Coaching Flashcards
skills and traits that make someone an effective coach
communication, high emotional intelligence, active listening, empathy; keen ability to think on the spot; take notes and listen; navigate through unpredictable conversations/situations (navigating gray areas)
typical characteristics of a coaching relationship
friendly but professional; professional nature - limit the chit chat and get to business; trusting, honest, open; credibility - confidentiality; guiding not advising - not a mentor
stages of coaching relationship
beginning, middle, and the end; 1. setting the foundation - client story, agreement 2. recognizing themes, shifting perspectives 3. longer term shift in perspective, action plan
goals of performance development coaching
coach - help the client make long-term positive change (by shifting perspective, acquiring new skills, thinking about things differently; client - depends, looking for help with a problem leave the session with a solution; understand the client, explore what is troubling about their situation, ascertain what they would like to feel instead; discerning truth from perception in order to move the client forward (ask questions, get them to go deeper to create those long term changes and shifts)
things that are common across coaching models
laser focused coaching models; goals - ask powerful probing questions to move that client forward, get to action plan (organically comes from the client); client has issue/problem they need coaching on, coach listens to client, coach asks powerful probing questions to move the client forward, ultimately get to an action plan that will come from the client
SMART goal setting
specific, measurable, actionable, realistic, time specific
how to approach a new client
establish rapport - give your background and go over coaching agreement (timeline, process, meeting times, how sessions will start, how to prepare); ask powerful probing questions; confidentiality of the engagement; usually cover all of this just in the beginning, not every session
how to deal with difficult clients
go back to the organization; first talk to the client, go over agreement, talk about benefits of session; 1. ask the client what they are looking to get out of coaching, go back to why you were hired/why they hired you 2. if this doesn’t work, go back to the organization to resolve issues/explain situation 3. can bring a horse to water but can’t force it to drink (you can try to help the client and be there for support and encouragement but you cannot force them to change an attitude/behavior/mindset if they do not want to or will not accept help and put in the work themselves)
difficult conversations
try and take the same direction as normal conversations; stick to the process - 1. what is making this difficult for you? 2. keep it light, don’t indulge in details; asking “what” questions to make the conversation broader and real; if it gets bad, can suggest ending the session; detach them from the story and what they are saying (stick to coaching process, do not be thrown off by emotions)
coaching ethics
professionalism; trust; confidentiality; document sign - similar to a consent form in research (have clients sign a form before starting coaching)
role of effective non-threatening questions
good coaching questions give someone who’s busy and competent the space in which to step back and examine themselves; the right question can stop them in their tracks as they finally see their own actions from a different perspective or envision a new solution to an old problem
how is coaching different from mentoring, consulting, and counseling
coaching is focusing on the present; it’s about guidance, not advising; not deep seeded
psychological theories that inform coaching strategies
recognizing themes (motivation) - self-esteem
models of coaching
OSCAR - outcome, situation, choices, action, review
GROW - goal, (current) reality, options or obstacles, will or way forward (what are you willing to do)
IMPACT - (adult learning approach to coaching) identify life chapters, make sense of transitions, plan, act, consider, track; this model differs from GROW in its emphasis at the beginning of the process which identifies and makes sense of life transitions; this model provides opportunities to explore life experience in depth and to identify transitions before flowing through on the learning cycle
emotional intelligence (eq)
begins with self awareness and leads to understanding of what you and others need to get through a difficult time; if you are reacting to something someone did, your awareness of how you feel, and how the other person is perhaps feeling can help diffuse a bad situation and inspire you to go to that person and say “hey, are you ok?”; this can make the other person feel as though they matter, and are valued as opposed to letting bad feelings linger
