Personal Coaching - Definitions and Models by Dean Amory - HTML preview

process?

• Reality: What is the current situation like now and what

obstacles are there to achieving your goals?

• Ideas: What could you do to address the situation?

• Decision: What are you going to do? What are the next steps?

• Evaluation: Check the decision: How committed are you to

doing this? - Over time: What progress have you made

towards meeting these targets?

The essential aspect of the STRIDE model is that it really

celebrates the strengths of the coachee so the whole process

becomes a very positive experience.

However, it does encourage the coachee to consider what

obstacles there may be, which could prevent them from

reaching their target, but they also have to consider how they

could overcome these obstacles. The job of the coach is to keep

asking open-ended questions to help the coachee to move

towards a solution.

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2.34 FLOW COACHING

The FLOW model is explained in Powell et al. (2001).

• Find the challenge: What is the issue that you need to address?

• Look at reality: What are things like now?

• Open possibilities: What could you do about it?

• Win commitment: What are you going to do and when?

There are clear similarities between the STRIDE and FLOW

models. One of the key differences is that the STRIDE model

starts by looking at the coachee’s preferred future, whereas the

FLOW model starts by talking about the challenge, that is, What

is it that you want to address? From this starting point will then

come the discussion about what the targets are.

Both models emphasise the need to look at what the reality is

now. This is important, as it will open up a dialogue about what

the obstacles or blocks are which are stopping the coachee from

making progress. Only once these are brought to the fore can

the issue really start to be addressed. It is surprising how often

this is the key part of a coaching session and that by just seeing

thesituation clearly (rather than what was thought or imagined

to be the situation), the resolution often becomes obvious and

straightforward.

Lastly, the STRIDE model encourages the coachee to evaluate

both the appropriateness of the target and the progress towards

it over time.

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2.35 THE HILDA COACHING MODEL

One of the best bits of advice regarding coaching was also one of

the simplest. It followed a discussion with a colleague about the

importance of not getting too hung up on following a script

when it comes to coaching. We felt that it should be a natural

and flowing dialogue between two professionals and the coach

should not have to constantly refer to a bank of questions,

whilst engaged in coaching. This is most off-putting for the

coachee and does not help to create the informal and relaxed

atmosphere required for coaching. With this in mind, it was

suggested that the best type of person to become a coach is a

nosey person! Someone who will quite naturally ask question

after question in order to find out what they want – and in doing

so, will also help the coachee to find out. This simplicity seemed

most appealing.

Some readers might remember a character called Hilda Ogden –

the archetypal nosey neighbour – in Coronation Street (a long-

running television soap, based in the north of England). What a

fantastic coach she could have made, with her continuous

probing and incisive questioning. This led us to consider an

alternative, simple model for coaching – the HILDA model.

• Highlight the issue:

What do the coachees want to address?

What do they want to be different and how?

• Identify the strengths:

What do they already do well?

How can these skills and attributes be used to address the

particular issues?

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• Look at the possibilities:

In an ideal world, with no obstacles, what could they do to

address the issues?

What is getting in the way of doing this?

How could these obstacles be overcome?

What have they already tried? - What worked and what didn’t?

• Decide and commit to action:

What are they going to do to address the issues?

When are they going to do it? How are they going to do it?

• Analyse and evaluate the impact:

How will they know if they have been successful?

What will it look like?

Although in its early days, we have used this model in schools

with an encouraging degree of success. Its simplicity makes the

key stages easy to remember, within the framework of a

constant reminder to ask open questions throughout each of the

stages.

Source: The Coaching Toolkit: A Practical Guide for Your School

By Shaun Allison, Michael Harbour

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2.36 THE FORREST COACHING PATH

The Forrest Coaching Path™ is a series of signposts to guide the

coaching engagement. The Path is the culmination of extensive

research and over 20 years of effectiveness coaching.

Visualize the End Goal

The End Goal is the future, enhanced state of effectiveness to

which the organization and the coachee aspire as a function of

both organizational strategy and personal development. End

Goals are as diverse as organizations and coachees, but can

include increased effectiveness in specific or general work

capacity, future status or position, or communication and

interpersonal abilities.

After the End Goal has been identified, attention turns to the

Current State. It is important that the End Goal be identified

prior to the Current State; otherwise, the coachee’s aspirations

may be artificially constrained.

Identify the Current State

The Current State reflects the self-awareness of the coachee. It is

directly linked to the End Goal because if there is too large a gap

between the two, the resulting tension can either compromise

the reach of the goal or make it unattainable. The Current State

examination will require honesty and forthrightness on the part

of the coach and the coachee.

No coaching session can keep the two elements of End Goal and

Current State separate – it is a continuously iterative process.

However, the coach needs to always bear in mind the natural

tendency for a coachee to overly dwell on and react to the

Current State. This can distort the coachee’s natural energy – it

may seem overwhelmingly difficult to escape their current

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reality or, from the opposite side, the coachee may be overly

eager to escape the world in which they live.

Develop an Action Plan

The most important part of the coach’s role is to help the

coachee develop a plan to achieve their goals from their current

position. The coaching relationship thus far is focused on

questioning but, by the third signpost, the coachee will likely be

looking for advice. Developing and following a detailed plan will

help the coachee handle the tensions on the way to achieving

the goal. However, the coach needs to beware of putting too

much emphasis on a plan and, in some cases, it may be

necessary to allow the coachee to let matters unfold rather than

follow a script.

Manage Goal Tension and Minimize Conflict

As the coachee works toward the goal, the role of the coach is to

anticipate where the coachee may have difficulties and where

the tensions of reaching goals may be too difficult to overcome.

Here is where the coach really demonstrates their value. The

coach needs to be able to anticipate tensions, be available to

assist the coachee as these tensions grow, and aid the coachee in

minimizing these tensions in order to allow the coachee’s

creative abilities to work unencumbered. In many cases, the

coachee will have to adjust his or her plans and the coach will

need to be able to provide suggestions. Forrest coaches

anticipate these issues and, by being proactive, can profoundly

help their coachees.

Measurements and Adjustments

Ongoing through the engagement is the necessity to set

measurements and make adjustments. Measurements will be as

complex or specific as the engagement requires, and may be as

simple as checking-in after every session to see how, and how

much, they valued the session. The more mature coaching

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relationships will likely be able to set measures upfront.

Coaches must avoid the implicit tension of these benchmarks,

either avoiding them or racing toward them. Measurements

enliven the coachee and allow them to see true progress being

made. The other half of setting measures is to allow for

adjustment to plans. When the circumstances surrounding a

goal fundamentally change, the measures attached to that goal

must also change. These changes are realistic and will naturally

fall from discussions with the coachee.

Source: The Forrest Coaching Path™

Michael Clark - Director, Sales & Marketing - 416.925.2967 x262

Copyright © 2012 Forrest & Company Limited.

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2.37 FIVE-STEP COACHING MODEL

2.37.1 The Five-Step Coaching Model

The Five-Step Coaching is a scientifically-based yet simple

approach, that can serve as the backbone of any coaching

engagement:

1. Define.

Identify coaching goals.

2. Assess.

Obtain relevant data and baseline performance data.

3. Plan.

Develop an action plan to achieve the stated goals. Include

quantifiable success metrics.

4. Act.

Execute the plan.

5. Review.

Evaluate the results. Did the program achieve its goals?

2.37.2 The Five-Step Coaching Model For

Responding to Bullying at School

Once bullying has been reported, both the student who was

bullied and the student who bullied must receive coaching. It is

essential that there be no exceptions to this rule. We

recommend that specific staff members be prepared to coach

students. Often, these are administrators or coachs. The

following sections give details about the models staff should use

when coaching students.

Always coach the student who was bullied and the student(s)

who bullied separately. The power differential inherent in

bullying makes it difficult for targeted students to ask adults for

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help in the first place. A forced meeting with the student who

bullied can be an overwhelming experience for a targeted

student. Also, a targeted student may deny that there is a

problem if questioned in the presence of a bullying student.

Coaching the student who was bullied

For many reasons, students rarely report the bullying they

experience to adults. They may be afraid of retaliation, they may

think the bullying is their fault, they may feel ashamed, or they

may believe that adults are unable or unlikely to stop the

harassment. Combat students’ feelings of helplessness and

reluctance to report by following a five-step process.

Step 1:

Affirm the student’s feelings.

Say: “You were right to report/get help from an adult.”

Step 2:

Ask questions.

Get information about the current situation and the history of

the situation.

Step 3:

Identify what has and has not worked in the past.

Step 4:

Generate solutions for the future.

• Discuss how the student can avoid the person who has bullied

him or her. (Examples: The student could take a new route to

classes, sit closer to the bus driver, or stay close to a friend or

group of friends.)

• Create a plan with the student.

• Coach the student in using assertiveness skills. (If relevant to

the situation, remind the student that aggression is never an

appropriate solution.)

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• Identify others (parents, teachers, friends) who can support

the student.

Step 5:

Follow up.

• See how the plan is working.

• Contact parents as appropriate.

• Inform the student’s teachers.

Coaching the student who bullied

Students commonly experiment with bullying and domineering

behaviors in middle school. Teach them positive behaviors by

coaching them through alternative actions. Particularly with

initial bullying, withhold judgments of blame and focus instead

on helping students adopt positive behaviors that avoid “even

the appearance of bullying.” Your school’s bullying policy should

provide the necessary framework for a multilevel approach that

clearly outlines appropriate consequences for initial and

repeated bullying.

In addition to consequences, students who continue to bully

may need more targeted help addressing their problem

behavior. Students are more likely to change problem behavior

if adults help them select positive alternative behaviors and

provide consistent feedback about their progress.

Source:

Second Step: Student Success Through Prevention © 2008

Committee for Children

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This coaching model (for use with students who bully) has five

steps:

Step 1:

Identify the problem and diffuse reporting responsibility.

• “I have been hearing that...”

• “Many students have reported that...”

Step 2:

Ask questions and gather information.

• “I’d like to hear from you about what happened.”

• “How would you feel if this happened to you?”

Step 3:

Apply consequences.

• Discuss the school bullying policy.

• Enforce the agreed-on discipline.

Step 4:

Generate solutions for the future.

• Create a plan with the student.

• “What are some ways to prevent this from happening again?”

Step 5:

Follow up.

• See how the plan is working.

• Contact family members or the student’s teachers

• Refer the student for further discipline as appropriate.

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2.37.3 The Five-Step Coaching Model

This model has been refined after years of research and

modeling of what makes successful people tick, and what

makes teams work together productively. As well as being

derived from experience, it also draws on the best ideas

that leading experts recommend.

The 5 steps are Outcome, Flexibility, Feedback, Support and

Challenge.

Outcome

Ideas don’t just happen. It may feel like they do, but in reality

they are created; and so the fundamental thing for any team to

get right is the correct definition of precisely what it is that they

want to achieve. Stating the intention positively, in such a way

that it can almost be felt, stimulates everyone to explore every

avenue that is available in order to turn things into reality. Also

identifying potential obstacles, both physical and emotional, will

greatly increase the chances of success. You’ll learn how state

your intentions in a precise, motivating way, so that the whole

team can sense the success. Getting this right is the foundation

of successful teamworking.

Flexibility

If you always do what you’ve always done, then you’ll always get

what you’ve always got. Creative teams need to work together

to identify a greatly expanded set of possibilities to experiment

with, and the flexibility element introduces tools, techniques

and attitudes that create more choice. Having more options

means more chance of success.

Feedback

Every action generates a result. It might not be exactly what the

team intended, and all too often we slip into immediate

judgement mode when faced with a ‘wrong’ result, which can

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prevent further action. However, it is still a result, and with the

right attitude the team can use it to form the basis of learning

and change. The way that we interpret our results and hence

learn from feedback is crucial in determining whether the team

is paralysed by failure or they learn and move on.

Support

In order to get the most out of yourself and your team, you need

to establish a positive, supportive atmosphere in which people

(including you) have the confidence to take bold actions.

Success lies beyond the boundaries of current experience and

only people who have the courage to step beyond their current

limits and thinking will achieve something new. In order to do

that, you need to create a supportive team atmosphere in which

people are free to experiment, and in this module you’ll

understand the principles that great motivators use to get the

best out of people.

Challenge

Creative teamworkers can increase their effectiveness by paying

careful attention to their interactions with others. This helps

them to explore the thinking of others and hence get the best

out of any situation. Words, language, actions, intentions and

behaviours are all crucial in maximising team effectiveness and

creativity. In the Challenge element you will learn the linguistic

skills that you will need to get the best out of your interactions

with others.

Source:

COPYRIGHT © COACHING IDEAS - ALL RIGHTS RESERVED -

Coaching Ideas is led by Ian Walton, a PhD scientist and Master

Practitioner of NLP.

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2.38 THE FOUR PHASE MODEL

Stage 1: Discovery Phase

The first step of working with your Life Coach is to share you

personal goals with your Life Coach. It may take a few Life

Coaching sessions to determine what your personal goals and

objectives are. Your Life Coach may use a range of personality

and behavioural models to gain a better understanding of the

coachee. As a starting point, your Life Coach will determine

information relating to the coachee’s past achievements to

provide a starting basis for setting up new goals for the future.

The information collected in this phase will be used to provide a

Life Coaching program design.

Stage 2: Design Phase

The second step of Life Coaching is to design a step by step

system of support, education and accountability for the coachee.

This may include the creation of the step by step system of

actions that you need to follow. The Life Coach will work with

your end goal and work backwards setting up a series of steps

and milestones to help you achieve your goals. Your Life Coach

will design activities that are specific, measurable, achieveable,

realistic and time based. The activities and action steps should

be documented and communicated to you in a clear manner.

The Life Coach will draw up a map with detailed directions on

how you can reach your destination.

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Stage 3: Accountability Phase

This stage is a critical part of ensuring the success of your Life

Coaching program. The Life Coach will track your progress and

actions against your plan. During this phase, the coachee may

encounter fears, blocks and limiting beliefs around achieving the

results and progress that they deserve. A good Life Coach will

intervene and make sure that there coachee remains on track.

Stage 4: Redesign Phase

It is important for a Life Coach to be open and honest with the

Life Coaching coachee. On some occasions, it will be determined

that the program is just not working as for the Life Coaching

coachee. In these situations, the LIfe Coach needs to re evaluate

the Life Coaching program so that the coachee can get on track.

At these times, the Life Coach needs to be able to meet with the

coachee to guide and motivate them more effectively. By

evaluating and redesigning the Life Coaching program the Life

Coach is able to ensure that the coachee will achieve their goals

and objectives.

SOURCE: Australian Institute of Life Coaches

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2.39 THE CIRCLE OF LIFE COACHING

Good life coaching creates personal and professional meaningful

breakthroughs in your life in a very short period of time. It

engages you on all levels — physical, emotional, energetic, and

spiritual and helps you to become a more positive, more Self-

reliant and more self-directed individual.

Consciously designing every area of your life can contribute

significantly to your lifelong happiness by mobilizing the

incredible wisdom, strength, and knowledge that reside

naturally within each individual.

The Circle of Life will help to shine light on your path as you

intentionally direct your energy in your personal journey.

Harmonious relationships, meaningful work, emotional and

physical healing, the fulfillment of your life purpose, expressive

creativity and deep personal peace are like seeds within you.

They are awaiting your acknowledgment, attention and your

cultivation.

How does Life Coaching work? It allows you to identify where

you currently are and creates a path to get to where you want to

be. There are 6 phases to this process that can be implemented

individuall