1 Coaching A Path to Long Term Excellence. From Coaching: Evoking Excellence in Others by James...
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Transcript of 1 Coaching A Path to Long Term Excellence. From Coaching: Evoking Excellence in Others by James...
11/25/02 Karyn Lazarus 541-917-1873 2
From Coaching: Evoking Excellence in Others by James Flaherty
Why Coaching Now
Innovation is endless Retention of people Working in a multicultural environment Others?
11/25/02 Karyn Lazarus 541-917-1873 3
From Coaching: Evoking Excellence in Others by James Flaherty
Desired Results of Coaching
Long Term Excellent Performance Self-Correction Self-Generation
11/25/02 Karyn Lazarus 541-917-1873 4
From Coaching: Evoking Excellence in Others by James Flaherty
Amoeba Model vs. What Really Happens
Needle
Sugar
(poke)
(reward)
•Doesn’t have long term effect•Rewards can occur w/o effort•Eliminates self-correction•Action only taken when prompted•Eliminates self-generation
11/25/02 Karyn Lazarus 541-917-1873 5
From Coaching: Evoking Excellence in Others by James Flaherty
Premises of Coaching
Behavior Structure of Interpretation
PracticesLanguage
Job of coach:•Understand the client’s structure of interpretation•In partnership alter this structure to get desired outcomes•By providing a new language (self-correction and self-generation) and•By providing practices (long term excellent performance)
11/25/02 Karyn Lazarus 541-917-1873 6
From Coaching: Evoking Excellence in Others by James Flaherty
Coaching Principles
Pragmatism•Outcome based•Relentless Correction
Two Tracks•Client and coach engaged in learning•Breakdowns may occur in either’s commitment or competence
Always/Already•Always in the middle of something•Not empty vessels•Immediate concerns•Current commitments
Techniques Don’t Work•Manipulative•Undermine dignity•Foster resistance and resentment
RelationshipMutually Satisfying Based on Mutual Respect Mutual Trust Freedom of Expression
11/25/02 Karyn Lazarus 541-917-1873 7
From Coaching: Evoking Excellence in Others by James Flaherty
Coaching ProcessEstablishRelationship
RecognizeOpening
Observe/Assess
EnrollClient
CoachingConversation
11/25/02 Karyn Lazarus 541-917-1873 8
From Coaching: Evoking Excellence in Others by James Flaherty
Coaching ProcessEstablishRelationship
RecognizeOpening
Observe/Assess
EnrollClient
CoachingConversation
•Shared commitment•Mutual Trust•Mutual Respect•Mutual Freedom of Expression
11/25/02 Karyn Lazarus 541-917-1873 9
From Coaching: Evoking Excellence in Others by James Flaherty
Coaching ProcessEstablishRelationship
RecognizeOpening
Observe/Assess
EnrollClient
CoachingConversation
•Types of Openings Performance ReviewNew SkillExpressed frustration, need or disappointment Interruption in accomplishmentBroken promisesRequestsBusiness needs: high/lower costs
•ResistancesHabitSocial Identity
11/25/02 Karyn Lazarus 541-917-1873 10
From Coaching: Evoking Excellence in Others by James Flaherty
Coaching ProcessEstablishRelationship
RecognizeOpening
Observe/Assess
EnrollClient
CoachingConversation
•A way of speaking about the person, it is not the person•Keep the client a mystery•Validity of process is based on usefulness
11/25/02 Karyn Lazarus 541-917-1873 11
From Coaching: Evoking Excellence in Others by James Flaherty
Coaching ProcessEstablishRelationship
RecognizeOpening
Observe/Assess
EnrollClient
CoachingConversation
•Define outcomes•Establish commitment of coach•Establish commitment of client•Confront potential hindrances•Continue steps until completion
11/25/02 Karyn Lazarus 541-917-1873 12
From Coaching: Evoking Excellence in Others by James Flaherty
Coaching ProcessEstablishRelationship
RecognizeOpening
Observe/Assess
EnrollClient
CoachingConversation
Type Timing Examples
One Once InterventionRequestClarifying standardsAddressing lack of
Two Several Not open to inputNot organizedComplex skill attainmentOver-commitment
Three Months Discovering purposeLong-term financial commitmentsBeginning/Ending relationshipRaising children
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From Coaching: Evoking Excellence in Others by James Flaherty
Sample Self-Observation Exercise
Invent, by declaration, an internal separation in yourself. Divide yourself into two persons, one who acts/reacts in life and one who observes and is passive in life.
Begin to observe how you react in life. Observe what happens (life) and then what you do, say, feel, think, your reactions, etc. Observe quietly, passively. Keep noticing your judgment about yourself, about others, about life. Observe your internal states as well as what you show the world.
At the end of each day, scan through your day again and note what happened and how you reacted.
Do this exercise for ten days.
11/25/02 Karyn Lazarus 541-917-1873 14
From Coaching: Evoking Excellence in Others by James Flaherty
Sample Practice Exercise
Objective: To become aware of my challenging behaviors and their consequences.
Instructions:
Stop twice each day – at midday and at the end of the day --- and ask yourself the following questions.I suggest you anticipate this exercise by observing yourself throughout your day. You may wish to record your responses in your journal.
1. Who did I challenge today?2. Why?3. What were al the outcomes of this challenge4. What actions will I take from what I observed?
11/25/02 Karyn Lazarus 541-917-1873 15
From Coaching: Evoking Excellence in Others by James Flaherty
Appendix
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From Coaching: Evoking Excellence in Others by James Flaherty
Assessment Model: 5 Elements Model
Immediate concerns Ask what those are
Commitments Competency to achieve commitments
Future Possibilities Desired achievements Potential roadblocks Potential solutions
Personal/Cultural History Mood
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From Coaching: Evoking Excellence in Others by James Flaherty
Assessment Model: Domains of Competence
Self-Management (I)
Relationship (others)
Facts and Events
Qualities: Vision, passion, integrity,Trust, curiosity, daring. Skills: self-observation, -knowledge, -management, -remembering, -consistency.
Qualities: Empathy, openness,Optimism, faith, reliability.Skills: Listening, speaking,setting standards, learning,and innovating.
Qualities: Rigor, objectivity, persistence, creativity,focus. Skills: Analyzing, predicting, simplifying, building Models, organizing and prioritizing.
11/25/02 Karyn Lazarus 541-917-1873 18
From Coaching: Evoking Excellence in Others by James Flaherty
Assessment Model: Components of Satisfaction and Effectiveness
Intellect Making distinctions Predicting consequences of action
Emotion Bring people or events close or moving them away
Will What is said will happen does happen
Context Done inside of purpose
Soul Compassion/kindness Experience of connectedness
11/25/02 Karyn Lazarus 541-917-1873 19
From Coaching: Evoking Excellence in Others by James Flaherty
Type One Coaching Conversation Process
Enrollment Clarifying Intention Revealing Thought Process Invitation to See a New Way New Actions and Offering Support
11/25/02 Karyn Lazarus 541-917-1873 20
From Coaching: Evoking Excellence in Others by James Flaherty
Follow-Up Conversations
Type Two Coaching Conversation Process
Openings for coaching:•Work breakdown•Enhancing competence•New possibility: role, product, market
Observation of Client•Assessing structure of interpretation•Assessing level of competence•Observing client behavior associated with topic of coaching
Session I•Enrollment•Clarify outcomes•Promising support•Observation exercises•Setting up communication•Planning follow-up
Session II•Report on observation exercise•Discuss new behavior•Assign new practices
Session III•Report on new practices•Results of new behavior•Effect of new competence: relationships, identify, effectiveness•Recommendations for the future
Follow-Up Conversations
11/25/02 Karyn Lazarus 541-917-1873 21
From Coaching: Evoking Excellence in Others by James Flaherty
Type Three Coaching Conversation Process
1. What will you specifically recognize the fulfillment of the coaching program? List observable phenomena.
2. What distinctions must the client incorporate in order to fulfill the outcome as specified?
3. What distinctions (e.g., belief, fear, negative assessment) must the client abandon?
4. What life-world structures (habits, relationships, practices, etc.) maintain the hindering distinctions?
5. What exercises(s) or practices(s) can you assign that will allow your client to observe these distinctions and structures?
6. What practices can you assign that will incorporate the new distinctions (from #2 above)
7. What are the likely potential breakdowns in your client’s enacting these practices?
8. What will these breakdowns reveal t your client? Should you allow the breakdowns to happen to try to prevent them?
9. What support will your client require during the program, especially during breakdown?
10. Who can provide support for your client?
11. How could you structure this coaching program?
12. What metaphor(s) could you use to show the outcome of the program to your client?
13. What paperwork (calendars, worksheets, etc.) would support your client?
14. How can you present this program to your client? What questions is your client likely to have? What concerns? What objections? How can you address these?