h r professionals business coaching guide

NASA Business Coaching Handbook

A Guide for NASA Human Resources Professionals

August2006

Contents

I. Overview

Introduction......................................................................................................................................1

WhatIsBusinessCoaching?............................................................................................................1

NASA’sStrategicApproachtoCoaching........................................................................................3

CharacteristicsofEffectiveCoaches...............................................................................................4

TheBenefitsofBusinessCoaching.................................................................................................4

CandidatesforCoaching..................................................................................................................5

NASACoachingOptions.................................................................................................................5

InternalCoaching.............................................................................................................................6

ExternalCoaching............................................................................................................................7

SupervisoryCoaching......................................................................................................................9

II. The NASA Coaching Process

Step1:MeetwithCenterCoachingPOC......................................................................................10

Step2:CoachAssessmentandSelection.......................................................................................10

Step3:Coaching............................................................................................................................11

Step4:PeriodicAssessments.........................................................................................................11

Resources.......................................................................................................................................11

III. Participation Forms

FormA:CoachingApplication......................................................................................................12

FormB:CoachingPreferencesGuide...........................................................................................13

FormC:CoachingAgreement.......................................................................................................18

FormD:MidpointAssessment......................................................................................................20

FormE:FinalAssessment.............................................................................................................22

FormF:FollowupAssessment......................................................................................................27

FormG:SupervisoryAssessment..................................................................................................29

Introduction

This handbook describes what business coachingisandhowit isbeingmadeavailable toNASAem-ployees.NASAiscommittedtodevelopingitsgreatestasset, its employees.Whilealreadyheavily investedintechnicaltraining,NASAhasbecomeincreasinglyawareof theneedformanagers tobalancetechnicalskillswiththehumanresourcescapabilitiesthatwillmotivate employees to reach their full potential.Thepracticeofcoachinghasbeensuccessfullyintroduced

What is Business Coaching?

Businesscoachingfocusesonaligningorganizationaland individual goals to improve individual perfor-mance and mission results. Three different types ofcoaching relationships are used at NASA: external,internal, and supervisory.With external and internalcoaching, there isa facilitative,one-to-one,mutuallydesigned relationship between a coach and an indi-vidual. Supervisory coaching occurs in the courseof day-to-day interactions between managers andemployees. Coaching benefits the Agency by foster-ingimprovedperformance,andbyproducingresultsthat are observable, measurable, and commensuratewith the performance requirements of the personbeingcoached.

Coachingismosteffectivelyemployedwhenitisusedtodooneormoreofthefollowing:

1. Addressindividualandorganizationalchange whichwillimprovemissionperformance

2.Enablepersonaltransformationand career-roletransition3.Supportthedevelopmentoffutureleadersfor theAgency4. Address a specific problem area or challenge5.Facilitatethecreationofanorganizational culturethatvalueslearning,creativity,and continuousimprovement

Executive coaching includesprinciples fromsportscoaching such as teamwork, personal excellence,and“goingforthegoal.”Butunlikesportscoaching,executive coaching is not about competition. Anexecutive coach focuses on helping an individu-al “learn what it takes” for him or her to improveexisting capabilities, set meaningful goals, and beaccountable for his or her results. A coach helpsan individual identify, understand, and eliminatebarrierstomoreeffectiveperformance.

atmanyCentersasaneffectivemeansofdevelopingtheNASAworkforce.Becauseofthepositiveimpactcoachingactivitieshavehadtodate,NASAhasestab-lished coaching as a primary tool for implementingit’sHumanCapitalStrategicPlan.TheNASACoach-ingDevelopmentTeamhascreatedthisguidetohelphuman resources (HR)professionalsunderstandandusecoachingeffectivelytoimproveindividualandor-ganizationalperformance.

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Business coaching is often confused with otheremployee development fields such as mentoring and consulting.The following table illustrates thedifferences between business coaching and otherformsofdevelopment.

Development Expertise Conversation

BUSINESS COACHING: A coach concentrates on personal and professional success. How effective is the individual at achieving their goals and getting what they want out of life? Coaching is future-focused, aimed at identifying and under-standing barriers and designing strategies and actions to eliminate those barriers and improve effectiveness. Knowledge resides with the individual being coached.

I know how to help you identify and design learning strategies and actions that will work best for you.

“What have you tried? How has this worked? What else can you try?”.

TRAINING: A trainer provides a structured program based on personal knowledge. The focus is on the acquisition of specific knowledge or skills. The trainer has the knowledge.

Here is what I know about this subject.

“Research and experi-ence have shown this to be the best way.”

MENTORING: A mentor provides knowledge, information, and advice based on his/her experience. The focus is on passing on guidance that helped the mentor be successful in a similar situation in the past. The experience resides with the mentor.

My experience hasbeen that you shoulddo it this way.

“This is how I did it.”

CONSULTING: A consultant gives expert advice.The focus is on acquiring a specific technical expertise.The consultant has the knowledge.

I know how, and this is what you are paying me to tell you.

“This is how to do it.”

TRADITIONAL SUPERVISON: A supervisor provides direction and guidance regarding the execution of specific duties. The focus is on understanding how to do the job a specific way. Knowledge resides with the supervisor.

I know how, and this is what you must do.

“Do it this way.”

COUNSELING OR THERAPY: A counselor or therapist provides support in enabling individuals to deal with experiences that are negatively impacting their lives. The focus is on recon-ciling the past. Understanding resides with the individual only after the counselor has supported the reconciliation process. Knowledge eventually resides with the individual.

I know how to guideyou to psychologicalwell-being.

“What happened in the past that is inhibiting you from getting what you want out of life today?”

ATHLETIC DEVELOPMENT: An expert guides and directs actions based on experience and knowledge. The focus is on actions or behaviors that are being executed poorly or incor-rectly. Knowledge resides with the athletic coach.

I see what you aredoing wrong and Ican show you howto improve.

“You need to do this in order to achieve the results you want.”

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“Thescarcestresourceintheworldisleadershiptalent,capableofcontinuouslytransformingorganizationstowinintomorrow’sworld...allpeoplehaveuntappedpotential...withcoachingandpractice,wecanallgetbetteratit.”

—NoelTichy,The Leadership Engine

NASAisimplementingcoachingAgency-wideaspartofitsStrategicHumanCapitalPlan(SHCP)initiativeinresponsetothePresident’sManagementAgenda.Inpart,theAgendastates:“...Agenciesmustmakebet-ter use of the flexibilities currently in place to acquire anddevelop talentand leadership. . . .Humancapi-talstrategieswillbelinkedtoorganizationalmission,vision, core values, goals, and objectives. . . . Highperformance will become a way of life that defines thecultureoftheFederalservice....Thesystemwillattract and retain talentedpeoplewhowill demandand deliver sustained excellence and high levelsofperformance.”

Pillar 3.0 of the NASA SHCP is Learning: “NASApromotes a knowledge-sharing culture and a climateof openness, continuous learning and improvement.”FlowingfromthisareGoal3.1,“NASAhasaclimateofopensharingofrelevantknowledgetofacilitatebestpractices, promote personal and professional growth,andavoidfailures,”andStrategy3.1.1,“Strategicallyinvest in training and development opportunities, in-cludingcoachingandmentoring,andfosteraclimateofcontinuouslearningandimprovement.”

TheSHCPPillar5.0,Leadership,statesthat“NASAensuresithasleaderswhoareadaptable;whoinspire,motivate, and guide others toward goals; who men-torandchallengetheworkforce;andwhodemonstratehigh standards of honesty, integrity, trust, openness,andrespect.”Goal5.1ofthispillarstatesthat,“NASArecruits,selects,hires,andretainsadiverse,high-per-forming cadre of leaders who are nurtured throughtraining and development opportunities,” whichconcurswithStrategy5.1.2, “Providementoring,training,development,andcoachingopportunitiesto equip employees to assume leadership positionswithintheAgency.”

NASA’sstrategyfordevelopingcoachingformissionresultsisthree-fold:

1.Toprovideleaders,managers,andsupervisors withtraining,experience,andtoolstoincorporate coachingconversationsintotheirdaily professionalwork.2.Todevelopinternalcoachingexpertiseasacost- effective,cross-Agencyresourcetodrawfrom, andtoensurethatNASAhastheexpertisetobe a“smartbuyer”ofcoachingservices.3.Tocontinuetoutilizeexternalcoachesand organizationaldevelopmentspecialiststobuild ontheAgency’sinternalefforts.

NASA’s Strategic Approach to Coaching

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Executive coaches help individuals set and achievedesired goals and necessary results. Coaches utilizequestionsandassessmenttoolstohelpindividualsbe-comemoreeffective.Throughtheinsightgainedfromassessment tools and observations by the coach, in-dividualsbecomemore self-awareof their strengthsandbarriers,anddevelopstrategiesandplanstoreachtheirgoals.

The role of a coach is that of a nonjudgmental,strategicbusinesspartner.Thecoaching relationshipisbuiltontrust.Coachingconversationsmustremainconfidential between the individual and the coach in orderfor thepartnershiptowork.WhenNASApro-vides coaching, the relationship extends to the indi-vidual’s supervisor, who helps define the performance goalsandprovidesfeedbackonprogress.

Coaches at NASA must demonstrate knowledgethroughtheirpastexperienceandapplicationofbasiccompetencies. NASA has adopted the competenciesidentified by the International Coaching Federation

Characteristics of Effective Coaches(ICF). First, the coach must meet the ethical guide-lines of the profession. Other competencies includetheabilityto:

•Establishacoachingagreement•Establishatrustingrelationshipwith thecoachee•Befullypresent,attentive,andspontaneous•Expressactivelistening•Askpowerfulquestions•Beadirectcommunicator•Createandraisepersonalawareness•Designandcreateactionplansand actionbehaviors•Developplansandestablishgoalswith thecoachee•Managetheprogressofthecoacheeandhold themaccountablefortheiractions

Inadditiontotheabove,effectivecoachesbelieveinthepotentialoftheirclientanddemonstrateapersonalintegrityin“walkingthetalk.”

Therearemanyreasonswhyanindividualmaychoosetoworkwithabusinesscoach.Thismotivationcanbedescribedingeneraltermsasadesiretoimproveper-formance,rebalancepriorities,andincreaseawareness.

Improve Performance

• Thereissomethingatstake(achallenge,stretch goal,oropportunity)thatisurgentandcompelling• Thereisadesiretoaccelerateresults• Thereisaneedandadesiretobetterorganizeand becomemoreself-managing• Thereisaneedtoimproveperformancethat requiresmorethantheacquisitionofnew knowledgeorthedevelopmentofnewskills

Rebalance Priorities

• Workandlifeareoutofbalance,andthisiscreating unwantedconsequences• Thereisaneedforacoursecorrectioninworkor lifeduetoasetback• Thereisadesireforworkandlifetobeless stressfulorcomplicated

Increase Awareness

• Thereisaperceivedgapinknowledge,skills, confidence, or resources • Anindividualhasastyleofrelatingthatis ineffectiveorisnotsupportingtheachievementof relevantgoals• Thereisalackofclarity,andtherearechoicesto bemade• Theindividualissuccessful,butthissuccesshas alsogeneratednegativeconsequences• Thereisadesiretoidentifycorestrengthsand effectivelyleveragethem• Theindividualwantstoparticipateinarigorous andhonestself-appraisal

Results fromcoachingcan include improvedperfor-mance and working relationships, better teamwork,and reduced conflict. When coaching producesbetteralignmentbetweenpersonalandorganizationalvaluesandgoals, the resultsoften include increasedjobsatisfactionandorganizationalcommitment.

The Benefits of Business Coaching

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Optimalcandidatesforcoachingareexecutiveswho:

1.Realizethattheyneedtoimprovetheirperfor- mancebutrequiremorethantheacquisition ofnewknowledgeorthedevelopmentof newskills2.Areopentoparticipatinginarigorousand honestself-appraisal3.Arewillingtoaskforhelpandrealizethat someoneelsecanassisttheminbecoming moreeffective4.Arewillingtodevotethetimeandefforttowork withthecoachtomakechangesoveraperiod ofmonths

5.Arewillingtotrustanotherpersonandtalk abouttheirstrengthsandchallenges

Executives considering coaching should think aboutcareer goals and how coaching could help achievethem. Executives may also find it helpful to ask themselves questions that will clarify their expec-tationsforthecoachingpartnership,suchas:HowdoIexpectcoachingtohelpmereachmygoals?Arethereother activities, such as training or mentoring, thatbetter fit my developmental needs at this time?

Candidates for Coaching

NASA’sgoalincoachingistoequipemployeeswiththetoolsandopportunitiesneededforself-develop-ment.Acoachservesasacatalysttotheindividual’sdevelopment. In performing as a strategic businesspartner, a coach demonstrates credibility and theability to forge partnerships of trust, inspire com-mitment, focus on goals that matter, promote per-sistence,andaskthetough,strategicquestionslead-ing toperformancebreakthroughs.Becauseof this,

NASAworkstoensure thatemployeeshaveaccessto coaches who possess a broad diversity of back-grounds(jobfunction,gender,culture,etc.).NASAhasbothaninternalandexternalcoachingcapacity.Ultimately,selectionofacoachwillbebaseduponthecoach’sexperienceandskillandhis/herabilitytorelatetotheindividualbeingcoached.NASAbuildsitscoachingcapacityinternallyandexternallyasde-pictedinthefollowingdiagram.

INTERNAL COACHING CAPACITY• Certified Coaches

• Organization Development• Human Resources Management

Community

SUPERVISORYCOACHING CAPACITY

• Managers• Supervisors

• Group Leaders

EXTERNAL COACHING CAPACITY• Professional Coach

Experts who serve the NASA community at large

Position-related experts

NASA Coaching Capacity

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NASA Coaching Options

Internal Coaching

Internal coaching is a facilitative one-to-one, mu-tually designed coaching relationship between aNASA civil servant certified coach and a key NASA employee who is accountable for highly complexdecisionswithwide scopeof impacton theNASAorganization,government,and industryasawhole.Theprimaryimpetusforengagingincoachingisor-ganizationalperformanceordevelopment,eitherofwhichmayhaveapersonalcomponentaswell.Theresults produced from this relationship are observ-able,measurable,andalignedwiththeperformancerequirements the individual (or NASA organiza-tion)hasestablished.CoachingservicesarearrangedthroughNASAHeadquartersortheCenterCoachingPointofContact(POC).

Inadditiontothecharacteristicsofaneffectivecoachdiscussedpreviously,NASAhasestablishedthefol-lowingstandardsforselectinginternalcoaches.

Coaching Certification—Allinternalcoachesmusthave coaching credentials from an ICF-certified trainingprogram.Tested Experience—The coach must have the ap-propriatelevelofcorporateexperiencetounderstandthe developmental, political, and environmentalneedsoftheemployee.

Skilled at Problem Diagnosis—Ifdiagnosticinstru-mentsareused,thecoachmustbeappropriatelycer-tified to administer those instruments to assess gaps, help identify blind spots for the individual beingcoached, determine outcome measurements (score-cardsforaccountabilities,pre-andpostassessmentstomeasure360-degreefeedback),andfacilitatecom-municationandfeedback.Results Oriented—The outcomes of the coachingrelationship should specify how the coaching suc-cesswouldbemeasured,evaluated,andrealizedbyindividual performance improvement and NASAmissionimpacts.Additionally,acoachingagreementfortheemployeeshouldbeestablishedupfrontandrefined throughout the coaching relationship.Knowledge and Application of Coaching Compe-tencies, including Interpersonal Competencies—Thecoachmustdemonstrateknowledgethroughpastexperience and application of competencies previ-ously identified.

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External Coaching

External coaching has all the same components asthose identified for internal coaches with the excep-tion that the relationship is between a key NASAemployee and a trained and certified coach hired fromoutsidetheAgency.Insomecases,NASAwilluse noncertified coaches based on previous perfor-mance.ThesecoachingservicesareprocuredthroughNASAHeadquartersortheCenterCoachingPointofContact(POC).

Inadditiontothecharacteristicsofaneffectivecoachdiscussedpreviously,NASAhasestablished the fol-lowingstandardsforselectingexternalcoaches:

Tested Experience—Coaches are required to havetherequisitenumberofdocumentedyearsofcoachingexpertise in the skill area to be addressed. ICF cer-tification is preferred. Ideally, the coach should have workexperienceatorabovetheleveloftheindividualbeingcoached.Thishelpstoensurethatthecoachhastheappropriatelevelofcorporateexperiencetounder-standthedevelopmental,political,andenvironmentalneedsoftheindividual.Skilled at Problem Diagnosis—Thecoachshouldbeappropriately certified to administer a variety of diag-nosticinstrumentstoassessgaps,helpidentifyblindspots for the individual being coached, determineoutcomemeasurements (scorecardsforaccountabili-ties,pre-andpostassessmentstomeasure360-degree

feedback),andfacilitatecommunicationandfeedback.Whenprocuringthecoach,thecontractlanguagewillspecifythetypesofdiagnosticinstrumentsthatwillbeusedaspartofthecoachingeffort.Results Oriented—The outcomes of the coachingrelationship should specify how success would bemeasured,evaluated,andrealizedbyNASAmissionresults. Additionally, a developmental plan for theindividual should be identified up front and refined throughoutthecoachingrelationship.Familiarity with Industry and Government—Ataminimum,thecoachshouldhaveaworkingknow-ledgeofNASA’sstrategicgoals, theNASALeader-ship Model, and the Office of Personnel Management (OPM) Executive Core Qualifications (ECQ). This in-cludesbroadlyunderstandingtheinternalsystemcon-structsofNASA(science,engineering,administrative)aswellas theexternalenvironmentinwhichNASAoperates,suchastheFederalgovernment,leadershipchallengesinthepublicsector,andunderstandingthelocalenvironment.Knowledge and Application of Coaching Compe-tencies, including Interpersonal Characteristics—Thecoachmustdemonstrateknowledgethroughpastexperienceandapplicationofcharacteristicsandcom-petencies previously identified.

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Required Qualifications for External Coaches

Thecontractorwillbeprovidedthefollowingmatrixasameansforratingandrankingpotentialcoaches.

% of Rating Rating Areas Excellent Meets Fails to Meet10 Number of Years of

Experience10 + 7-9 5-6

10 Certification ICF approved Other coaching certification or relevant

graduate degree

Related university course work

(human behavior, OD,psychology, etc.)

20 Skill and method of problem diagnosis*

Very high degree of proven ability. Use of valid & reliable tools &

methods

Usually high degree of proven ability

Moderate degree of proven ability

25 Ability to achieve results*

Always meets goals identified in Coaching

Agreement

Meets goalsidentified in Coaching

Agreement toa degree

Usually meets goals identified in Coaching

Agreement

10 Familiarity withindustry andgovernment

Broad experiencein both industry

and government, specifically with

technical/scientific organizations

Broad industryand government

experience

Broad industry or governmentexperience

20 Knowledge and application of coach-

ing competencies, including interpersonal

characteristics

Possesses all of the characteristics of effective coaches

identified in the NASA Coaching Guide to a high degree of skill

Possesses all of the characteristics, some

to a lesser degreeof skill

Possesses most of the characteristics, some

to a lesser degreeof skill

5 Discretionary High degreeof additionalqualifications

Some additional qualifications

Minor additional qualifications

Total 100%

*DegreeofprovenabilityinProblemSolvingandAbilitytoAchieveResultswillbeascertainedthroughexamplesoftangibleevidence.

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NASA has identified coaching as a basic supervisory competency.Supervisorycoachingiseffectivewhen:

1.Itbecomesawayofconductingeveryday communicationandisnotan“event,”and2.Itisfocusedonincrementalperformance improvementthroughincreasingself-awareness.

An important roleof the supervisor is to coachem-ployees in the courseof their everyday interactions.All NASA managers, supervisors, and team leadsare expected to have a level of proficiency in coach-ing their employees. This “real-time” coaching in-volves day-to-day observation with immediate,practical feedback on performance and behavior.A supervisor may pinpoint performance problemsor areas and skills needing improvement. Real-timecoaching can boost an employee’s confidence andenablehimorhertobetterunderstandhis/herstrengths

andhowtousethem.Coachingshouldalsobeapartofdevelopmentalplanningdiscussions.Thekeytoaneffectivesupervisorycoachingrelationshipistrust.Theemployee needs to know that the supervisor has his/herbestinterestsaswellastheorganization’sneedsatheart.Coachinghelpsemployeesreachtheirfullpoten-tial,whichmovesthemandtheorganizationforward.

If done properly, supervisory coaching is not anadditionaltask.Itisawayofbuildingunderstandingbetween supervisors and employees through day-to-dayconversations.Supervisorycoachingstrengthens:

•Performance•Sharedunderstandingofpriorities•UnderstandingofAgencyandCentermissionandgoals•Workingrelationships•Two-waycommunications

Supervisory Coaching

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Formal coaching relationships are based on writtenagreementsbetweenthecoachandtheindividualbe-ing coached. This written agreement delineates thegoalsandmutualexpectationsforhowthecoachingrelationshipwillwork.Theindividual,coach,andsu-pervisormustbe inagreement regarding thedesiredresultsofthecoachingrelationship.

NASAHeadquartersandCentersshouldalign theircoachingeffortstothephilosophyandstrategyout-linedintheseguidelines.Thecoachingprocessmaybegin in a variety of ways including conversationswithhumanresourcesspecialists,supervisoryrefer-rals,orbyemployeerequest.Ingeneral,theprocessconsistsofthefollowingadditionalsteps.

Step 1: Meet with Center Coaching Point of Contact (POC)

If the employee is confident that he or she can benefit fromcoachingandiswillingandreadytoparticipatein the coachingprocess, thenext step is to set up ameetingwiththecoachingPOCathisorherCenter.Prior to thismeeting, theemployeewillbeasked tocomplete a coaching application (FormA).This re-questformisdesignedtohelpthePOCbetterunder-standtheindividual’sneedsandprofessionalgoalsashe/shebeginsthecoachingprocess.

During the meeting with the POC, the individualneedstocompleteapreferencesguide(FormB).ThisquestionnaireisdesignedtohelpthePOCidentifythelearningoptionthatisbestsuitedtomeettheindivid-ual’sdevelopmentalneeds.

Step 2: Coach Assessment and Selection

BasedontheinformationprovidedinStep1,apoolofpotential coaches will be identified for the employee. The individual will then review the coaches identified andconductinterviews.

Selecting a Coach

Eachcoachhashisorherownuniquestyle,person-ality, strengths, preferences, and weaknesses. Simi-larly,eachindividualhashisorherownuniquedevel-

II. The NASA Coaching Process

opmental needs, personality, preferences, and learn-ingstyle.Forthisreason,selectingthebestcoachisan important first step in ensuring the success of the coachingengagement.

The best way to select a coach is to review thebiosoftwoorthreecoaches,andthenconductascreen-ing interview with those that meet the individual’spersonalcriteria.Bothduringthescreeninginterviewand throughout the coaching process, the individualshould continue to refine and adjust his/her assess-mentofhowthecoachishelpinghim/hertoachievethestatedobjectives.

Screening Interview Questions

•Describeyourcareerhistory•Whatcoachingeducationandtraininghaveyoucompleted?•HaveyouworkedwithFederalagenciesbefore?WithNASA?•Haveyoucoachedindividualsatmylevel?•Canyouworkwithmetohelpmeunderstand howtoworkmoreeffectivelywithothers?• How will you maintain my confidentiality?•Describeyourcoachingapproach•Whatassessmentinstrumentsdoyouuseaspart ofthecoachingprocess?•Howwillyoumeasureimprovement/success?•Howwillyoukeepmeaccountableforresults?•Howdoyounormallycommunicatewithcoachingclients?•Whattypeofclientsdoyouworkwithmosteffectively?•Whataretheessentialskillsforbeinganeffectivecoach?

After the interview process is completed the indi-vidual will contact the Coaching POC to finalizeselectionofacoach.

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Step 3: Coaching

Atthebeginningoftherelationship,thecoachtypicallyconducts an assessment.Assessments are tools usedtogatherinformationaboutanindividual’svalues,be-haviors,competencies,goals, interests,andpotentialopportunitiesfordevelopment.

Thisassessmentcanrangefrombeingveryformaltoinformaldependingonwheretheindividualisinthedevelopmentprocessandhis/herpastexperience.

An informal assessment may consist of a briefquestionnaire, face-to-face discussion, or simpleobservation. The coach will determine the appro-priate assessment instrument tool to use in thecoachingprocess.

Assessments areused in a coaching relationshipas awaytoprovidevaluableinformationtoguideandfo-custherelationship.Assessmentsprovidenewexplana-tionsforbehaviors,discovernewpossibilities,generatea baseline of information about the individual beingcoached, build the coach/client relationship, and fa-cilitate identification of the coaching intervention. All assessment data will be kept confidential between the clientandthecoach.

Once assessments are completed, the coach will re-viewthedatawiththeindividualbeingcoachedandprovidefeedback.Thecoachandcoacheethenworktogethertocreateadevelopmentplanandasetofob-jectivesbasedonthedataresultsandtheindividual’sgoals.Thecoachandindividualwillalsoidentifytherolesofstakeholders(includingtheindividual’ssuper-visor and the coaching POC); significant milestones related to their progress; and measures of success.Additionally,thecoachandtheindividualwillworkoutthetermsandlogisticsofthecoachingrelation-ship and gain appropriate approvals. (See Form C:CoachingAgreement.)

Step 4: Periodic Assessments

Midpoint Assessment

TheMidpointAssessmentwillbeconductedhalfwayintothecoachingcontract.Thisassessmentisdesignedto track theprogresswith thecoachingcontract, re-lationship, and coaching process. During this phasesomeofthefollowingquestionsmaybeasked:

•Whatisworkingwell?•Whatneedsimprovement?•Howcanwedothingsdifferently?•Areweontracktoaccomplishingourgoals?

After this assessment, the coach sends the com-pletedassessment to thecoachingPOC. (FormD:MidpointAssessment.)

At this time, the coach and coachee will determinewhethertostoporcontinuethecoachingrelationship.The coach gives the coachee the final assessment form tocompletealongwithapreaddressedenvelopeandinstructions. This information is kept confidential, and onlyaggregateddataisgiventothecoachandNASA.AsampleFinalAssessmentformisincludedinthebackofthisguide(FormE).Atthistimeanassessmentfromthesupervisormayalsobeobtained(FormG).

Followup Assessment

The final phase of the coaching assessment process is theFollowupAssessment.Thisisnormallyconductedsixmonthstoayearaftertheendofthecoachingcon-tract.AFollowupAssessmentformisincludedatthebackofthisguide(FormF).

Resources

Foradditionalresourcesregardingcoaching,visit:http://nasapeople.nasa.gov/training/coachmentor

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Form A: Coaching Application

Name:E-mailaddress:Phonenumber:Position/title:Lengthofservice:Senior Executive Service (SES) member? YES NOPreferred characteristics of coach (gender, background, style, special expertise, etc.) or specific preferred coach inthelocalgeographicarea:

Professionalgoals:

Goalsandreasonfordesiringcoaching:

Listanyrelevantassessmentsyouhaverecentlyhadthatcouldbeprovidedtothecoach:

Haveyoueverhadacoachbefore?Ifso,whatwasyourexperience?

Howsoonwouldyouliketogetstartedwithacoach?

Otherconsiderations(typeofcoaching,availability,etc.):

Supervisor’sname: Supervisor’se-mail:

Supervisor’ssignature: Date:

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Form B: Coaching Preferences Guide

Please circle the number below that most accurately reflects your attitude regarding each question.

1. To what extent would it be beneficial for you to receive advising from a person higher up in theNASAhierarchy?

2. To what extent do you feel that confidentiality is important when addressing your work priorities?

3.Towhatextentdoyouthinkthatsomeoneinapositionofauthoritydirectingyourworkhabitsandschedulewouldbeuseful?

4.HowimportantisitthatapersonadvisingyouhasathoroughunderstandingofNASA’sorganizationalpoliciesandprocedures?

5.Howimportantisitthatyouhaveaclearmeasureofyourprogressafterreceivingadvice?

6.Towhatdegreeisthegoaloftheadviceyouareseekingprimarilyforpersonaldevelopment?

7.Towhatdegreeisyourpersonallifenegativelyaffectingyourjobcapability?

Not at allbeneficial

Moderatelybeneficial

Highlybeneficial

1 2 3 4 5 6 7



Highlybeneficial

1 2 3 4 5 6 7

Not at all Somewhat Very much

1 2 3 4 5 6 7


1 2 3 4 5 6 7

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8. I need to learn and practice specific new job skills that I lack.

9.Towhatextentdoyouthinkthatsomeonesimplytellingyouwhattodoatworkwouldbebeneficial for your improvement at work?

10. To what extent would it be beneficial for you to receive advising from a person who will have the ability to evaluate your job performance at an official level now or in the future?

11. To what degree is confidentiality important to you in the process of receiving adviceandfeedback?

12. To what extent is a friendly, collegial relationship between you and an advisor beneficial for yourimprovementatwork?

13.Howimportanttosuccessfuladvisingisanadvisor’sexpertiseontheparticularsofyourwork?

14. To what extent do you think that evaluation of your work performance would be beneficialforimprovement?



Highlybeneficial

1 2 3 4 5 6 7

Stronglydisagree

Agreesomewhat

Stronglyagree

1 2 3 4 5 6 7



Highlybeneficial

1 2 3 4 5 6 7



Highlybeneficial

1 2 3 4 5 6 7



Highlybeneficial

1 2 3 4 5 6 7

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15.Towhatdegreeisthegoaloftheadviceyouareseekingprimarilyforcareerdevelopment?

16.Ibelievethereislittle,ifanything,thatIcandotoimprovemycurrentworksituation.

17. Training in a specific area is less important to me, at this time, than advice on my generalcareerpath.

18.Ineedtodiscusstheinternalpoliticsofmyorganizationandhowitaffectsmycareerpath.

19.Towhatextentisitimportantthattherelationshipbetweenyouandyouradvisorisanequalrelationship?

20. To what degree is confidentiality important in your being comfortable enough to openly discuss yourworkpriorities.

21.Towhatextentisastrongpersonalrelationshipimportantbetweenyourselfandthepersonadvisingyou?


1 2 3 4 5 6 7

Stronglydisagree

Agreesomewhat

Stronglyagree

1 2 3 4 5 6 7

Stronglydisagree

Agreesomewhat

Stronglyagree

1 2 3 4 5 6 7

Stronglydisagree

Agreesomewhat

Stronglyagree

1 2 3 4 5 6 7

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22. To what extent would it be beneficial for you to work with someone who has more experience in your field than you have yet acquired?

23. Clear benchmarking of my progress at work would be beneficial.

24.TowhatdegreeisthegoaloftheadviceyouareseekingprimarilyforthedevelopmentofaparticularareaorstructurewithinNASA?

25.Towhatdegreeisyourworklifenegativelyaffectingyourpersonallife?

26. There is a specific area of knowledge that I wish to acquire for my work.

27.Itisimportanttometohaveadvicefromasuperiorwithintheorganization.

28.Towhatextentwoulditbehelpfultohaveadviceanddirectionfromapersonwhoisinapositionofauthorityinyourworkarea?

29. To what extent do you feel that confidentiality is important when addressing how to makechangesinyourwork?



Highlybeneficial

1 2 3 4 5 6 7

Stronglydisagree

Agreesomewhat

Stronglyagree

1 2 3 4 5 6 7


1 2 3 4 5 6 7


1 2 3 4 5 6 7

Stronglydisagree

Agreesomewhat

Stronglyagree

1 2 3 4 5 6 7

Not at allhelpful

Somewhathelpful

Extremelyhelpful

1 2 3 4 5 6 7

17

30.Towhatextentiscleardirectionandplanningofyourworkfromasuperiormoreimportantthanhavingtheabilitytoplanyourworkwithyoursupervisor?

31. To what extent does an advisor’s expertise in your specific area of work impact their credibility ingivingyouadvice?

32. To what extent would a clear and quantifiable measure of your work and progress be beneficial to yourwork?

33.TowhatdegreeisthegoaloftheadviceyouareseekingforthedevelopmentoftheorganizationforwhichyouworkatNASA?

34.Ineedtodiscusssomepersonalmattersaboutmysenseofwell-being.

35. There are specific skills that are important for me to acquire for my work.

36.Itisimportanttometoreceivecareeradvicefromasuperiorwhocouldhelpguidemycareerdevelopment.


Somewhatbeneficial

Verybeneficial

1 2 3 4 5 6 7


1 2 3 4 5 6 7

Stronglydisagree

Agreesomewhat

Stronglyagree

1 2 3 4 5 6 7


1 2 3 4 5 6 7

Stronglydisagree

Agreesomewhat

Stronglyagree

1 2 3 4 5 6 7

18

Form C: Coaching Agreement

We are voluntarily entering into a formal coaching relationship partnership, which we expect to benefit NASA andus.Thefollowinghighlightsthefeaturesofourpartnership:

1.Coachingpartnershipobjectives:

2.Coachingmilestonesrelatedtoobjectives:

3.Measuresofsuccessrelatedtoobjectives:

4. Specific role of the coach and key stakeholders:

Coach:

Client:

Otherkeystakeholders(manager,peers,directreports,andcustomers):

19

5. Specific logistics of the coaching partnership: (Please include expected start date, end date, contact locations, durations, frequency, total time estimates by activity, travel logistics and cost estimates, methods for staying in contact, etc.)

6.Theclientwillgainthecommitmentofhis/hersupervisorby:

7. We will honor the following confidentiality agreement:

Thisagreementremainsineffectfor12months.Theagreementmaybeterminatedatanytimebyeitherthecoachortheindividualbeingcoached.

Signature: Signature: IndividualBeingCoachedCoach

Instructions:PleasecompleteandreturnacopyofthisformtoCambriaConsulting(fax:617-523-7817;E-mail:[email protected]),aswellastothecoachee’slocalCentercoordinatorforthecoachingprogram.

20

Form D: Midpoint Assessment

1.Whatcoachingactivitieshaveyouparticipatedinsincethestartofthecoachingprocess?

2.Towhatextenthavethesecoachingactivitiescontributedtoyourgoalssofar?

3.Iamontrackinaccomplishingmycoachinggoals.

4.Therehavebeenchangesinmygoalssincebeginningcoaching.

5.Iftherehavebeenchangesinyourgoals,whatarethey?

6.Asaresultofthecoachingthusfar,IhavehadanimpactonthemissionofNASA,myorganization,and/ormyownpersonalmission.

Very little Moderately Very much

1 2 3 4 5


1 2 3 4 5


1 2 3 4 5


1 2 3 4 5

21

7.Whatwasthisimpact,ifany?Howdidthecoachingcontributetoorenableit?

8.Thecoachingrelationshipisworkingextremelywell.

9.Thecoachingrelationshipisnotworkingwell.

10.Whatneedsimprovementorisn’tworking?Identifyconcerns,disappointments,andareasforrevision.

11.Mycoachiswillingtoadapttochangesinourcoachingrelationship.

Name:Date:


1 2 3 4 5


1 2 3 4 5


1 2 3 4 5

22

Form E: Final Assessment

Results of Coaching

1. My coach helped me to set focused and clearly defined goals.

2.Towhatdegreedidyouaccomplishthegoalsthatyouset?

3.Whatgoalsdidyouaccomplishthroughcoaching?

4.Arethereanygoalsthatyoudidnotachieve?Ifso,whatarethey?

5.Whatnewskillshaveyoulearnedthroughcoaching?

Not at all Moderately Completely

1 2 3 4 5

Stronglydisagree

Neither agreeor disagree

Stronglyagree

1 2 3 4 5

23

6.IhaveappliedthenewskillsIhavelearned.

7.Whatbehaviorshaveyouchangedorwhatnewbehaviorshaveyoulearnedthroughcoaching?

8.IhaveappliedthenewbehaviorsIhavelearned.

9.Ihavebecomemoreopen-mindedinhowIapproachmyworkasaresultofcoaching.

10.Iammorewillingtoparticipateinlearningordevelopmentalactivitiesasaresultofcoaching.

11.Asaresultofcoaching,IhavehadanimpactonthemissionofNASA,myorganization,and/or

myownpersonalmission.

Stronglydisagree


Stronglyagree

1 2 3 4 5

Stronglydisagree


Stronglyagree

1 2 3 4 5

Stronglydisagree


Stronglyagree

1 2 3 4 5

Stronglydisagree


Stronglyagree

1 2 3 4 5

Stronglydisagree


Stronglyagree

1 2 3 4 5

24

12.Whatwasthisimpact,ifany?Howdidthecoachingcontributetoorenableit?

Coaching Relationship

13.Whatproblemsdidyouencounterwithyourcoachorthecoachingprocess?

14.Howwereproblemswithyourcoachorthecoachingprocessaddressed?

15.Mycoachwasveryeffectiveinhelpingmeachievemygoals.Stronglydisagree


Stronglyagree

1 2 3 4 5

25

16.Inwhatway(s)wasyourcoacheffectiveinhelpingyouachieveyourgoals?

17.MycoachandIwerecompatible.

18.Mycoachgavemeconstructivefeedback.

Supervisory Relationship

19.Ireceivedencouragementandsupportfrommyimmediatemanager/supervisortoparticipateinthecoachingprocess.

20.Inwhatway(s)didyourmanager/supervisoroffersupportorencouragement?

Stronglydisagree


Stronglyagree

1 2 3 4 5

Stronglydisagree


Stronglyagree

1 2 3 4 5

Stronglydisagree


Stronglyagree

1 2 3 4 5

25

HR Relationship

21.Ireceivedencouragementandsupportfromhumanresourcestoparticipateinthecoachingprocess.

22.Inwhatway(s)didhumanresourcesofferyousupportorencouragement?

Name: Date:

Stronglydisagree


Stronglyagree

1 2 3 4 5

26

Form F: Followup Assessment

1.Thegoalssetbymycoachandmecontinuetobeuseful.

2.Towhatdegreehaveyoumasteredthegoalsyousetwithyourcoach?

3.Towhatdegreeareyouutilizingtheskillsyoulearned?

4.Towhatdegreeareyouutilizingthebehaviorsyoulearned?

5.Iammoreopen-mindedinhowIapproachmyworkasaresultofcoaching.

6. Have you identified new goals and are you working on achieving them?

7.Areyouinterestedinengaginginacoachingrelationshipinthefuture?Ifso,why?


1 2 3 4 5

Stronglydisagree


Stronglyagree

1 2 3 4 5


1 2 3 4 5


1 2 3 4 5

Stronglydisagree


Stronglyagree

1 2 3 4 5

27

8.Iammorewillingtoparticipateinlearningordevelopmentalactivitiesasaresultofcoaching.

9.Towhatdegreehaveyoubecomemoreinterestedinlong-termdevelopmentsinceyourcoachingexperience?

10.Howcanthehumanresourcesstaffhelpyoutocontinuewithyourowndevelopment?

Name: Date:

Stronglydisagree


Stronglyagree

1 2 3 4 5

Not at allinterested

Moderately Extremelyinterested

1 2 3 4 5

28

Form G: Supervisory Assessment

Employee Coached

1.Therehasbeenanimprovementinmyemployee’sperformanceandeffectivenesssinceengaginginexecutivecoaching.

2.Therehasbeenanimprovementinmyorganization’sperformancesincemyemployeeengagedincoaching.

3.Pleaserateyouremployee’sperformanceimprovementinthefollowingNASALeadershipModelExecutiveDisciplineCompetencies.Circletheappropriatenumberforeachcompetencylisted.

Knowledgeoftechnicaldiscipline

Abilitytocommunicateandadvocatediscipline-relatedknowledge

Abilitytoactivelyleadandmanagechange

Abilitytomaximizehumancapitalandbuildemployeecommitment

Abilitytoachieveprogramgoalsandobjectives

Stronglydisagree


Stronglyagree

1 2 3 4 5

Littleimprovement

Moderateimprovement

Exceptionalimprovement

1 2 3 4 5

Stronglydisagree


Stronglyagree

1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

29

Judgmentanddecision-makingability

Abilitytobuildtrustandsupportiverelationships

Abilitytomanageself-development

Abilitytounderstandandleveragetheinformalorganization

Abilitytodesignprocessestoachieveresults

Ability to anticipate and fulfill customer needs

Ability to efficiently allocate and manage resources

Abilitytounderstandandrespondtointernalandexternalstrategy,policy,andregulations

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

30

Knowledgeofinformationtechnology

Abilitytocaptureandshareknowledge

Knowledgeofpoliciesthatregulateinternationalpartnerships

Understandingthecultureofinternationalpartners

4. Please cite a specific example of the employee’s improved performance or effectiveness that can beattributedtothiscoaching:

Employeename:

Supervisorname:

Supervisorsignature:Date:

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

Littleimprovement

Moderateimprovement


1 2 3 4 5

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