A definition of coachingA definition of coaching "a process that enables learning and development "a process that enables learning and development

to occur and thus performance to improve. To be successful to occur and thus performance to improve. To be successful a Coach requires a knowledge and understanding of process a Coach requires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are as well as the variety of styles, skills and techniques that are appropriate to the context in which the coaching takes appropriate to the context in which the coaching takes place"place"

Source: Eric ParsloeSource: Eric Parsloe

Another definition of coachingAnother definition of coaching “ “Systematically increasing the capability and work Systematically increasing the capability and work

performance of someone by exposing him or her to performance of someone by exposing him or her to

work-based tasks or experiences that will provide work-based tasks or experiences that will provide

the relevant learning opportunities, and giving the relevant learning opportunities, and giving

feedback to help him or her to learn from them” feedback to help him or her to learn from them”

Source: RedshawSource: Redshaw

Three things needed to prompt Three things needed to prompt learning learning

Desire - the degree of ‘want’ required.Desire - the degree of ‘want’ required.

Opportunity - the time and support needed.Opportunity - the time and support needed.

Competence - the capability to deliver.Competence - the capability to deliver.

Source: Andrew GibbonsSource: Andrew Gibbons

Three things new coached Three things new coached behaviours should do… behaviours should do…

Create optimum customer valueCreate optimum customer value

Be managed by the coached personBe managed by the coached person

Be recognised when seen by coach/edBe recognised when seen by coach/ed

Source: BurdettSource: Burdett

Three things coaching offersThree things coaching offers

Time out from constant decision makingTime out from constant decision making

Confidentiality and safetyConfidentiality and safety

Detached companionshipDetached companionship

Source: Blackman and SheppardSource: Blackman and Sheppard

Three levels of coachingThree levels of coaching

BehaviouralBehavioural

Underlying driversUnderlying drivers

Root causesRoot causes

Source: Riddle and TingSource: Riddle and Ting

Three issues underpinning learningThree issues underpinning learning

Much of what we do as humans is habitual and unexamined.Much of what we do as humans is habitual and unexamined.

Even though we may have years of experience, few of us have Even though we may have years of experience, few of us have

developed an effective practice of learning from that experience.developed an effective practice of learning from that experience.

When we discover a successful way of doing something, we tend to When we discover a successful way of doing something, we tend to

hang on to it, even, or perhaps especially, when things have changed hang on to it, even, or perhaps especially, when things have changed

around us.around us.

Source: Bowerman and CollinsSource: Bowerman and Collins

Three common coaching Three common coaching misconceptionsmisconceptions

Really successful people don’t need coaches Really successful people don’t need coaches

Coaching takes to much timeCoaching takes to much time

A coach is the same as a mentorA coach is the same as a mentor

Source: Susan BattleySource: Susan Battley

Three musts for a coachThree musts for a coach

Identify parts of role that will make a difference Identify parts of role that will make a difference

Specify behaviours that differentiate high performanceSpecify behaviours that differentiate high performance

Agree behaviours required and maintain dialogueAgree behaviours required and maintain dialogue

From: BurdettFrom: Burdett

Three elements to Three elements to compassionate coachingcompassionate coaching

Empathy and understanding of other’s feelings Empathy and understanding of other’s feelings

Caring for the other personCaring for the other person

Willingness to act in response to the person’s Willingness to act in response to the person’s feelingsfeelings

Source: Botatzis et alSource: 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 involvesFour things being coached involves

Having clear, written objectivesHaving clear, written objectives

Taking supported responsibility for own developmentTaking supported responsibility for own development

Asking for feedback and suggestionsAsking for feedback and suggestions

Building networks via coach’s contactsBuilding networks via coach’s contacts

From: PhillipsFrom: Phillips

Four outcomes to seek from Four outcomes to seek from coachingcoaching

Enhanced self-awarenessEnhanced self-awareness

Building new skills, and adjust behaviourBuilding new skills, and adjust behaviour

Review of work and management styleReview of work and management style

Achieve better performance objectives Achieve better performance objectives

Source: Thomas and SaslowSource: Thomas and Saslow

Four basic steps to coachingFour basic steps to coaching

Set specific goals and long-term aims for the processSet specific goals and long-term aims for the process

Explore current reactions, problems and possibilities Explore current reactions, problems and possibilities

Identify options leading to realistic goalsIdentify 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 EatonSource: King and Eaton

The SURE model of coaching The SURE model of coaching

S S et contextet context

U U nderstand situationnderstand situation

R R esolve issuesesolve issues

E E establish actionsestablish actions

Four types of adviceFour types of advice

Strategic big picture view Strategic big picture view

Operational day to day workOperational day to day work

Political interpersonal relationships and Political interpersonal relationships and power power

Personal dealing with emotional states Personal dealing with emotional states

Source: BriscoeSource: Briscoe

Four coaching warning signsFour coaching warning signs

Blindly accepting the need for a coachBlindly accepting the need for a coach

Choosing a coach as a status symbolChoosing a coach as a status symbol

Fuzzy needs identificationFuzzy needs identification

Lack of an exit strategyLack of an exit strategy

Source: NoerSource: Noer

Four types of coachingFour types of coaching

CounsellingCounselling

Encouraging and mentoringEncouraging and mentoring

Learning and developmentLearning and development

ConfrontationConfrontation

Source: BulletpointSource: Bulletpoint

Four things a coached person must Four things a coached person must do do

Be receptive to new ways of looking atBe receptive to new ways of looking at

problems and solutionsproblems and solutions

Agree the coach acts as an ‘ego check’ Agree the coach acts as an ‘ego check’

Feel and exhibit ‘values harmony’ withFeel and exhibit ‘values harmony’ with

their coachtheir coach

Accept the coach has the right background, credibility and Accept the coach has the right background, credibility and

skillsskills

Source: AxsmithSource: Axsmith

Four parts to the GROW coaching Four parts to the GROW coaching modelmodel

G G establish goalestablish goal

R examine realityR examine reality

O consider optionsO consider optionsW W map the way forwardmap 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 politicsTuning into organisational issues and politics

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 GibbonsSource: 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