understand their perspective
When you’re coaching employees to improve performance and engagement, approaching things from their perspective, rather
than your own, will help enormously with seeing the changes and results you want.

Everyone has different motivations, preferences, and personalities, so if you ask questions to help you understand where their
“why” comes from and what their preferred “how” looks like, then you can tailor your coaching conversations to align the way
they work best with the improvements you’re both aiming for.

For example, maybe you recently moved from an office plan that had lots of individual offices to a much more open plan, and one
of the reps on your sales team has shown a drastic decrease in successful calls. If you start asking questions and find out that this
is someone who is excellent in one-on-one conversations, but rarely speaks up in a group setting, then you can see how they’d
feel like everyone is listening in on their call, making them less confident than when they had their own space.

With that perspective in mind, you can work with them more effectively on how to get their numbers back up.

5. Talk about next steps

Coaching conversations are meant to yield changes and results, so be sure to clearly define and outline what needs to happen
next. This will ensure you and your employee are on the same page with expectations and provide them with a clear
understanding of the practical steps they can take to make changes and improve.

Also, these next steps should be mutually agreed upon – talk about what is reasonable to expect given their workload and the
complexity of the changes being made.

6. Coach in the moment

If an employee comes to you with a question about a process or protocol, use this opportunity to teach them something new. If
you’re not able to stop what you’re doing right away, schedule time with them as soon as possible to go over it.

Better yet, keep a weekly one-on-one meeting scheduled with each employee so you can go over questions and issues regularly,
while maintaining productivity. Coaching employees with a goal of improving performance means making them a priority each
week!

7. Commit to continuous learning

Make a commitment to improve your own skills and competencies. If you’re not continuously learning, why should your
employees? Lead by example and your team will follow.

Show that you are interested in their success (why wouldn’t you be?). Ask questions about where they see their career going, or
how they see their role evolving in the company. Even if they don’t have a plan laid out yet, these questions will make them think
about their career and what they want to accomplish within the organization.

Show your employees that you don’t just want them to do better so you look better, but that you’re actively interested in their
career, accomplishments, and professional success.

Emotional intelligence (EQ) is a critical aspect of coaching employees in a way that builds relationships, boosts engagement, and
improves performance. Managers and leaders can see greatly improved coaching skills by taking steps to improve their EQ – they
go hand in hand!

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 Actions
In preparation for the next module.
• Read the articles in PrimeGo.
• Discuss the content from this module with your team.

See you next week!

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Module 2:
Self Awareness and Awareness of others’
Social Styles

Agenda – Leader as coach

1. Coaching Styles – Agile and Flexible
2. Self Awareness and Awareness of others’ Social Styles
3. Coaching for Success – GROW and coaching on the go

What you will learn in this module:

• The importance of self-awareness and managing your own emotions, thoughts, and behaviours and
how they affect actions.
• Identify the pros and cons of workplace behavioural styles, in order to set you and your team up for
success.
• How to lead your team more effectively by understanding their specific workplace behavioural styles.

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Chat
Debrief from last session?
• What have been some successes?
• What have been some challenges?
• What have you changed?

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Self Awareness – Social Styles

Understand how to be more self aware as a leader by understanding your strengths and weaknesses through Social Styles in the
workplace.

Chat
• What is your understanding of the background of Social Styles?
• Refer to pre work in PrimeGo

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Recognition of Social Style has many benefits, as being able to identify others’ social preferences allows you to be
more versatile in the workplace. Awareness of Social Style can enhance several dimensions that are crucial to success at work,
including teamwork, conflict management, communications, sales performance, and leadership performance. For example,
managers with higher versatility perform better at leading teams, coaching others, and are more likely to be promoted.

Understanding the Social Styles of your teams and leaders helps you modify your behaviour and respond to others in appropriate
ways based on their unique style. This can lead to more effective interactions in any social setting, particularly in the workplace.

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 High Assertiveness – Tells
Low Assertiveness – Asks
Low Responsiveness – Controls
High Responsiveness – Emotes

Assertiveness vs. Responsiveness

Some people prefer to take the lead in more assertive ways, speaking directly and frankly while focusing on the strategic
objectives of their teams. Others prefer to respond to input from others, sharing their own ideas to build upon others’. An
individual’s tendency towards assertiveness of responsiveness shows itself in their communication style, conflict-management
style, the job roles they are drawn to and the way they perceive themselves and their contributions in the workplace.

Emoting vs. Controlling

Some people need to express themselves outwardly in social settings, while others prefer to maintain composure and control.
Some display emotions openly and respond best to those who do the same. Their tendency to emote helps them to build
relationships in all directions at work, but it can have mixed effects on team cohesiveness. The Driving and Analytical Style, on the
other hand, tend to view displays of emotion as only being relevant in certain settings, not including the workplace.

These two Styles care just as much about personal relationships and feelings their emoting counterparts, but they prefer to
express themselves rationally at work.

Some people prefer to be more assertive to Telling

Some people prefer to be more assertive to Asking
Some people prefer to be more responsive to Tasks
Some people prefer to be more responsive to People

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Assertiveness
In social interaction it is common for people to want things from others. In making requests they may be highly assertiveness, or
they may make requests at a lower, even passive level.
This dimension is sometimes also called 'dominance'.

High assertiveness
A highly assertive person is likely to tell others or demand things that they want rather than asking or not saying anything.
People who prefer using higher levels assertiveness are more likely to face up to difficulties rather than avoiding them. They have
a higher confidence in themselves and believe they have the right to demand what they need. They may see life as 'dog eat dog'
and that they must fight for what they want, which makes them more competitive and ready to act quickly and take risks.

In the social styles grid, high assertiveness typically has the label 'Tells'.

Low assertiveness
In low assertiveness, a person who wants something from another is likely to ask rather than demand or tell. If they are
particularly passive, they may not even ask, avoiding what may be perceived as possible conflict. Likewise, they tend to avoid
risks, which may be an even deeper cause than low assertiveness. Being slower than the competitive high-assertive they tend to
be more inquisitive and collaborative.

People may have lower assertiveness for several reasons, for example a self-based fear of social criticism or perhaps an other-
based fear, disliking the idea of embarrassing or distressing others. They may have been taught when young that one should not
push oneself forward.

In the social styles grid, low assertiveness typically has the label 'Asks'.

Responsiveness
Whilst assertiveness has to do with communicating to others, responsiveness is about how the person responds to the requests or
demands of others on them.
This dimension is sometimes also called 'sociability' or (in reverse) 'task focused'.

High responsiveness
A person with higher responsiveness has a higher emotional response to others. This may appear as empathy although it may
simply be that they have less control over their own emotions and react in an emotional way. They are generally people-oriented,
whether this is for purposes of company or altruism.

In the social styles grid, low responsiveness typically has the label 'Emotes'.

Low responsiveness
A person with lower responsiveness is less likely to be empathetic as there is less emotional content in their reactions. Their
response has a higher cognitive element and so they think more before responding, which can make responses slower.
In the social styles grid, low responsiveness typically has the label 'Controls'.

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Amiable
People with higher responsiveness than others and lower assertiveness are people-oriented and sociable. Without a need to lead,
they can be steady and reliable workers. They may also avoid any conflict and be rather passive, lacking drive and becoming
careless.
Some characteristics of Amiable:
• Friendly and relates well to others
• Good at listening and teamwork
• Wants to be respected, liked, and approved of
• Dislikes of conflict and risk-taking
• Seeks security and like organized workplaces
• Slow decision-making
• Prefers to be told what to do than to lead
• Fears change and uncertainty
• When stressed may become indecisive and submissive

Analytical
Analytical people are less assertive and less responsive to others. They hence tend to focus more on tasks than people and are
less interested in leading, being happier to work by themselves. They may be prudent and systematic, making them good at
analytic work. They may also pay excessive attention to detail in ways that annoy others.
Some characteristics of Analytica’s:
• Focuses on tasks more than people
• Likes to be right and will take time to ensure this
• Thoughtful, careful fact-oriented and precise
• Good at objective evaluation and problem-solving
• Likes organization and structure
• Avoids group work, preferring to work alone
• Can be over-critical and unresponsive
• Cautious in decision-making
• When stressed may withdraw or become headstrong
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Expressive
Expressive people have higher assertiveness and greater responsiveness to others. With less concern for what others think they
are typically articulate, quick, and visionary. On the downside, their assertiveness may make them poor listeners and with a
tendency to distract. This can also lead them to be impractical and impatient.
Some characteristics of Expressive:
• Intuitive
• Creative
• Outgoing and enthusiastic
• Spontaneous and fun-loving
• Interacts well with others at work
• Good at persuading and motivating
• Fears being ignored or rejected
• Like to be acknowledged
• Dislikes routine and complexity
• Tendency to generalize and exaggerate
• When stressed may get sarcastic and unkind

Driver
With high assertiveness and low emotional response to others, Drivers are not so worried by how others react and are hence more
independent and candid. With less concern about people they have a greater concern for results and are quite pragmatic. They
may also be poor collaborators and upset others with inconsiderate words and actions.
Some characteristics of Drivers:
• Competitive and needs to win
• Seeks control and being in charge
• Fast-acting
• Plans carefully
• Decisive
• Results-oriented
• Task-focused
• Dislikes inefficiency and indecision
• Can be impatient and insensitive
• When stressed may grab control be overly critical

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Assessing your social style.
Understanding and working with Social Styles

Analytical
People who prefer an Analytical style are less assertive and less responsive to others. They tend to focus more on tasks than
people, and are less interested in leading, being happier to work by themselves. They may be prudent and systematic, making
them good at analytic work. They may also pay excessive attention to detail in ways that annoy others.

Some characteristics of Analytical:

• Analytical style need: to be right
• Analytical style orientation: thinking
• Analytical style growth action: to declare

Strengths
• Focuses on tasks more than people
• Likes to be right and will take time to ensure this
• Thoughtful, careful, fact-oriented, and precise
• Good at objective evaluation and problem-solving
• Likes organization and structure

Weaknesses
• Avoids group work, preferring to work alone
• Can be over-critical and unresponsive
• Cautious in decision-making
• When stressed may withdraw or become headstrong

How to work with an Analytical

1. Take your time
2. Communicate clearly and honestly
3. Don’t pressure for answers
4. Respect their process
5. Ask directly for feedback
6. Give them space

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Analytical
People with an Analytical Style will examine a situation with more of a focus on solving problems and generating ideas. They
typically gather tonnes of facts and points of view before they make a decision. They prefer research and analysis to action, which
sometimes gives the wrong impression. Some view them as doubtful and not sure of themselves, whilst others simply see them as
thoughtful, academic and/or solemn.

They’re able influence groups but in a subtler way. They are conscious of others and are happy to patiently wait their turn before
speaking up. An Analytical person is more likely to sit back and wait for someone to approach them rather than push their ideas.
To be the kind of person that other people come to for advice seems to suit their serious and precise way of being. Regardless,
they only put forward solid ideas with lots of facts.

At work, Analytical people solve problems methodically and systematically. With a preference for details, they prefer that things
are rational and well organised so they can hold onto lots of information and access it all quickly. It is likely they make brief pause
with a new task and then work on it steadily and consciously. Rules and regulations make their methodical work more efficient.
They easily get tense or even paralysed when chaos or ambivalence surrounds them. As they don’t feel at ease with competition,
they often play the part of advisor. Their secure and calm way of being make other people trust them.

Their relationship to other people will highlight some distinct characteristics, such as scepticism, risk aversion and confidence-
generation. Though they have a tendency not to make contact, other people with stay close to them as they seem to be good
listeners and harmless. They don’t seem to look for personal recognition but will be used as problem solvers and relationship-
builders. Though they don’t appear sensitive, when put under pressure their responses can seem quite sharp. However, they will
try to avoid confrontation and conflict that include values or behaviours.

People with an Analytical Style sometimes seem reserved or even introverted. The way they work can be time consuming and they
tend to be completely absorbed by analysis; continuously looking for more facts when time has come to produce a solution. They
should concentrate more on the big picture than the details by prioritising their tasks. They would be more efficient if they learned
to be less critical, more talkative, and more relaxed.

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Driving
With high assertiveness and low emotional response to others, people who prefer a Driving style are not so worried by how others
react and are more independent and candid. With less concern about people they have a greater concern for results and are quite
pragmatic. However, they may also be poor collaborators and upset others with inconsiderate words and actions.

Some characteristics of Driving:

• Driving Style Need: Results
• Driving Style Orientation: Action
• Driving Style Growth Action: To Listen

Strengths
• Competitive and needs to win
• Seeks control and being in charge
• Fast-acting
• Plans carefully
• Decisive
• Results-oriented
• Task-focused

Weaknesses
• Dislikes inefficiency and indecision
• Can be impatient and insensitive
• When stressed may grab control and/or be overly critical

How to Work with a Driving Style

1. Respect their time
2. Stick to the facts
3. Follow up on your promises
4. Show your competence
5. Earn their trust before expecting it
6. Let them have some control

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Driving
People with a Driving Style have a tendency to be active, independent, ambitious, and radiate self-confidence. They are often
found in command in a group of people. They like to manage things and they do so with a leading attitude. They normally have a
strong will, are powerful and will fight for their ideas in a discussion. They easily make decisions, sometimes very quick ones,
especially under pressure. As they have problems with showing emotion, other people see them as hard and businesslike and
only interested in efficiency. They don’t like to be ruled by others – they want to manage their own life.

At work, people with a Driving Style love challenges and get bored easily if they find the working pace too slow. They go for the
goal and can sometimes offend others with their eagerness to get a job done. They want to know what’s going on and they want
to be well informed to help their working group in the right direction. Lack of control make them tense. They can set personal
goals and work towards achieving them with no hesitation. Some colleagues will simply accept this authority and leadership
based on the energy use to reach their objectives.

There are some clear characteristics in the relationships that a Driving Style person has with others. People will trust a Driver to
help them achieve their goals but will not rely on them for encouragement, inspiration, or support. The reason is they can seem
highly competent but demanding, only focusing on the work and outcomes without understanding their behaviour might be
offensive to others. They can be seen to put pressure on others and criticise them. They are more likely to prioritise getting their
job done before spending time discussing values and behaviours.

People with a Driving Style seem to be impatient and will not spend too much time on working on the same task. They need to
learn how to listen to other people and also learn to understand the importance of feelings, attitudes, and logic. Their need for
personal success can sometimes hold them back from cooperating with others, which can ultimately hinder company goals and
potentially divide a team.

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Expressive
People who prefer an Expressive Style have higher assertiveness and greater responsiveness to others. With less concern for what
others think, they are typically articulate, quick, and visionary. On the downside, their assertiveness may make them poor listeners
and with a tendency to be distracted. An Expressive Style can also lead them to be impractical and impatient.

Some characteristics of Expressive:

• Expressive Style Need: Personal Approval
• Expressive Style Orientation: Spontaneity
• Expressive Style Growth Action: To Check

Strengths
• Intuitive
• Creative
• Outgoing and enthusiastic
• Spontaneous and fun-loving
• Interacts well with others at work
• Good at persuading and motivating
• Fears being ignored or rejected
• Likes to be acknowledged

Weaknesses
• Dislikes routine and complexity
• Tendency to generalize and exaggerate
• When stressed may get sarcastic and unkind

How to work with an Expressive Style

1. Laugh with them
2. Listen to their opinions
3. Think Big Picture
4. Recognize their contributions
5. Form a friendship

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Expressive
People with an Expressive Style actively seek out exciting activities to do with others. They are socially extroverted, friendly, and
like to be together with other people. They seem to like challenging situations; their bubbly personality means they often
encourage or inspire others to join them in their adventures. Their high energy and eagerness sometimes can be interpreted as
egoism and impulsiveness. Due to their dramatic nature, they sometimes ‘think loudly’ and become a distraction. They often jump
to a decision without knowing all the details. Similarly, because they don’t take the time to collect enough information, they are
prone to generalisations.

At work an Expressive person will actively try to please others, especially other Expressive people. You will find them sticking
close to people they admire, wanting constant recognition from these people. They are imaginative thinkers who wish to be
judged, and given credit, for their personal achievements. However, there are times when they are satisfied doing less than their
best on one task if they get to do a new task they enjoy more. This means they can jump from one task to the other. Though they
don’t always like it, they seem to work better in a structured environment. It helps them to plan and complete tasks to the best of
their ability - something they are not used to.

There are some clear characteristics to the relationships an Expressive person has. They are often seen as salespeople, selling
themselves and their abilities whilst trying hard to convince others of their opinions. Even though they are looked upon as socially
extroverted and powerful players, they can come across as manipulative.
Other people’s feelings are more important than their opinions to an Expressive person. They want people to be emotionally
engaged in their plans and activities. They have a tendency to openly express their own feelings as a way to be helpful and
involved in another person’s situation. They try to achieve status and prestige by sticking to people with qualities they admire.

People with an Expressive Style have no sense of detail and rush into situations unprepared. They make hasty assumptions and
are known to jump to conclusions. If they were better prepared with the right information their enthusiasm would more effectively
and efficiently help solve the problem. Instead they can be seen as careless and inconsiderate. As natural competitors with high
levels of enthusiasm, if their efforts are interrupted, they can easily turn dramatic and simply ‘overtake’ the situation to the
detriment of those around them. They need to learn to work through problems with other people and listen to their opinions.

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Amiable
People who prefer an Amiable style have higher responsiveness than others and lower assertiveness. They are people-oriented
and sociable. Without a need to lead, they can be steady and reliable workers. They may also avoid any conflict and be rather
passive, lacking drive and becoming careless.

Some characteristics of Amiable

• Amiable Style Need: Personal Security
• Amiable Style Orientation: Relationships
• Amiable Growth Action: To Initiate

Strengths
• Friendly and relates well to others
• Good at listening and teamwork
• Wants to be respected, liked, and approved of
• Dislikes unproductive conflict and unnecessary risk-taking
• Embraces security and like organized workplaces

Weaknesses
• Slow decision-making
• Prefers to be told what to do than to lead
• Fears change and uncertainty
• When stressed may become indecisive and submissive

How to work with an Amiable Style

1. Approach conflict carefully
2. Get to know them
3. Consider their perspectives
4. Draw out their opinions
5. Handle issues in private
6. Always be courteous

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Amiable
People with an Amiable Style tend to be seen as sympathetic. They respect other people’s feelings and emotions rather than their
logical senses. In this way they try to minimise conflicts that are based on differing opinions, values, attitudes, or behaviours. They
are more open to other people’s input and, in some circumstances, will even stand up for another’s opinions as they want to be
seen as helpful and supportive. As they don’t like to compete, they will never try to convince other people about their opinions or
thoughts. Instead they are humble people who treat other people with great tolerance. Their high level of empathy and kindness
makes them non-threatening to other people. Even though they can openly display their feelings and are very approachable, they
often let other take the first steps in a social situation.

At work, they are truly supportive, service minded and co-operative. They have a tendency towards working within formal systems
with rules and regulations – only to avoid misunderstandings based on differences in behaviour, and therefore they don’t get
offended working under supervision. They try to please other people by doing what they think is expected from them, and by
searching for praise for a job well done. In this way they respond to personal attention they get from their superiors. As they don’t
like to hurt other people, they sometimes can conceal the truth – if it’s harmful for the group. If they believe their ideas can be
useful to others, they will present these in a non-threatening way.

Amiable people look for specific characteristics when building relationships with others. They look for close, warm, and stable
relationships. They are good listeners, who will spend endless time helping a person to relax, be satisfied and happy. They will
search for contact with several different personalities, partly because they need acceptance from them. Sometimes they can be
too eager to please, and sound as if they agree with a decision even if though they don’t agree. In addition, when they don’t agree
with what has been decided on, they will not speak up in order to avoid hurting other people’s feelings.

People with Amiable Style are keen on planning and setting goals. They thrive on structure and a thorough description of
expected results. They can be fearful of changes and uncertainty, and when stressed become indecisive. They make every effort
to become popular but would be more efficient if they focused on the task at hand. They are happy to follow rather than to lead. A
more open and honest feedback style would be beneficial for an Amiable person. It can be valuable to get their opinions and
encourage then to defend their own ideas.

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Breakout room
There are four breakout rooms. In your breakout room:
• Assign a recorder and a facilitator
• Describe the behaviours of the diametrically opposite style

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Breakout room
Discuss in your breakout room:
• What do you need from the other social styles to set yourself up for success?
• Make notes in your workbook.

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What do you need from the other social styles to set yourself up for success?
Make notes in your workbook.

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Be sure to… Inform Don’t… Motivate Help

about… by… him/her to…
Not waste any Objectives and Compete Results Achieve and get
time tasks challenged

Check the Him or her Hurry Recognition Freedom and

understanding creativity

Build the His/her close Push things Common Company and

climate relatives understanding safety

Be precise Facts Exaggerate Logic Organise

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Breakout room
There are two breakout rooms
• Give tangible examples of the four different styles in your teams and what you can do as a leader to work more
effectively with each of the styles.
• Make notes in your workbook.

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 Actions
In preparation for the next module.
• Read the articles provided in PrimeGO
• Discuss social styles with your team
• Discuss the mix in your practice/team
• Which social style is more dominant in numbers?
• What does this mean to your teamwork?
• How can you work smarter with each of the social styles?
• See you in PrimeGo

See you next week!

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31
Module 3:
Coaching for Success – GROW and
Coaching on the Go

Agenda – Leader as coach

1. Coaching styles – Agile and Flexible
2. Self Awareness and Awareness of others’ Social Styles
3. Coaching for Success – GROW and coaching on the go

What you will learn in this module:

• Understand how to unleash the individual and team potential and capabilities through coaching.
• Work with a four-step coaching model to significantly improve the performance of your team
members.
• Create a culture of team success through coaching and feedback.

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Debrief
From last session Self Awareness and Social Styles
What have been some successes?
What have been some challenges?
What have you changed?

Chat: Recap
• What is your understanding of coaching?
• Has anyone had a coach?
• What were the outcomes of your coaching?

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Breakout room
There are four breakout rooms. In your breakout room:
1. Assign a recorder and a facilitator
2. Describe the typical behaviours of a:
• Consultant
• Mentor
• Trainer
• Counsellor
3. When do you need these skills?

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Coaching
What’s the difference?
• Consulting

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• Mentoring

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• Training

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• Counselling

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Coaching Training
Agenda set by both coachee and coach Agenda set by trainer
Expert in coaching skills helping coachee to discover answers Content knowledge expert - imparts knowledge
The coach helps the coachee to self-correct Trainer may correct the learner
Change comes from thoughts and decisions Change comes from practice, feedback, and guidance
Coach asks - helping someone find the answers Trainer tells - giving the answers
Pull information from the coachee Push information to the receiver
Enabling someone to reach their own conclusions and create Teaching someone how to do something
their own solution to a problem
Optimising an individual’s application of their knowledge Learning about something, transferring knowledge
Coaching allows the conversation and consequent action to Teachers and trainers have a specific set of instructions and
unfold during the coaching process rather than having a information they convey to their students
prescribed agenda

Coaching is best deployed when helping an individual to Training is best deployed when a performance gap to do with
apply and internalise learned knowledge a lack of knowledge or skill has been identified
The relationship between the coach and the coachee is a The teacher/trainer and student relationship are defined by
partnership in which there is no distinct expertise difference the one person having expertise in an area which the student
other than the coaching skill of the coach seeks to learn
Learn through inquiry Developing specific skills

Coaching Consulting
Coaches ask, support, challenge, and guide Consultants teach, tell, and advise
Based on coachee’s experience Based on information and consultant’s expertise
Structured conversation Instructional advice i.e. telling what to do
Gives responsibility to coachee Takes responsibility away from client
Empowering someone to realise a solution Creating a solution for the client
A coach empowers the coachee to find their own solutions by A consultant uses their own expertise to create solutions to a
listening and providing a soundboard – they are not in the problem the client is experiencing. Consultants are ‘advisors’
business of giving advice. Further, a coach always ensures
the coachee creates his/her own results.
A coach will guide the coachee through a process during A consultant will analyse and look at the client’s business and
which the coachee will do all the analysis, determining of determine weak spots, strong points and identify missing
weaknesses and strengths etc themself elements and gaps. They will then propose a plan and tell you
what needs to be done or in many cases do it for you.
A coach offers a process and leads through it. The coachee A consultant is an expert providing advice, specialised
stays in control of the content. Coaching is providing methods information, and solutions.
for self-help.

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Consulting
An analogy that illustrates the difference between a business coach and a consultant:
A business coach will help you understand how and why you ride a bicycle, help you to determine what's holding you
back from riding properly, and jog along next to you as YOU ride.
A business consultant will explain why one bike is superior to another, teach you how to ride the bike, and if
necessary, ride the bike for you.
Source: http://www.passionforbusiness.com/a-smallbusinesscoach-consultant.htm

Coaching Counselling
Focused on solutions Focused on problems
Coaching is about achievement Counselling is about healing
Based on future Based on history
In a coaching relationship the coach/coachee are partners Counsellor is considered the expert
Co-diagnosis Diagnosis by counsellor
The coach assists the coachee in defining specific goals and The role of the therapist or counsellor is far more discussion
progressing towards them. based in terms of seeking to discover why the client feels a
certain way.
Coachee is usually seeking clarity, direction, or accountability Counselling tends to look at the past, and attempts to
understand why the client is having difficulty
A coach asks, ‘where are you right NOW, and where do you The focus is generally in the past and explores how those
want to be’. The coach encourages the coachee to take action circumstances affect the client’s current emotional
in measurable steps and in defined periods. experience, relational problems such as marital discord or a
breach of trust, or the ongoing effects of previous traumatic
experiences
It is focused on growth, development, deepening the learning It is especially focused on healing and recovery
and accelerating the coachee’s movement forward

Coaching Mentoring
Expert in facilitating through questions Expert in specific field or profession
Helping to shape an individual’s beliefs and values in a
Helping another person to improve awareness
positive way
Relate as equals Relate through power i.e. Senior over junior
Draws on personal experience and knowledge from someone
Draws on coachee’s experience and knowledge
who has ‘done it before’
Coaching takes place within the confines of a formal It occurs outside of a line manager-employee relationship, at
manager-employee relationship. the mutual consent of a mentor and mentoree
It is career-focused or focused on professional development
The focus is to develop individuals within their current job.
that may be outside a mentoree's area of work.
The interest of the relationship is functional, arising out of the
The title of ‘mentor’ usually suggests that the person has
need for individuals to perform the tasks required to the best
achieved the goals sought by the person they are mentoring.
of their ability

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 Relationships are personal--a mentor provides both
Manager tends to initiate and drive the relationship
professional and personal support
The relationship is finite, ending when an individual has
Relationships cross job boundaries
learned what the coach is teaching.
A good coach can assist the coachee in areas where they
have had no previous experience at all.

Coaching Employees vs Mentoring, Counselling or Training.

Mentoring is not Coaching although there are many similarities.

Like Coaching, Mentoring can be formal or informal. Like Coaching, it’s a positive relationship, often between a more experienced
person and a less experienced person. Like Coaching, Mentoring is also done with respect and wisdom and is valued by the other
person.

However, unlike Coaching, Mentors provide advice and solutions and tell what they think the other person should do. Keywords
are: “provide advice and solutions”
If you find yourself providing advice to your employees, you are not coaching.

Counselling in business is not Coaching. Counselling is where either:

• A staff member receives disciplinary action and is counselled on their behaviour and that terminology is used very much in the
military and police force or
• Your staff are having serious personal problems and need to speak to a qualified counsellor who specialises in that area.

Unlike Coaching, Counselling focuses on past issues and ends in the present. Keywords are “disciplinary action, personal
problems and past to present”.

So, if you find yourself having in-depth conversations with staff about personal issues and trying to provide guidance, chances are
you are not Coaching, you are Counselling them.

Training is different again. A trainer tells and demonstrates. Often, it’s a one to many scenarios and the trainer has a license to be
quite prescriptive in his/her language and directive in their actions. Keywords are “tells and demonstrates”.

Robertson, J 2015, Coaching Employees vs Mentoring, Counselling or Training: Distinctions New Managers Need to Know,
viewed 23/10/2015, <http://www.evancarmichael.com/Business-Coach/647/Coaching-Employees-vs-Mentoring-Counseling-
or-Training-Distinctions-New-Managers-Need-to-Know.html>

Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than
teaching them.

Coaching is a useful way of developing people's skills and abilities, and of boosting performance. A coaching session will typically
take place as a conversation between the coach and the coachee (person being coached), and it focuses on helping the coachee
discover answers for themselves. After all, people are much more likely to engage with solutions that they have come up with

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themselves, rather than those that are forced upon them! In some organizations, coaching is still seen as a corrective tool, used
only when things have gone wrong. But in many companies, coaching is considered to be a positive and proven approach for
helping others explore their goals and ambitions, and then achieve them.

Between coach and coachee.

When you're functioning purely as a coach, you are not required to direct the other person (as their manager) nor provide expert
opinion (as their mentor). You're acting as an objective provider of facts and questions that will support your colleague. Here, it is
for your colleague to decide how to use the facts and what action to take next. In the real world, though, this isn't always
appropriate. You need to use your judgment to find the blend of coaching, managing, and mentoring that best suits the individual
and the situation.

The GROW model – a framework to achieve long term and short

term goals
• GOAL setting for the session as well as short and long term
• REALITY checking to explore the current situation
• OPTIONS/OBSTACLES alternative strategies or courses of action
• WHAT is to be done and WHEN
“Coaching for Performance” John Whitmore

• What would you like to change?

• What would you like to do more of?
• What would you like to do differently?
• Where would you like to be?
• Rate on a scale from 1-10 where you want to be.

GOAL SMART goal

• Specific
• Measurable
• Attainable
• Realistic
• Timely

Describing the current situation (don’t rush into problem

solving).
• Where are you right now?

REALITY •
•
On a scale from 1 –10?
What is the current situation?
• What are you worried about now?
• How often does this happen?

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 Discussing what options (or alternative solutions) are
available.
From restriction to possibilities:

OPTIONS •
•
What if…you had more staff?
What if… you knew the answer?
• What if…you had more money?
• What if…the obstacle didn’t exist?

Supporting the coachee to produce a plan

WHAT •
•
What are you going to do?
When will it be done?

WHEN • Will this action meet or move you towards your

goal?
•
WILL •
What support do you need?
Rate on a scale from 1-10 how certain you are it will
happen.

Breakout room
Decide who is going to be the coach and who is going to be the coachee. The third person will be the
observer.
• Read through the two scenarios.
• Decide which scenario to use for your skills practice.
• Practise the skill of coaching step by step using the GROW model.
• Observer(s): take notes and give feedback to the coach. What worked well?

Scenario: Jackie
Jackie is a front office coordinator in your practice. She is ambitious and always happy to help out with anything you
need. In your development reviews, you have started to understand that Jackie really has some difficulties in
verbalising her future goals. She loves working in the practice but can’t articulate what she wants to do next.
You are a driven manager who wants things done and like to have very specific goals and KPI’s to work towards.
Use the GROW model to coach Jackie to discover some future direction.
Scenario: Charlie
Charlie is one of your associate dentists who is loved by his patients. He is kind and very empathic. Sometimes so much
that his appointments drag out and affect the rest of the team and the patients who have to wait. Charlie believes that
he is a very good dentist, but he works in isolation. He doesn’t interact at all with the rest of the team and the DA’s find
it difficult to work with him. For you as his leader it’s important to make him a part of the team as teamwork is an
important part of your practice values.

Use the GROW model to coach Charlie to discover some future direction.

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Coaching on the go
a 4-step model

Chat
• When could you use a model like this?

• What do you think a model like this will achieve?

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Chat
What skills, behaviours and mindset are needed for the coach to be at their best?

• Skills of a great coach

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• Skills of a great coachee

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Giving Feedback
Feedback will improve performance when expected behaviour needs to be repeated.
Feedback will improve performance when adjustments need to be made.

Chat
• What are the challenges of having your leader as your coach?

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• What are the benefits of having your manager as your coach?

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Breakout room
Decide who is going to be the coach and who is going to be the coachee. The third person will be the
observer.
• Read through the two scenarios.
• Decide which scenario to use for your skills practice.
• Practise the skill of coaching step by step using the Coach on the Go model.
• Observer(s): take notes and give feedback to the coach. What worked well?

Scenario: Amy
Amy works in your front office and is great operator. Her attention to detail is second to none and the patients love her.
As a part of her job, she needs to do weekly reporting in a spreadsheet you have created for her. Amy’s problem is that
her excel skills aren’t up to your expectations. She makes mistakes and she is slow in creating the weekly reports and
sometimes has to work after hours to get them done.
Use the On-the-Go coaching model to support and develop Amy.

Scenario: Laura
Laura, who is your steri nurse, has been working with you in the practice for many years. She prides herself in her work
and takes any criticism about the steri bay very personally.
You have just introduced some new compliance protocols and Laura is struggling.
She keeps doing things in the way she always has done. “Why change something that isn’t broken” she says. It is
important for you to support her to embrace the new protocols (bagging and documentation of sterilisation).
Use the On-the-Go coaching model to support and develop Laura.

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Actions
After this module.
• Share your new skills with the team
• There is more material in PrimeGo
• Practise your coaching skills and make notes about what works and where your challenges are
• Identify the gaps
• Discuss how to close the gaps

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