In addition, the coachee now has a new goal that will really benefit him, i. Goals within any coaching assignment are essential to success.
It follows then that the goal should be defined and understood in a way that enables both the coach and the coachee to create forward movement and progress. Learning guidelines The stages described below deal with those aspects of the goal that need to be explored and discussed by the coach. The aspects can be covered in the order in which they are written here, or in a different sequence if desired. I find the best way to learn these aspects is to first write a checklist, e. Some stages might be covered quickly, whilst others require further discussion.
For example, someone might know exactly what they want, but need help understanding why they want it. Simply use those questions that work for you and the situation you are discussing. Remain flexible throughout the conversation, e. When this happens, you may have to go back a few steps to create a clear view of the revised goal.
What, where, when, with whom? In order to be really clear about the goal, we begin to add more and more detail. We need to understand when, where and with whom, e.
Please use care and judge wisely if you do. The person will normally understand what is a stretch for them. Sometimes a simple question will identify whether the goal is challenging enough, e. It is even more powerful to ask these questions from a position of assuming they already have the goal. A goal is more easily reached when it is within the natural influence of the individual who wants it.
I can control my own actions — not those of others. Also, when someone else has a goal for me, I need to want it as well in order to be really motivated to make it happen. So we need to discuss the goal in a way which establishes a clear responsibility, or influence, over the goal. For example, if someone wants to travel more with their job, and they have young children, they need to look at the effect of travel upon their home life.
By exploring the impact of their goal on other situations, we work to maintain balance. We are also respecting other parts of their life, people and things around them, by considering any negative effects elsewhere. By aligning with values that are important to us, we can better understand the priority of our goal.
However, if security and stability are more important to you, you may view three years in the same job as perfect. Ask someone who says they want to quit smoking that question, e. Taking action — do it now! This check identifies the next logical action in relation to the goal, and gains commitment to taking this action. You may choose to support the individual further by gaining a more formal agreement to taking this action, e. Hopefully they will be feeling clearer, optimistic, and perhaps more determined or motivated as a result.
These tests consist of a series of structured questions used to assess characteristics of an individual. The characteristics assessed will depend on what kind of test is used, e. Standard tests like these have a fairly objective approach, i.
The results give another view of an individual than that normally gained during coaching discussions. When assessed using a standard test, the answers given may suggest that the individual is in fact highly creative. Unless an individual is doing a job or role that is obviously creative, e.
The individual may not realize the creativity involved in what they already do, e. The alternative views provided by tests can really improve understanding and progress within the coaching. Normally, we fill in a form, and our responses are analyzed to give us some results. There are many different types of test — too many to discuss here.
Some popular examples are Myers-Briggs, the LAB or Belbin, all of which can also be used to understand teams, as well as individuals. Some tests focus on certain qualities, e. Personality tests are useful as they can help a coachee discuss themselves and their typical behaviours in a much less emotional or attached manner.
No one can be right or wrong in a personality test, as there are no good or bad personality types. In addition, it can help the coach learn to relate to the coachee in a way that the coachee will naturally respond to. For example, if the coach knows that a coachee likes to learn by reading, they can offer book recommendations. Again, the questions involved might be general or very specific, e. How other people experience them may not be as they imagined.
For example, a coachee is frustrated with her lack of acknowledgement or promotion at work. Her manager and colleagues view her as happy, contented, and unambitious. By receiving this feedback, the coachee is encouraged to actively promote herself and her objectives, by developing more relationships with a much broader group of people. The information these tests produce should be experienced by the coachee as valuable, stimulating and worthwhile.
For further information, please refer to the supportive feedback section of coaching core skills in Chapter 5. They create the opportunity for a different type of conversation, which can create a clearer understanding and direction for the coaching assignment.
An exercise Find out more about profiling I invite you to find out more about the opportunities of personality profiling. Try your favourite on-line bookseller e. Ongoing development of direction and goals Once an initial direction and understanding are established, they must be developed throughout the coaching assignment. Success is reached by staying committed to the destination, and flexible as to the journey.
This is why the skills of careful listening and questioning are so important to a good coach. A good coach will be interested in both the effectiveness of the coaching sessions, and whether or not the coachee is making good progress in achieving their goals.
However, the coach will also have views on all of the above, as well as other coaching experience to draw upon. In addition, the coach may have their own goals within the coaching, such as improving their listening or rapport skills. It makes sense, therefore, that both the coach and the coachee have the opportunity to give their views. Deciding when and how to review A coach needs to strike a balance between how much time is spent reviewing the coaching, and how much time is spent actually coaching.
Too many reviews can easily impair the flow of coaching conversations, causing an unnatural focus on the conversations themselves. Alternatively, if a coach disregards the review process, they risk missing an issue, or an opportunity to improve the effectiveness of the sessions for the coachee. Imagine that you and I were doing a 1,piece jigsaw puzzle together. Occasionally, we might step back to review our progress and check everything was going okay.
This might consist of one check around the mid-point of the coaching initiative and one a few weeks after the coaching has finished. The prompt of giving feedback 3—4 weeks after the coaching has finished gives the coachee an opportunity to give a reflective view, based on their experiences after the coaching has ended. In addition, the activity of giving feedback reminds them of the insights and learning they have gained, and perhaps encourages them to apply those lessons a little more rigorously.
In addition, I like to include some informal reviews in the sessions. These will normally consist of a few open questions, to explore how things are with the coachee. Table 4. Other options for reviews include a telephone call between sessions, or maybe an e-mail to check how things are. If the above appears to create a lot of reviewing, remember, the coachee will really only notice the more formal stages consisting of the two questionnaires. For the coach, much of the above can happen almost subconsciously, e.
Informal check in at beginning of session, e. At end of session, quick informal check, e. I want to do a quick recap using the session notes. Session six Acknowledge results of feedback, and discuss any matters arising, e. Agree what at the beginning of the further progress the coachee wants to session. Session eight Acknowledge focus of session, i. Confirm that any review points from structured feedback Session 6 are now working, e.
Session nine Informal checks at end of session, e. Session ten More formal review of progress on goals, Final feedback form is useful record in notes.
Give final feedback form a few weeks after completion, for completion after session. Confirming learning By reviewing the progress and results of coaching, we are able to affirm learning with the coachee. By this affirmation, we are simply linking what the coachee is learning with the benefits they are experiencing as a result.
Benefits such as better relationships with others, increased personal productivity, increased health and well-being, etc. Perhaps the individual has a marked improvement in productivity, or personal effectiveness — these are both results that directly benefit the organization. To maintain trust, the coach must be really open with the coachee about doing this, i. Checklist Linking coaching to results The following is a checklist of questions you might use with a coachee to understand the impact of coaching conversations.
Q If you continue with these new behaviours and routines, how is the future different? Q What have you got from the coaching conversations? Where the individual is experiencing no results, and neither are friends or colleagues, then noticing this is important. If the coach neglects to identify that the coaching is having no effect, then they have no opportunity to improve the situation. By identifying that the coaching seems to be having no effect on the individual, the coach is then able to explore that with the coachee.
Sometimes, an individual experiencing coaching may find that things get worse before they can get better. This is a natural part of the learning cycle and both the coach and the coachee should be prepared for it as a possibility. For example, a coachee is used to getting results at work by using demanding, controlling behaviours.
They are used to getting quick results, but find over time colleagues either refuse to help, or simply avoid working with them. The coachee recognizes this and wants to learn other ways of making requests of people, whilst maintaining a good relationship with them. Now at first the coachee simply stops barking orders at people, as they are now aware of the impact this has been having on their colleagues. As coaching continues, the coachee realizes this, and practises new ways of making requests of their colleagues.
The coachee returns to the work environment to try out these new behaviours. It seems it may take a little time for them to find the right balance between making an open request of someone, and maintaining rapport at the same time.
Until they learn the best way to do this, they may experience a combination of positive results and lousy results or results that are somewhere in between. No matter how amazing the benefits from the coaching have been or how enjoyable and stimulating the coaching relationship is, each coaching assignment should have an end to it.
So whilst an assignment with a coach might easily be extended, I would recommend that it not become a permanent arrangement. A coach acts as a catalyst, bringing fresh perspectives, different ideas and a constant focus to the goals of the coachee. If a coach had regular sessions with the same personal coach for a long period of time, e. Maybe the relationship becomes too familiar, and so less challenging.
In addition, the coachee must assume ultimate responsibility for themselves and their circumstances. With the same coach as a constant companion, some of this sense of independence may be lost. I would also acknowledge that an individual may choose to return to a coaching relationship, for periods where they need a clearer focus or more support over a period of time.
I would recommend that individuals consider using different coaches, who have strengths in different areas. I know of coaches who work exclusively in one area, such as time management, or relationships. In addition, where someone else has sponsored the coaching, the sponsor should also feel that they have received value from their investment. We want to encourage the coachee to continue learning, building and developing the insights and ideas that arose during the coaching sessions. That way, the coachee is still getting value long after the last session has ended.
Begin with the end in mind Strangely, preparing for completion begins right at the beginning of a coaching relationship. The coach must operate from an assumption that the coaching will have an end to it, and that end should fulfil the above criteria.
Throughout any coaching assignment, I will be looking for ideas that might support the effective closure of the assignment. For example, I might encourage the individual to create a personal development plan to focus on longer-term learning. Alternatively, I might look for book recommendations or explore possible ways that the coachee may gain more support from individuals that they know or work with. Leave people feeling good about the coaching Where the coaching has gone especially well, completion becomes really easy.
For the coachee, the review processes have identified benefits, and these have been confirmed. The coachee knows that the coaching has really worked for them, and, specifically, knows how it has worked for them. If there was a business sponsor involved, again, the review processes will have identified positive gains for them or the organization.
For example, additional activities or ideas can be implemented to encourage change. Acknowledging the situation a coach can do something positive about it.
Occasionally a coach will choose to perform a feedback exercise sometime after the coaching has ended. This can be valuable both to confirm benefits and also to pick up any residual issues that need taking care of. For example, if the coach has agreed that the coachee find a friend or colleague to help support their development plan, the coach can hear how this is going on.
Wherever the coachee, or sponsor, is left feeling uncomfortable about some aspects of the coaching, I would hope that the coach would work to resolve that discomfort. Whatever is incomplete about the coaching and coachees say about will normally be identified, discussed and made complete by a them. Most coaches rely on referrals or recommendations for continued business. Personal development plans A personal development plan identifies areas that the coachee wants to develop further, once the coaching has ended.
Goals tend to be over a longer period of time, e. This might typically include gaining new experience or qualifications, hitting targets of earnings, health, fitness etc. It may also include commitments that the coachee wants to maintain, like using a daily plan, or making a weekly phone call to someone. Personal development plans are especially useful in business, when used by the coachee to focus specifically on their career development.
They form a record for the coachee of the main areas they want to improve in, or goals they want to focus on. Once developmental goals have been met, the plan can be used to demonstrate progress to others.
This might be especially important where an organization has a formal appraisal process, where financial reward is linked to performance. Checklist Key elements of a personal development plan PDP The following are suggested headings or columns within a PDP document: 1 Area of development This is the general skill or competence, e. Behaviours to develop and demonstrate competency This is what the individual will be doing more of, when they start meeting their objective, e.
Actions to create progress This is what the individual must do to really get into action on their objective. For example, book on a course, arrange a meeting, find a mentor, etc. Agree on a date by when these arrangements should be completed. For example, if my goal is to reduce my working day to eight hours within a three-month period, a review point after a month would make sense. The list is probably much longer, and a coach is limited only by their imagination. I would suggest that the option be both pragmatic and desirable for the coachee.
Simple things work best, as they are most likely to happen. For someone with a regular drive to work, maybe tapes for the car are good, or for a long train journey a book might be a welcome distraction. The preparation for the assignment to end will normally have happened long before the final coaching session. This begins by initially setting goals for the coaching assignment, reviewing progress, affirming learning, preparing for ongoing learning, etc.
One simple option is for the coach to make one or two phone calls a little time after the coaching has ended. Where the individual still wants and perhaps needs support, then the coach might consider other ways in which they might have that. Checklist Are we complete? At the closing stages of a coaching assignment, ask yourself the following questions to make sure the sessions are complete: Q Have you had a conversation with the coachee to find out what they thought of the coaching? Q Is the coachee comfortable that the coaching is coming to an end?
Q Does the coachee now have other goals or learning objectives, e. Q Is the coachee clear about how their learning can be supported from now on, e.
Q Are there any other stakeholders you need to update or complete the coaching process with, e. A framework for coaching Figure 4. Figure 4. These activities are intended to occur in most coaching assignments in some way.
This is because selling coaching as a service would normally happen before any coaching session takes place. I would advise that, as much as possible, the coach endeavour to keep separate any conversations to negotiate fees or services from the actual coaching conversation.
The coach and the coachee might struggle to concentrate on coaching goals and objectives if they have just been agreeing details relating to money or conditions of a contract.
When coaching in business, financial considerations rarely impinge on the coaching relationship. For example, an HR or training manager might easily purchase coaching services for senior managers within the organization. Consequently, all matters of a financial nature will normally remain separate from the actual coaching sessions.
Using Fig. My sequence of coaching stages is based on what seems to make sense, but it is not what always happens. After all, a coach might easily decide to establish ways that the coachee can obtain further support for their learning from the very first session. Whilst this normally is part of closure activity, it can also be valuable to promote from the outset.
Note too that one stage or activity does not necessarily equal one coaching session. Checklist How much structure do I need? Questions that a coach might consider before deciding how much and when to use the coaching structure include: Q What do I already know of the objectives for this coaching assignment? Q How many coaching sessions will there be with this person? Q Where will the coaching take place? Q What is the total duration of the coaching assignment, e.
Q Who is the true sponsor of this assignment — how should I involve them? Q What experience of coaching or training might this person have had previously? Chapter summary Coaching process and structure Any coaching assignment benefits from some advance preparation by the coach. For some assignments, that demands a fairly rigorous assessment of the nature of and objectives for the relationship.
All of this must be planned for and organized. For other assignments, it simply means thinking through some options, looking at the general nature of the situation and staying open and flexible as to how to progress the coaching sessions. A coaching assignment can be highly enjoyable and fulfilling.
By spending a little more time planning how you want your assignment to work, you can increase not only your enjoyment, but your effectiveness as well.
We all have some level of ability related to the skills, e. Other skills come less naturally, such as effective questioning, and may require learning and constant practice. I would recommend that anyone serious about a coaching profession take their own training very seriously.
These skills are more like muscles; they must be used regularly to keep them strong. Can anyone coach? In theory, anyone should be able to coach. In practice, however, some people are better suited to coaching than others. Perhaps because of their natural character traits, attitudes and basic motivations, some individuals find that coaching is a natural continuation of who they already are, and what they already do. Others find coaching conversations complicated, laborious, frustrating or even pointless.
I would balance that by saying that if any individual were truly committed to developing the skills necessary to coach effectively, then that commitment would make it possible. Building rapport or relationship Giving supportive feedback Different levels of listening Coaching skills Asking questions Fig. Only within a coaching type of conversation are you likely to be focusing on so many skills all at once. Of course many routine activities contain several of the following skills, the most obvious being basic conversation!
However, for someone to use the full set of skills in all conversations would be tiring for the individual and rather strange for those they were talking to. Skill one — building rapport or relationship Building rapport or relationship Giving supportive feedback Different levels of listening Coaching skills Asking questions Using intuition Rapport — the dance behind communication The foundation for all coaching conversations is a feeling of warmth and trust felt between the coach and the coachee.
Great coaches are fabulous to talk to, and the coachee will experience them as warm, attentive and easy to relate to. Many people outside the coaching profession have this skill. You can probably think of someone you know who is able to put people at their ease, and quickly build a feeling of familiarity or comfort when speaking to others. Some people are able to do this naturally, while for others it is a skill they choose to develop.
If you have good rapport with someone, you will normally feel more comfortable and relaxed in their company. Certain situations of close rapport may be undesirable to you. For example, if you meet someone you instantly feel attracted to, and you already have a partner!
An exercise Who do you have great rapport with? Think of a friend or colleague with whom you believe you have great rapport. This will probably be someone with whom you have a good, easy-going relationship, someone who you feel comfortable talking with, someone whose company you enjoy. Q What does it feel like to be with them?
Q What similarities are there between me and this person? You might notice an increased sense of difference or separation between the two of you when conversing. However, because rapport relates to the quality of relationship happening in the conversation, some sort of relatedness, albeit pretty negative, is still there. Even when there appears to be no light, there still is some. Figure 5. This includes telephone conversations and even written conversations, as well as those that happen face to face.
There might be a steamy kind of rapport in a conversation between lovers, a familiar warmth between old friends, or even an icecold relationship between two adversaries.
What creates rapport? Perhaps instinctively we feel less threatened by someone we feel is like us, and more easily able to relax and open up to them. If we generally look similar, in colour, age, height, weight and features, we will tend to be more comfortable with each other. If we dress in fairly similar ways, e. For example, if a Kalahari bushman walked in to Christmas luncheon wearing only a loincloth, and a few beads, feathers and face paint, they might have little natural rapport with the other guests there.
Unless of course they were with the rest of their tribe in the Kalahari! If seated, they might adopt a similar pose; if one person leans forward, so might the other; if one rests on an elbow, the other might easily follow. Have a go at the exercise below for a little harmless fun. An exercise Go watch some rapport This is a nice, easy exercise. Go anywhere where there are couples, or groups of people. Spend some time watching them talk and interact.
Q How can you tell whether people are old friends or strangers? Q What seems to be affecting the way people move or behave? Be careful to notice however some of the more subtle signs of rapport, as they can often lead to clues of something else going on.
The first couple is animated in their conversation, both giving each other lots of eye contact, using similar gestures and poses. You then notice a second couple, sitting much more quietly, not talking very much, not looking at each other very much, moving with much less energy and animation. Then, as if nothing had passed between them, they return to their meal. One explanation might be as follows.
In this eBook, you will learn: what coaching can achieve for your team, the differences between coaching, training, mentoring and counseling, how to establish the right mindset for effective coaching, the advantages and disadvantages of internal, external, formal and informal coaching, and the key principles of successful management coaching in the workplace. It is a good idea to become familiar with the models available and then to use your own judgment about which of them to use and when.
Not all coaching sessions need a model and you will need to be flexible in your approach. Regardless of the coaching model you decide to use, the culture and ethos of your own organization will have an impact on your ability to perform as a coach. He has a background in open-source software development and machine learning, and is currently a researcher at Queen Mary University of London's Centre for Digital Music.
His website can be found here. He specializes in utilizing satellite imagery, mobile technology and citizen media for human rights research and advocacy. His expertise is in International Humanitarian Law, conflict analysis, crisis mapping and video validation and he is a regular speaker on technology and human rights, including at SXSW He tweets at: ckoettl.
Philippa Law is a UGC Community Coordinator at The Guardian, where she encourages readers to contribute to stories through GuardianWitness as part of the paper's commitment to open journalism. She also has a PhD in audience participation for minority language media. She tweets at philonski and GuardianWitness. In , he won the award for Best Storytelling Innovation from Reuters for live coverage of events using blogging and social media, and recently won a journalism award from el Mundo.
He tweets at: AntDeRosa. Tom Trewinnard is the Research and Communications Manager at Meedan , a social technology nonprofit working on the Checkdesk project to develop collaborative verification tools online. The live blog of Checkdesk is available both in English and Arabic. Tom has worked extensively with journalists in some of the Middle East's leading newsrooms, as well as with citizen journalists from across the region, to research the role of citizen journalism in the mainstream coverage of breaking events.
Stephanie Durand manages strategic media partnerships and a range of projects at the United Nations Alliance of Civilizations in New York.
She previously worked at Sciences Po Paris as the Associate Director of the American Center and then at the Graduate School of Journalism, where she developed the international strategy. She tweets at steffidurand. Madeleine Bair is an expert on human rights video advocacy and the role of citizen video in exposing abuse.
In , she undertook a University of California Human Rights Center Fellowship, during which she collaborated with Jamaicans for Justice to document police brutality.
The resulting video was presented to the Inter-American Commission on Human Rights and continues to be used to inform Jamaicans about police abuse and the justice system. She tweets at madbair. Aug 3, DevOps Docker, Kubernetes, etc. Adding DevOps Docker, Kubernetes, etc. Git Version Control. Aug 4, Math Statistics, Linear Algebra, etc. Re-arranging misc. Regular Expressions. Semantic Web. Software Engineering and Architecture.
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