AC107 Coaching Model

Key Learning Points (extracted from ICA reading)

Coaching is a form of consulting. The difference between coaching and consulting is that a consultant comes in, fixes something, and then leaves. The coach stays with the client to help implement new skills, work through the challenge of change and set an action plan to achieve goals.

Where typically the consultant is an expert in a field, a coach does not claim to be an expert, but is there to bring out the expertise in the client. The coach does not claim to have all the answers, but instead has the right questions to support the client to find their own answers. The relationship with a consultant is usually focused on a particular area and is short term. The relationship with a coach is holistic in nature and is usually a longer-term relationship.

Examples of Coaching Processes
Coaching is a hybrid field, with roots in a range of philosophies and professional practices. As a result there are a number of styles of coaching, which vary according to the tradition or philosophical approach they grew out of. Many management training organisations or departments in universities have their own unique styles of coaching that they advocate for use amongst their students. Many professional coaches have developed their own unique processes and have published these on the internet or in books to share with the rest of the coaching profession. Below is a list of some documented coaching styles, which you may have heard about before or may wish to learn more about.

• Motivational Interviewing
• Reality Therapy
• Socratic Dialogue
• Single-, double-, triple-loop Model (Hargrove)
• Co-Active Model (Solution Focussed Therapy/Coaching (O’Hanlon)
• CAAACS Model (Auerbach)
• Eight Stage Model (Hudson)
• Stage of Change Model (Procheska & Norcross)
• Systems Perspective (Tobias, 1996)
• Systems & Psychodynamic Approach (Kilburg, 1996, 2000)
• Iterative Feedback Model (Diedrich, 1996)
• Multimodal Therapy Model (Richard, 1999)
• REBT (Anderson, 2002; Sherin & Caiger, 2004)
• Transformative-developmental model (Laske, 1999)
• Constructive-developmental theory approach (Fitzgerald & Berger, 2002)
• Action Frame Theory Approach (Cocivera & Cronshaw, 2004)
• Existential Approach (Peltier, 2001)

AC105 Creating Action

Key Learning Points (extracted from ICA reading)

The Action Process

• Focus on Values
• Enhancing strengths (adopt POPS?): Focusing on a client’s weaknesses does not support them in moving forward, however, it is important to be aware of them so that they don’t get in the way. It is more effective for clients to think in terms of “distractions”, “barriers” and “roadblocks” rather than “weaknesses”. The term “weakness” implies an inherent flaw in a person’s make-up. The terms “distraction”, “barrier” and “roadblock”, on the other hand refer to short-term situations. They don’t sound immovable. They sound manageable. They are not general statements about the person. They only exist in relation to the person’s strengths.
• Gathering resources to support the action
• Goal-setting
• Prevent slipping into old patterns
• Creating an action plan
• Positive affirmations
• Focusing on solutions
• Build on past successes: A tool for tapping into past successes is to create a Success Life Line. Have the client draw a line on a piece of paper. At the left side of the line, have them write the date when they were born. Starting from the left side and working toward the right, have them write the date and a short statement of every success they have had since then. For example, winning a spelling bee contest, graduating from school, or having a baby. These are all examples of when they completed something successfully. Once the client has completed the Success Life Line have them write down what strengths they used to achieve this success. This will help develop their inventory of strengths. It will also provide a real life example of when they used those strengths. Whenever the client becomes discouraged they can review their success life line and tap into the power of that moment to gain encouragement.
• Create a list of encouraging role models
• Enlist the help of a support team

AC104 Goal Setting

Key learning points (extracted from ICA reading)

Structuring goals
There is a system to be able to create goals. To just say we want something isn’t enough. We must provide a structure for creating what we want in our life. There is an acronym that is often used to describe powerful goals which helps us to evaluate whether we have thoroughly thought them through. It is S.M.A.R.T and stands for specific, measurable, achievable, realistic and time bound.
Specific
– Goals should be specific. Saying you want to earn more money isn’t enough. How much more money do you want to earn?
Measurable
– Goals must be measurable. If the goal is not measurable, then how will you know you can obtain it? For example, when you state how much money you want to make, you now have something to measure and will know when you can obtain it.
Achievable
– Goals should be a stretch, but still achievable. If the goal is too far out of reach, it will not be motivating. Its important to have big dreams in your life but in order to keep yourself motivated you may want to break these down into smaller, more achievable goals. For example, you may have a desire to be financially independent so that you can quit your job and volunteer overseas in a developing country, but this dream is about 10 years away, minimum. Perhaps a more achievable goal that is still aligned with the bigger dream is to pay off your house so that you no longer have mortgage demands.
Realistic
– While you reach for the sky it’s important to know your limitations. For instance, a 56-year old man who has no political experience, who wants to set a goal of being President of the United States in the next five years, is setting a goal that is not realistic. However, setting a goal for more political involvement such as running for local office or working on a political campaign is a very realistic and worthwhile goal. Unrealistic goals are dispiriting and can prevent people from moving forward at all.
Time bound
– To make a goal compelling it must be time bound. The question to ask a client when setting goals is “By when?” The date can always be adjusted, but it gives the client something to work towards and is motivating.


Goal Achievement Process
1. Set the Goal.
2. List the resources needed to achieve it.
3. List the assets you currently have to make it possible.
4. Identify any blocks or obstacles standing in the way.
5. List any significant milestones to reach along the way (with dates).
6. List the actions required to meet the first milestone by a given date.
7. Build in a reward or celebration for when you do reach the goal.

AC102 Enthusing

What are some other areas you can think of where clients can benefit from the technique of enthusing?

To enthuse someone means to make someone enthusiastic about something. The act of enthusing involves “energizing” the moment. As coaches we try to “energize” or enthuse our clients to take action to bring about changes in their lives for the better. Sometimes people accept change with reluctance. Other times they welcome it with open arms.

The more willingly we embrace change, the more likely that we can shape it meet our needs instead of being overwhelmed by it. The old adage that people have to “want to change” before they really can, is very true.
To enthuse is to energize the client to take that important step in the direction they are envisioning their life will go. The following are examples of when to use the enthusing technique:

• Client is afraid to change jobs.
• Client is unable to speak their truth.
• Client is not feeling supported in their relationships.
• Client is holding himself or herself back from doing something that would bring them great joy.
• Client is afraid to stand up to someone who is manipulating or dominating them.

When you enthuse you make an emotional connection with the client. Clients “feel’ your enthusiasm as much as they respond to your actual words. If you think of positive energy as a fuel that powers movement, enthusing could be described as giving the client a “top up” of enough positive energy to help them move into action.

(extracted from ICA reading)

AC101 Acknowledgement

What do you think are the benefits in acknowledging clients as part of the coaching relationship?

Acknowledgment comes after the client has taken action. However acknowledgment is not just about the action, it is about who the client is being while they are taking action. We acknowledge our clients for their values and their purpose and not just their activity. We cheer them on, support them to take the next step with courage, and help them to see what they did to get those results. The language we use for acknowledging someone is: “I want to acknowledge you for….”

We do not always have to acknowledge only what was successful. Many times some of the best lessons come from what did not work out well, when it did not turn out to be exactly the way we wanted it to be. As coaches, we acknowledge what it took to take action, what lessons were learned and how it will now support the client to grow and develop even further. That means we acknowledge all the steps the client is taking from beginning to end.

We can actually coach effectively by just using acknowledgement, encouragement, validation and celebration. This is a very strong statement, but it's true. If we simply help your client see and appreciate their strengths we will empower them to do better. If we acknowledge them when they are operating at their best, then we allow their “best self” to grow. When we validate them at moments of self-doubt we will drive this doubt away. To focus on what is good in their life right now and what they are doing right will often produce significant results irrespective of other techniques.

(extracted from ICA reading)

FC107 Power Listening

What are five things that a coach needs to listen for with a client?

• “The primary purpose of listening… is to truly understand the other person’s point of view, how they think and feel and how they ‘move through the world.’” (Zeus and Skiffington, 2000)
• A good coach is listening for what truly inspires a client, lightens them up, excites them, frees them, and keeps them from resignation.
• A coach then listens for what would fulfil that inspiration, and listens for what gets in the way.
• A coach listens to a client as a magnificent, extraordinary person; as their greater self, and relates to them that way.
• When a coach is working with a client, he or she is listening for not just what the client is saying but how they are saying it eg. what feelings and emotions are being expressed or withheld.
• The coach is also just as interested in what they are NOT saying as what they are. Listen for subtle changes in voice, avoidance of questions or a change in subject. Let the client know what you are really hearing, and ask if there is something more they want to say about it.

(extracted from ICA reading)

FC105 Getting Started

1. What would you like to do for people? What gifts do you have to offer, as a coach, that can make people become empowered?

• I would like to help people live their life happily and positively.
• I listen to others actively. I asked open questions to help people think and take actions. I also support and encourage people in depression and further help them move forward.

2. Why are you a coach? What is the drive behind coaching for you to make things happen for people?

• I am a coach in the training programs and at work. I act as a coach to my husband, sister and friends when they need my advice.
• I am people-oriented and according to my SDI (Strength Deployment Inventory) result, I am red-blue, which means my leadership style is coaching and mentoring.

3. Name three specific goals you would like to achieve in your coaching practice by the end of six months.

• Three specific goals: (1) by the end of June 2009, I want to complete all the readings and reflections of FC101 ~ BC109; (2) by the end of June, I want to practice at least 6 coaching session for each external client (totaled 3 clients); (3) by the end of July, I want to attend all tele-classes.
• Business structure: As a manager of Learning and Development Department, I am responsible for Coaching Culture Serial training programs in my firm. I would focus on design and deliver coaching programs as well as provide coaching and coaching advice to my colleagues.
• How many clients? Participants in the training programs are my clients. There were more than 500 in 2008.
• Revenue target: I hope to get promoted to next level, Senior Manager.
• I want to graduate from ICA (International Coach Academy) in December 2009.

4. What will be your three-month milestone?

• By the end of March, complete all the readings of FC101 ~ AC113 and attend tele-classes of FC101 ~ AC108. Besides, practice at least 3 coaching session for each external client (totaled 3 clients).

5. What are your top three objectives in building a successful practice?

• My subordinates could achieve their goals in professional and personal life.
• Colleagues in different department would like to discuss coaching with me.
• External clients would like to pay a valuable price to them for my coaching service.

FC103 Effective Feedback (2)

1. Evaluate the feedback you were given. How did you respond? Was some feedback better than others? What made it so? What did you learn from this exercise?

• 1st feedback on the clean desk (Feedback: Wow, this area is so clean. / My response: It’s been clean for almost one month.)
• 2nd feedback on wearing a skirt (Feedback: You look so different than usual! Like a little girl. / My response: I tend to wear formal at work.)
• 3rd feedback on my coaching (Feedback: You have been putting a lot of efforts to help your coachee change her behavior. We could tell the significant change form her behaviors. / My response: It’s my responsibility and I would like to keep helping her perform well.)

The better feedback to me is the feedback provider gives me his/her observation with evidence objectively. I would pay attention on this for my coaching in the future. Make sure that my feedback is not personal, not emotional, opportunity finding, fact based, objective, focusing on the future, constructive, and neutral.

2. When and how might you use role-play with your clients?

When my client is stuck in a situation that he/she could not have a breakthrough, I would invite him/her to practice role-play and reverse role-play.

3. What are three situations you might encounter as a coach in which role-play could be useful?

• When a subordinate could not understand a manager’s points of view, it would be useful to practice a role-play to think and make a decision as a manager.
• In training courses, when participants do not have experience of coaching, it would be useful having role-play to practice coaching skills as coaches and coachees.
• When children disagree with parents, role-play would be useful for them to put themselves in parents’ shoes and change their perspectives.

FC103 Effective Feedback (1)

1. How do you feel about receiving feedback?
It is not easy to receive feedback from others especially when I am confident of myself. However, I prefer having feedback to being concealed to improve myself.

2. What kind of feedback has made a difference for you?
Direct feedback with evidences and suggestions has made a difference for me. I used to be a person who liked to be the focus of attention among friends or in the class. I was not aware of that I often interrupted others' conversation. One day, one of my best friends shared her observation on me and advised me that I should remind myself to keep my mouth shut and listen to others before I wanted to cut in others' talking again. It was harsh but I knew she gave me the feedback sincerely. Since then, it's been 14 years. Thanks to her, I have become a better listener and which helps me a lot in work and in coaching.

3. What is the purpose of feedback in a coaching situation?
The purpose is to help our clients to gain objective perspectives of their situation and help them to figure out a solution to change/improve that situation.

FC102 Perspective (2)

About six months ago, my director asked me to review my coachees’ working efficiency and quality. One of them had some problems to perform her job well. I have been supervising her for almost one and half year. I understood that this “job (not career)” might not be the most ideal one when she joined our team. She did not have a clear plan of future. She seldom had feelings of achievements in our work due to requirements for lots of quality and details in daily work. She was frustrated. Therefore I designed a plan of coaching my coachees (including the target one).

First, I asked her to bcc me all her e-mails that I could review her process and give her some advices for improvement. Second, we had pre-work meeting every Friday for discussing our work in the following week. In the meeting we exchanged ideas and experience for better practice. Third, we had monthly studying gathering for Harvard ManageMentor. In each gathering, we used ORID to discuss a scheduled topic. We shared our reflections and how to implement the learning in work. Last, the most important one, I had arranged three performance feedback meetings with her to help her re-frame her perspectives of this job: from “Reaction” to “Action”, from “Struggle” to “Challenge” and from “Doubt” to “Commitment”.

By the end of 2008, she has showed her commitment of this work and took action to improve working process without my frequent reminders and monitoring. She told me that in 2009 she would present a new image and continue proving her determination. I am very looking forward to it. ^^

FC102 Perspective (1)

1. When have you experienced a change in your perspective? What did it take for you to change your point of view?

• When I obtained the current job as Learning and Education Manager, I had experienced a change in my perspective from a team member to a team leader. I took the challenge and responsibilities, respected my supervisor and trusted subordinates by putting myself in their shoes as well as contributed what I had and learnt to teamwork and team success.

2. How will helping your clients change their perspective make a difference in their lives?

• Changing our clients’ perspective could help them change their attitudes from negative and limited to positive and open-ended, and then further enhance their lives.

3. In your view, what are the three most powerful Perspectives from which someone could live their life?

• Respect, Contribution and Commitment
  

4. What is a disempowering perspective you have been using lately?

• Reaction

1. Pick an area of your life, or someone else’s life, where a problem has persisted for some time. Discern the Perspective, and ReFrame it.

• My coachee (subordinate / staff / junior colleague)
• from “Reaction” to “Action”
• from “Struggle” to “Challenge”
• from “Doubt” to “Commitment”