LL549 Week 3

1. LL549Week 3 Tools for Enhancing Awareness and Initiating and Evaluating Change Session 3

2. Setting the Foundation 1. MEETING ETHICAL GUIDELINES AND PROFESSIONAL STANDARDS 2. ESTABLISHING THE COACHING AGREEMENT

3. Co-Creating the Relationship 3. ESTABLISHING TRUST AND INTIMACY WITH THE CLIENT 4. COACHING PRESENCE

4. Communicating Effectively 5. ACTIVE LISTENING 6. POWERFUL QUESTIONING 7. DIRECT COMMUNICATION

5. Facilitating Learning and Results 8. CREATING AWARENESS 9. DESIGNING ACTIONS 10. PLANNING AND GOAL SETTING 11. MANAGING PROGRESS AND ACCOUNTABILITY

6. Objectives and Agenda • Demonstrate an awareness of the range of assessments available • When to use assessments in coaching • Specific issue tools. • Homework review • Strengths and personal styles assessments. • Guidelines for the proper use of assessments, including user qualifications and principles of feedback. • Assignment for Week Four

7. When to Use Assessments in Coaching, Revisited • Before you begin working with a client • When you start the coaching relationship • When a particular challenge comes up that the client/you want to more fully understand • To help a client get unstuck • To evaluate change

8. When to Use Assessments in Coaching, Revisited • When a particular challenge comes up that the client/you want to more fullyunderstand • To jump start the process of change • To provide a comprehensive overview • To enable the client to feel less overwhelmed by the enormity or lack of clarity or… they have about this issue • To save time within the coaching session for doing the work

9. When to Use Assessments in Coaching, Revisited • To help a client get unstuck • An assessment can shine a light on areas a client may not be aware of • An assessment can give you information that helps you guide the client to a new focus • An assessment can shift the way in which you are coaching and get you out of your coaching ruts

10. Procrastination as an Example • To help a client get unstuck • Paul, a 45 year old accountant, has been struggling with his time management. Each day he has things on his schedule he doesn’t get to, even though he considers them important. He calls himself a procrastinator. • Tool—From It’s About Time! The Six Styles ofProcrastination and How to Overcome Them.

11. Paul’s Results • The Six Styles of Procrastination. • The Defier • The Worrier (2) • The Overdoer • The Perfectionist • The Crisis-Maker • The Dreamer (1)

12. Paul’s Styles of Procrastination • The Dreamer • Vague thinking, “I wish…”, passive in taking action, need to be special • “Dreamers want life to be easy and pleasant, so they automatically recoil from anything that might be difficult or distressing.” (Sapadin & Maguire, p.73) • “Dreamer procrastinators think of themselves as special people for whom fate will intervene, making hard work and efficiency unnecessary.” (p. 75)

13. Paul’s Styles of Procrastination • The Worrier • Indecisive thinking, “What if?”, cautious in taking action, need for security • “Lacking confidence in their own abilities, worrier procrastinators tend to avoid or delay doing things.” (Sapadin & Maguire, p. 109) • “Preferring the safety of the “known” to the risk of the “unknown” worrier procrastinators have a high resistance to change.” (p. 111)

14. Paul’s Action Plan • The Dreamer • Action: Notice when not taking action and apply STAR: • S-turning the vague into the Specific • T-turning the imaginative into the Truthful • A-turning the passive into the Active • R-turning the romantic into the Realistic • He liked this tool from the book; SMART(Y) goals are commonly used. • The Worrier • Action: Each day, do at least one thing you’ve been putting off. (first thing each day)

15. Homework Experience: Specific Issue/Challenge • What issue or challenge did you identify? What tool did you find to assess it? What does the assessment purport to measure? • Did you feel it measured what it claimed to? • How long did it take to complete the assessment? • Did you get the results immediately or was there a wait? • Was there a cost? • What did you learn from the results? • Is this an assessment you would recommend to other coaches?

16. The Range of AssessmentsAvailable • At ICF past conferences assessment tools were displayed by various vendors (many with multiple tools) • The assessments included everything from the Myers Briggs to Emotional Intelligence inventories to Team Diagnostic assessments to a measure of Expatriate adjustment for coaching of global executives after relocation. • There are new assessments being developed all the time to address nearly any issue that a client or organization may bring to coaching.

17. Value of Assessments as Part of Coaching, Revisited • To you as a coach • To your clients • To you in building your coaching business • At this point in the class, what value are you identifying in assessments?

18. Barriers to Using Assessments • Homework review: • What barriers do you assess there are to you in using assessments in coaching? • What concerns do you have about the use of assessments?

19. The “Proper“ Use of Assessments • Practice and ethical guidelines and boundaries affecting the use of assessments • Who is a qualified user? • Tool selection • Use of information

20. The “Proper“ Use of Assessments • Who is a qualified user? • One who has the appropriate training, education, and experience in using this test for this purpose. • According to the Standards for Educational and Psychological Testing, qualifications of test users depend on the specific situation and user. • "Each test user must evaluate his or her qualifications and competence for selecting, administering, scoring, interpreting, reporting, or communicating test results. Test users must develop the skills and knowledge for each test he or she intends to use."

21. The “Proper" Use of Assessments • Tool selection: • The tool selected should align with the client's goal or purpose. • The characteristics of the tool are appropriate for the intended use and client and are of adequate technical quality (rigor) for this use. • Other criteria for selecting may include: • Cost • Timing (time to take, time to get report, right time to administer) • History of use • Norms if needed, and • Whether a credential is required to administer and interpret. • These questions are typically sufficient for most uses of assessments in coaching.

22. The “Proper” Use of Assessments • Use of information: • Who will own the data from this assessment tool? • Does only the client have access to the information, or will an employer or other interested party also have access? • E.g., when MBTI and other test data are shared across teams • How will you provide feedback to the client? • Will you partner with another coach/assessor in doing so?

23. Giving Feedback aboutAssessments • In initial stages of coaching: • “Feedback, based on the assessment, is shared orally and, subsequently, in written form with the client. It is then used to formulate specific objectives for formal coaching.” (Orenstein, 2007)

24. Basics of Effective Feedback on an Assessment Tool • In the case of more formalized or complex assessments, feedback will often begin with: • An overview of the assessment itself • A clear explanation of the test results and of any quantitative data or visual depictions (e.g., graph) • In the case of some assessments (e.g., online Values quiz, Strengths Finder 2.0), the client may have all the necessary tools to begin to interpret the results themselves. Your role as coach is to ask questions that expand their awareness and help them identify actions to take in response to their new understanding.

25. Basics of Effective Feedbackon an Assessment Tool • Remember the basics—the client is the expert on themselves. As many coaches say “the client is inherently creative, resourceful, and whole.” • The assessment data include the client’s reaction to the assessment results (the story they tell). • You and your client are partners in determining what these results mean and how to best use them.

26. Basics of Effective Feedbackon an Assessment Tool • Powerful questions include: • What do you notice? • How much of this rang true for you? • What is this telling you? • What are the expected positives in these results? What are the unexpected positives? (especially 360s with other raters). (Starting with positives can support openness.)

27. Basics of Effective Feedbackon an Assessment Tool • Powerful questions include: • What do you want to pay attention to? What do you find yourself wanting to avoid or disagree with? • What did you see that you were expecting in the results? What were the surprises? • Did this tool give you the information you were looking for? • How will you make use of this information? • What does this assessment suggest about a next step you'd like to take?

28. Example of Different Kinds ofFeedback on an Assessment Tool • In Leverage Your Best, Ditch the Rest, Blanchard & Homan share their assessment "Scrubdown" and offer two levels of interpretation: • Item analysis-look at the items and those you said were "false". What gaps do these suggest in your life? • Pattern analysis-categorize the "false" responses into one of eight areas that help determine coaching priorities (e.g., Manage Your Gifts, Eliminate Your Tolerations) • What is the best approach for your client?

29. Personality and StyleAssessments • Who I am and how it comes across in my behavior and preferences

30. Looking at a Client's Strengths • Clifton Strengths Finder: http://gmj.gallup.com/book_center/strengthsfinder/default.aspx (you must purchase a book (about $15 on BN.com or Amazon.com to get access to this measure) • Value added with action plans generated on site, and with adaptations such as Core Clarity's visual presentation of the results. • VIA Signature Strengths: http://www.authentichappiness.sas.upenn.edu/register.aspx

31. Clifton Strengths Finder • Yields your top 5 strengths from a total of 34 options. • Example: • Strategic: Sorts through clutter to find best route, Sees patterns where others see complexity, Sees potential obstacles and around corners • Ideation: Fascinated with ideas, Enjoys changing perspectives, Always looking for connections, Gets jolt of energy with new ideas

32. Clifton Strengths Finder • Maximizer: Strengths fascinate them; Difficult for them to lower standards; Strives to get the most out of everything; Excellence, not average, is only standard of measure • Connectedness: Things happen for a reason; We are part of something larger; Considerate, caring and accepting; Sees connections between disparate things • Learner: Loves to learn, Loves short projects in new areas, Process of learning - not result or content - is exciting

33. Clifton Strengths Finder: CoreClarity feedback External (Others) CONNECT MOBIIZE Interaction Motivation ENERGIZE REFLECT Internal (Self)

34. Clifton Strengths Finder: CoreClarity feedback S T R A T E G I C 1 3 2 I E T O D A I N MAXIMIZER 4 5 CONNECTEDNESS LEARNER

35. Clifton Strengths Finder Coaching Possibilities • Given these five key strengths, • Where does your client notice these playing out in his life and work? For example, does the Maximizer (“Excellence, not average, is the only standard of measure”) trait cause him/her to hold onto a project longer than is effective? • How can your client leverage these strengths fully?

36. Clifton Strengths Finder Coaching Possibilities • Given these five key strengths, • What choices will maximize his or her opportunities to rely on these strengths? • What are the shadow sides of these strengths? Where might excessive reliance on them get in the way of results? • How do the strengths play out in teams? Where does your client want to seek out those with complementary strengths?

37. Looking at a Client's Strengths: • VIA Signature Strengths: http://www.authentichappiness.sas.upenn.edu/registe r.aspx • What is the impact for the client of recognizing his/her strengths as assessed by one of these measures? • What are the differences between the VIA and the Clifton? When would you use one, and when the other?

38. Winslow Dynamics Profile Traits

39. Influential Traits • Traits that define the unique aspects of our personality.

40. Influential Traits • Traits that define the unique aspects of our personality.

42. Looking at a Client’s Preferences: MBTI • Your personal preferences for • Being in the world/what energizes you (Introversion or Extroversion) • Experiencing things, gathering information (Sensing or iNtuitive) • Decision making (Feeling or Thinking), and • Degree of closure desired (Judging or Perceiving) • One of the most heavily used and familiar of all the personal style instruments. Most people who’ve been in the work force for some time will be familiar with this. • This may mean it is useful for shorthand communication. (“Oh, you are an ISTJ. That explains it.”) • This may contribute to not valuing the measure, or being blind to the insights it can offer.

43. Looking at a Client’s Preferences: DISC • Measures observable behavioral style. It tells us “how” people do things: Dominance, Influencing, Steadiness, Conscientiousness • All people exhibit all four behavioral factors in varying degrees of intensity, measured by the instrument on a scale from 0 – 100 %. The four combined measures form a person’s DISC profile. • Often used in combination with the PIAV (Personal Interests, Attitudes, and Values), an assessment that measures the relative importance of underlying motivators--the “why” of people doing things.

44. Looking at a Client’s Preferences: DISC High Dominance style described in the interpretive reports. • General Characteristics section: “He projects a self-assured and self-confident image.” (high D) • From Value to the Organization section: “Usually makes decisions with the bottom line in mind” (D) • From Descriptors section “Ambitious” (D) • Each factor is understood in combination with other highs and lows, for example: Optimistic and enthusiastic” (I); Mobile” (low S); “Careless with Details” (very low C) may be other qualities of this high D individual. • References: Exemplari Professional Business Coaching www.exemplari.com; www.discprofile.com/whatisdisc.htm

45. Expanding a Client’s Preferences to Organizations • How might you use these individually based assessments (Strengths Finder, Winslow, Signature Strengths, MBTI, DISC) in teams and organizations?