A definition of coaching “A process that enables learning and development to occur and thus...
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A definition of coaching “A process that enables learning and development to occur
and thus performance to improve.
To be successful a Coach requires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are appropriate to the context in which the coaching takes place"
Source: Eric Parsloe
Another definition of coaching “Systematically increasing the capability and work
performance of someone by exposing him or her to
work-based tasks or experiences that will provide
the relevant learning opportunities, and giving
feedback to help him or her to learn from them”
Source: Redshaw
Three things needed to prompt learning
Desire - the degree of ‘want’ required
Opportunity - the time and support needed
Competence - the capability to deliver
Source: Andrew Gibbons
Three things new coached behaviours should do…
Create optimum customer valueBe managed by the coached personBe recognised when seen by coach/ed
Source: Burdett
Three things coaching offers
Time out from constant decision making
Confidentiality and safety
Detached companionship
Source: Blackman and Sheppard
Three levels of coaching
Behavioural
Underlying drivers
Root causes
Source: Riddle and Ting
Three issues underpinning learning
Much of what we do as humans is habitual and unexamined
Even though we may have years of experience, few of us have developed
an effective practice of learning from that experience
When we discover a successful way of doing something, we tend to hang
on to it, even, or perhaps especially, when things have changed around us
Source: Bowerman and Collins
Three common coaching misconceptions
Really successful people don’t need coaches
Coaching takes to much time
A coach is the same as a mentor
Source: Susan Battley
Three musts for a coach
Identify parts of role that will make a difference
Specify behaviours that differentiate high performance
Agree behaviours required and maintain dialogue
Three elements to compassionate coaching
Empathy and understanding of other’s feelings
Caring for the other person
Willingness to act in response to the person’s feelings
Source: Botatzis et al
Learningdifficulty
Competitive advantage from difficult learning
LowLow
High
HighValue to the organisation
High difficultyLow value
High difficultyHigh value
Low difficultyHigh value
Low difficultyLow value
Four things being coached involves
Having clear, written objectives
Taking supported responsibility for own development
Asking for feedback and suggestions
Building networks via coach’s contacts
Four outcomes to seek from coaching
Enhanced self-awareness
Building new skills, and adjust behaviour
Review of work and management style
Achieve better performance objectives
Source: Thomas and Saslow
Four basic steps to coaching
Set specific goals and long-term aims for the process
Explore current reactions, problems and possibilities
Identify options leading to realistic goals
Commit to a timed action plan to achieve goals
Commit to a timed action plan to achieve goals
Source: King and Eaton
The SURE model of coaching
S et context
U nderstand situation
R esolve issues
E establish actions
Four types of advice
Strategic big picture view
Operational day to day work
Political interpersonal relationships and power
Personal dealing with emotional states
Source: Briscoe
Four coaching warning signs
Blindly accepting the need for a coach
Choosing a coach as a status symbol
Fuzzy needs identification
Lack of an exit strategy
Source: Noer
Four types of coaching
Counselling
Encouraging and mentoring
Learning and development
Confrontation
Source: Bulletpoint
Four things a coached person must do
Be receptive to new ways of looking at
problems and solutions
Agree the coach acts as an ‘ego check’
Feel and exhibit ‘values harmony’ with
their coach
Accept the coach has the right background, credibility and skills
Source: Axsmith
Four parts to the GROW coaching model
G establish goal
R examine reality
O consider options
W map the way forward
Five tips for coaches Five tips for coaches
Get your timing rightGet your timing right
Listen to ensure full understandingListen to ensure full understanding
Learn to deal with emotions positively Learn to deal with emotions positively
Give feedback and criticism skilfully Discuss Give feedback and criticism skilfully Discuss
and understand career goalsand understand career goals
From: BarryFrom: Barry
Five ways to be a coach Five ways to be a coach
C C onnectingonnecting
O O observing performanceobserving performance
A A ssessing high performance ROI areasssessing high performance ROI areas
C C onversingonversing about performanceabout performance improvementimprovement
H H oning competenceoning competence Source: GabrielleSource: Gabrielle
Five features of the ‘ideal’ coached Five features of the ‘ideal’ coached personperson
ReceptiveReceptive
AdaptableAdaptable
OpenOpen
DisciplinedDisciplined
Non confrontationalNon confrontational
Source: BulletpointSource: Bulletpoint
Five feelings coached people needFive feelings coached people need
That they are breaking new groundThat they are breaking new ground
That they are heard and respectedThat they are heard and respected
That they can be open and spontaneousThat they can be open and spontaneous
That their coach is qualified and competentThat their coach is qualified and competent
That it’s safe to explore emotions That it’s safe to explore emotions
From: O’Neill and BroadbentFrom: O’Neill and Broadbent
Five rules when coaching Five rules when coaching high performershigh performers
Quickly get their attentionQuickly get their attention
Demand commitmentDemand commitment
Connect via a common languageConnect via a common language
Hit hard enough to hurtHit hard enough to hurt
Engage curiosity and competitive instinctsEngage curiosity and competitive instincts
Source: Ludenes and ErlandsonSource: Ludenes and Erlandson
Five steps to coachingFive steps to coaching
Set clear goals and expectationsSet clear goals and expectations
Understand priority learning needsUnderstand priority learning needs
Observe and analyse behaviourObserve and analyse behaviour
Give feedback directly and skilfully Give feedback directly and skilfully
Provide positive reinforcementProvide positive reinforcement
Source: JohnsonSource: Johnson
Five benefits of coachingFive benefits of coaching
Intense one-to-one attentionIntense one-to-one attention
Expanded thinking via dialogue with a curious outsiderExpanded thinking via dialogue with a curious outsider
Self awareness – exploring blind spotsSelf awareness – exploring blind spots
Personal accountability for developmentPersonal accountability for development
Just in time learningJust in time learning
Source: TurnerSource: Turner
Five things coached people must doFive things coached people must do
Confront significant personal issuesConfront significant personal issues
Tolerate discomfort, awkwardness and vulnerabilityTolerate discomfort, awkwardness and vulnerability
Accept feedback, and depersonalise setbacksAccept feedback, and depersonalise setbacks
Retain curiosity and seek powerful insightsRetain curiosity and seek powerful insights
Maintain motivation, and show emotional resilienceMaintain motivation, and show emotional resilience
From: FrischFrom: Frisch
Six things coaching is aboutSix things coaching is about
Individual needs and issuesIndividual needs and issues
A process not an eventA process not an event
Asking open ended questionsAsking open ended questions
Failure as much as it about success The Failure as much as it about success The coach putting him/herself second Keeping focused coach putting him/herself second Keeping focused
on clear objectiveson clear objectives
From: BulletpointFrom: Bulletpoint
Six principles for coachesSix principles for coaches
Create a safe, challenging environmentCreate a safe, challenging environment
Work to the coached person’s agendaWork to the coached person’s agenda
Facilitate and collaborateFacilitate and collaborate
Promote self-awarenessPromote self-awareness
Encourage sustainable learning from experienceEncourage sustainable learning from experience
Model what you coachModel what you coach
Source: Riddle and TingSource: Riddle and Ting
Six questions for coached peopleSix questions for coached people
What do you need to achieve?What do you need to achieve?
What is happening now?What is happening now?
What What couldcould you do? you do?
What will you do?What will you do?
How and when will you do it?How and when will you do it?
How will you sustain success?How will you sustain success?
Six musts for a coachSix musts for a coach
TrustTrust
Mutual respectMutual respect
A sense of common purposeA sense of common purpose
IntegrityIntegrity
OpennessOpenness
Honesty Honesty
Source: John BurdettSource: John Burdett
Seven questions for potential coachesSeven questions for potential coaches
What is your experience as a coach?What is your experience as a coach?
Where did you learn how to coach?Where did you learn how to coach?
What coaching qualifications do you hold?What coaching qualifications do you hold?
What is your coaching niche?What is your coaching niche?
What specialist skills and experience can you offer?What specialist skills and experience can you offer?
What process or methodology do you use as a coach?What process or methodology do you use as a coach?
What are your coaching success stories?What are your coaching success stories?
From: Chinsky From: Chinsky
Seven coaching Seven coaching competenciescompetencies
Framing questions that make learners think deeplyFraming questions that make learners think deeply
Being a resource - removing barriers to learningBeing a resource - removing barriers to learning
Holding back, not providing all the answersHolding back, not providing all the answers
Creating and promoting a learning environmentCreating and promoting a learning environment
Using analogies, scenarios and examplesUsing analogies, scenarios and examples
Engaging others to support the learning applicationEngaging others to support the learning application
Providing feedback constructively Providing feedback constructively
Source: Ellinger and BostrumSource: Ellinger and Bostrum
Seven important coaching skillsSeven important coaching skills
AttendingAttending Giving and receiving feedbackGiving and receiving feedback
Drawing outDrawing out
SilenceSilence Suspending judgementSuspending judgement
Recognising and expressing feelingsRecognising and expressing feelings ParaphrasingParaphrasing
Source: David MegginsonSource: David Megginson
Seven coaching core competenciesSeven coaching core competencies
Establishing a coaching contract or agreementEstablishing a coaching contract or agreement
Creating trust and intimacyCreating trust and intimacy
Building an open, flexible, confident relationshipBuilding an open, flexible, confident relationship
Intense focus, active listening, powerful questioningIntense focus, active listening, powerful questioning Use of language that has real impactUse of language that has real impact
Prompts awareness and insight in the coached personPrompts awareness and insight in the coached person
Designing actionsDesigning actions and setting goals that change thingsand setting goals that change things Manage process, hold attention, clarify accountabilityManage process, hold attention, clarify accountability
Source: Wright Source: Wright
Seven essentials for coachesSeven essentials for coaches
Develop your skills as a coachDevelop your skills as a coach
Focus on coachee’s needs not your ownFocus on coachee’s needs not your own
Be clear on objectives and outcomesBe clear on objectives and outcomes
Centre on learning issuesCentre on learning issues
Keep listening, stay focusedKeep listening, stay focused
Look for small gainsLook for small gains
Know yourselfKnow yourself Source: Bulletpoint Source: Bulletpoint
Seven principles when helping Seven principles when helping people to learnpeople to learn
People know more then they think they knowPeople know more then they think they know
Everyone has resources for improving performanceEveryone has resources for improving performance
Useful questions are worth more than commandsUseful questions are worth more than commands
Each person is responsible for their own contributionEach person is responsible for their own contributionto the organizationto the organizationEvery setback provides a learning opportunityEvery setback provides a learning opportunityExperiments precede learningExperiments precede learningChallenging but achievable goals bring out the bestChallenging but achievable goals bring out the best in people in people
Source: King and EatonSource: King and Eaton
The ACHIEVE coaching modelThe ACHIEVE coaching model
A A ssess the current situationssess the current situation
C C creative brainstorming of alternativescreative brainstorming of alternatives
HH one goals one goals
II initiate options initiate options
E E evaluate best routeevaluate best route
V V alid action programmingalid action programming
EE ncourage momentum ncourage momentum
From: Dembrowski et alFrom: Dembrowski et al
Seven actions of the best coachesSeven actions of the best coaches
Connecting personally, recognising where client isConnecting personally, recognising where client is
Active skilled listening, reflecting back, caringActive skilled listening, reflecting back, caring
Demonstrating learning and trial and error lessonsDemonstrating learning and trial and error lessons
Maintaining dialogue, keeping in contact Maintaining dialogue, keeping in contact
Showing integrity and generating trustShowing integrity and generating trust
Pushing the client when necessaryPushing the client when necessary
Tuning into organisational issues and poloiticsTuning into organisational issues and poloitics
From: Hall, Otazo and Hollenbeck From: Hall, Otazo and Hollenbeck
Seven things the best coaches knowSeven things the best coaches know
They are not in control of the process They are not in control of the process
Listen attentively and explore insightfullyListen attentively and explore insightfully
Probe thoroughly without being intrusiveProbe thoroughly without being intrusive
Suspend judgement, encourage and supportSuspend judgement, encourage and support
Monitor and control your own beliefs and viewsMonitor and control your own beliefs and views
The right time to call on experience and expertiseThe right time to call on experience and expertise
The need to structure the process appropriatelyThe need to structure the process appropriately
Source: Hutcheson Source: Hutcheson
The STRETCH model of coachingThe STRETCH model of coaching
S S et the contextet the context
T T ransfer issues to the learner - ensure ownershipransfer issues to the learner - ensure ownership
RR evisit what outstanding performance looks like evisit what outstanding performance looks like
EE stablish what’s in it for the learner stablish what’s in it for the learner
T T ake time to agree what specifically must changeake time to agree what specifically must change
C C atch them doing something right - praise and rewardatch them doing something right - praise and reward
HH ave time set aside to celebrate success ave time set aside to celebrate success
Source: John BurdettSource: John Burdett
Seven expectations of coachingSeven expectations of coaching
Ask high impact questionsAsk high impact questions
Focus on what is workingFocus on what is working
Build rapport and trustBuild rapport and trust
Clarify responsibilities and accountabilitiesClarify responsibilities and accountabilities
Stay focused on the results toy agreedStay focused on the results toy agreed
Listen deeply with eyes, ears and heartListen deeply with eyes, ears and heart
Model what you seek – walk your talkModel what you seek – walk your talk
From: Hallbom and Warrenton-SmithFrom: Hallbom and Warrenton-Smith
Eight learning skillsEight learning skillsSkilled learners:Skilled learners:
Anticipate and prepare for a learning experienceAnticipate and prepare for a learning experience
Recognise and fully exploit a learning experience Recognise and fully exploit a learning experience
Seek out new learning - they don’t wait passively for thisSeek out new learning - they don’t wait passively for this
Take risks and innovate - within parametersTake risks and innovate - within parameters
Look for, and appropriately accept help and feedbackLook for, and appropriately accept help and feedback
Are Are constructively constructively self analytical and criticalself analytical and critical
Filter new learning, making associations and connections Filter new learning, making associations and connections Overcome barriers and obstacles to their learningOvercome barriers and obstacles to their learning
Source: Andrew Gibbons Source: Andrew Gibbons
Eight benefits of external coachesEight benefits of external coaches
Anonymity, confidentialityAnonymity, confidentiality
Experience in many organisationsExperience in many organisations
Expertise in political nuancesExpertise in political nuances
Wider range of ideas than typical internal coachWider range of ideas than typical internal coach
Broad expertise based on extensive experienceBroad expertise based on extensive experience
More objective, able to challenge and confrontMore objective, able to challenge and confront
Trusted not to disclose or play internal politicsTrusted not to disclose or play internal politics
From: Hall, Otazo and Hollenbeck From: Hall, Otazo and Hollenbeck
Eight roles of a coachEight roles of a coach
Goal settingGoal setting
Looking deeplyLooking deeply
Listening skilfullyListening skilfully
Empathising genuinelyEmpathising genuinely
Questioning powerfullyQuestioning powerfully
Giving feedback directlyGiving feedback directly
Intuiting accuratelyIntuiting accurately
Checking meaningfullyChecking meaningfully
From: Mark McGuinnessFrom: Mark McGuinness
Eight signs of a coachEight signs of a coach
Knowledge and experience of organisationsKnowledge and experience of organisations
Positive experience of making change happenPositive experience of making change happen
Skills in the dynamics of personal learningSkills in the dynamics of personal learning
Strong interpersonal skillsStrong interpersonal skills
Maturity, credibility and clear valuesMaturity, credibility and clear values
A strong educational backgroundA strong educational background
Well developed management skillsWell developed management skills
Flexibility – able to work in different ways and stylesFlexibility – able to work in different ways and styles
Source: Kirkland and MillerSource: Kirkland and Miller
Eight behaviours of the best Eight behaviours of the best coachescoaches
They can: They can:
Listen fully and with real interest and concern for the learnerListen fully and with real interest and concern for the learner
Communicate a genuine empathy and understandingCommunicate a genuine empathy and understanding
Adjust to another environment, terminology and work habitsAdjust to another environment, terminology and work habits
Set challenging yet realistically high expectationsSet challenging yet realistically high expectations
Diagnose accurately ‘what is going on’ and see ways forwardDiagnose accurately ‘what is going on’ and see ways forward
Develop a shared interest in the learner and their issuesDevelop a shared interest in the learner and their issues
Experiment and explore, suspending judgements Experiment and explore, suspending judgements
Find patterns in information and processes Find patterns in information and processes
From: Paul PohlmanFrom: Paul Pohlman
Eight things coaches do wellEight things coaches do well Create rapport and give undivided attentionCreate rapport and give undivided attention
Help set clear goals to ensure positive outcomesHelp set clear goals to ensure positive outcomes
Ensure learners drive the process - never ‘over-helping’Ensure learners drive the process - never ‘over-helping’
Clarify objectives and deadlines Clarify objectives and deadlines
Praise skilfully and genuinely, reinforcing positive effortPraise skilfully and genuinely, reinforcing positive effort
Give feedback well, both observation and interpretationGive feedback well, both observation and interpretation
Provide appropriate structure that supports learning Provide appropriate structure that supports learning Intuitively seeing when to change a plan or directionIntuitively seeing when to change a plan or direction
From: Daniel RobinFrom: Daniel Robin
Nine interpersonal skills for coachesNine interpersonal skills for coaches ListeningListening
RephrasingRephrasing
ArticulatingArticulating
ReframingReframing
EnablingEnabling
ClarifyingClarifying
ContextualisingContextualising
AdvisingAdvising
MotivatingMotivating Source: Griffith-HaynieSource: Griffith-Haynie