Coaching

1
Coaching

• A Path to Long Term Excellence

2
Why Coaching Now

• Innovation is endless
• Retention of people
• Working in a multicultural environment
• Others?

3
Desired Results of Coaching

• Long Term Excellent Performance
• Self-Correction
• Self-Generation

4
Amoeba Model vs. What Really Happens
Sugar
(reward)
Needle
(poke)

• Doesnt have long term effect
• Rewards can occur w/o effort
• Eliminates self-correction
• Action only taken when prompted
• Eliminates self-generation

5
Premises of Coaching
Behavior
Structure of Interpretation
Practices
Language

• Job of coach
• Understand the clients 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)

6
Coaching Principles
Relationship Mutuall
y Satisfying Based on Mutual Respect

Mutual Trust
Freedom of Expression

• Pragmatism
• Outcome based
• Relentless Correction

• Two Tracks
• Client and coach engaged in
• learning
• Breakdowns may occur in eithers
• commitment or competence

• Always/Already
• Always in the middle of
• something
• Not empty vessels
• Immediate concerns
• Current commitments

• Techniques Dont Work
• Manipulative
• Undermine dignity
• Foster resistance and resentment

7
Coaching Process
Establish Relationship
Recognize Opening
Observe/ Assess
Enroll Client
Coaching Conversation
8
Coaching Process
Establish Relationship
Recognize Opening

• Shared commitment
• Mutual Trust
• Mutual Respect
• Mutual Freedom of Expression

Observe/ Assess
Enroll Client
Coaching Conversation
9
Coaching Process
Establish Relationship
Recognize Opening

• Types of Openings
• Performance Review
• New Skill
• Expressed frustration, need or
• disappointment
• Interruption in accomplishment
• Broken promises
• Requests
• Business needs high/lower costs
• Resistances
• Habit
• Social Identity

Observe/ Assess
Enroll Client
Coaching Conversation
10
Coaching Process
Establish Relationship
Recognize Opening
Observe/ Assess

• A way of speaking about
• the person, it is not the person
• Keep the client a mystery
• Validity of process is based on
• usefulness

Enroll Client
Coaching Conversation
11
Coaching Process
Establish Relationship
Recognize Opening
Observe/ Assess
Enroll Client

• Define outcomes
• Establish commitment of
• coach
• Establish commitment of client
• Confront potential hindrances
• Continue steps until completion

Coaching Conversation
12
Coaching Process
Establish Relationship
Recognize Opening
Observe/ Assess
Enroll Client
Coaching Conversation
13
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.

14
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.
• Who did I challenge today?
• Why?
• What were al the outcomes of this challenge
• What actions will I take from what I observed?

15
Appendix
16
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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Assessment Model Domains of Competence
Qualities Rigor, objectivity, persistence,
creativity, focus. Skills Analyzing,
predicting, simplifying, building Models,
organizing and prioritizing.
Facts and Events
Qualities Empathy, openness, Optimism, faith,
reliability. Skills Listening,
speaking, setting standards, learning, and
innovating.
Relationship (others)
Qualities Vision, passion, integrity, Trust,
curiosity, daring. Skills self-observation,
-knowledge, -management, -remembering,
-consistency.
Self-Management (I)
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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

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Type One Coaching Conversation Process

• Enrollment
• Clarifying Intention
• Revealing Thought Process
• Invitation to See a New Way
• New Actions and Offering Support

20
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
Follow-Up Conversations
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Type Three Coaching Conversation Process

• What will you specifically recognize the
  fulfillment of the coaching program? List
  observable phenomena.
• What distinctions must the client incorporate in
  order to fulfill the outcome as specified?
• What distinctions (e.g., belief, fear, negative
  assessment) must the client abandon?
• What life-world structures (habits,
  relationships, practices, etc.) maintain the
  hindering distinctions?
• What exercises(s) or practices(s) can you assign
  that will allow your client to observe these
  distinctions and structures?
• What practices can you assign that will
  incorporate the new distinctions (from 2 above)
• What are the likely potential breakdowns in your
  clients enacting these practices?
• What will these breakdowns reveal t your client?
  Should you allow the breakdowns to happen to try
  to prevent them?
• What support will your client require during the
  program, especially during breakdown?
• Who can provide support for your client?
• How could you structure this coaching program?
• What metaphor(s) could you use to show the
  outcome of the program to your client?
• What paperwork (calendars, worksheets, etc.)
  would support your client?
• 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?