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COACHING

COACHING. An Overview of Theory and Practice. AGENDA. COACHING THEORY - What is Coaching? - A Model for Coaching COACHING PRACTICE - Tools: Listening, Questioning, Giving Feedback - Trio Practice . WHAT IS COACHING?. A way to facilitate learning

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COACHING

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  1. COACHING An Overview of Theory and Practice

  2. AGENDA • COACHING THEORY - What is Coaching? - A Model for Coaching • COACHING PRACTICE - Tools: Listening, Questioning, Giving Feedback - Trio Practice

  3. WHAT IS COACHING? • A way to facilitate learning • A mutual endeavor; not done to someone • Helps coachees gain clarity about themselves and the challenges they face • Assists coachees to expand options and make choices among them • Supports coachees to develop themselves and reach their goals

  4. How Do People Change? • What motivates people to change? • What stops people from changing?

  5. A Model for Coaching Two Components • Coaching Relationship • Coaching Process - Assessment - Challenge - Support

  6. CCL® Coaching Framework

  7. The Coaching Relationship • The coach creates a SAFE environment in which the coachee can take risks and learn • The coach FACILITATES and COLLABORATES rather than acting like an expert, making recommendations or giving answers • The coachee is responsible for decisions about what actions to take

  8. CCL® Coaching Framework

  9. Assessment • Clarify session purpose • Determine what is/is not working • Define strengths/development areas • Note unintended and desired results

  10. Who is involved? What has been done so far? What is working or not working right now? What unintended results are each of us seeing? What is the purpose of the meeting? What exactly does each of us want to see differently? When do we want to achieve this? Assessment

  11. CCL® Coaching Framework

  12. Challenge • Brainstorm options • Identify obstacles – internal/external • Set developmental goals • Create action plan and measurement

  13. What are the options? What are the pros and cons of each? How could we view this differently? What do you want to do? Will this meet your goal? Who needs to be involved? What short-term and long-term measures will be taken? How will we know you are on track? How will we know you have reached the goal? Challenge

  14. CCL® Coaching Framework

  15. Support • Determine resources needed • Create plan to monitor progress • Link to motivation • Define support from coach

  16. What are the major constraints and supports? What support is missing that could make a difference? What can I do to support you? How will we monitor progress? What are our milestones? Will we use deadlines? Support

  17. CCL® Coaching Framework

  18. How to give FEEDBACK –S-B-I Model • Situation – Describe where and when the observed behavior occurred. • Behavior – Describe what you saw or heard (a videotape would capture this – no interpretations or judgments). • Impact - Share the impact of the behavior on you or others. “I felt…” or “I was…”. If you hear yourself saying “YOU were…” you’re probably on the wrong track.

  19. Trio Practice –Three Rounds of 25 mins. • 5 minutes – Coach shares with trio his/her coaching strengths and developmental areas then targets specific areas for feedback in debrief after role play • 10 minutes – role play; observers take notes in Situation-Behavior-Impact model format • 10 minutes – debrief with feedback on coaching behaviors; focus here IS NOT problem solving • Repeat process for Coach #2

  20. Develop as a Coach • Practice coaching in real time: 3 events between now and Sept. 27 • a conflict situation (or give difficult feedback) • switch from advice-giving to coaching • coach someone about career development • Feedback • ask your coachees for feedback after each practice event above • journal what worked well and what was difficult – be ready to discuss at the training on Sept. 27

  21. Selected Resources • Sharon Ting and Peter Scisco (Eds.) (2006). The CCL Handbook of Coaching: A Guide For The Leader Coach • Terry Bacon and Karen Spear (2003). Adaptive Coaching: The Art and Practice of a Client-Centered Approach to Performance Improvement • Hargrove, R. (2003). Masterful Coaching. • Whitmore, J. (2002) Coaching for Performance: Growing People, Performance and Purpose

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