1 coaching a path to long term excellence. from coaching: evoking excellence in others by james...

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Coaching

A Path to Long Term Excellence

11/25/02 Karyn Lazarus 541-917-1873 2

From Coaching: Evoking Excellence in Others by James Flaherty

Why Coaching Now

Innovation is endless Retention of people Working in a multicultural environment Others?

11/25/02 Karyn Lazarus 541-917-1873 3


Desired Results of Coaching

Long Term Excellent Performance Self-Correction Self-Generation

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Amoeba Model vs. What Really Happens

Needle

Sugar

(poke)

(reward)

•Doesn’t have long term effect•Rewards can occur w/o effort•Eliminates self-correction•Action only taken when prompted•Eliminates self-generation

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Premises of Coaching

Behavior Structure of Interpretation

PracticesLanguage

Job of coach:•Understand the client’s structure of interpretation•In partnership alter this structure to get desired outcomes•By providing a new language (self-correction and self-generation) and•By providing practices (long term excellent performance)

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Coaching Principles

Pragmatism•Outcome based•Relentless Correction

Two Tracks•Client and coach engaged in learning•Breakdowns may occur in either’s commitment or competence

Always/Already•Always in the middle of something•Not empty vessels•Immediate concerns•Current commitments

Techniques Don’t Work•Manipulative•Undermine dignity•Foster resistance and resentment

RelationshipMutually Satisfying Based on Mutual Respect Mutual Trust Freedom of Expression

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Coaching ProcessEstablishRelationship

RecognizeOpening

Observe/Assess

EnrollClient

CoachingConversation

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RecognizeOpening

Observe/Assess

EnrollClient


•Shared commitment•Mutual Trust•Mutual Respect•Mutual Freedom of Expression

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RecognizeOpening

Observe/Assess

EnrollClient


•Types of Openings Performance ReviewNew SkillExpressed frustration, need or disappointment Interruption in accomplishmentBroken promisesRequestsBusiness needs: high/lower costs

•ResistancesHabitSocial Identity

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RecognizeOpening

Observe/Assess

EnrollClient


•A way of speaking about the person, it is not the person•Keep the client a mystery•Validity of process is based on usefulness

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RecognizeOpening

Observe/Assess

EnrollClient


•Define outcomes•Establish commitment of coach•Establish commitment of client•Confront potential hindrances•Continue steps until completion

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RecognizeOpening

Observe/Assess

EnrollClient


Type Timing Examples

One Once InterventionRequestClarifying standardsAddressing lack of

Two Several Not open to inputNot organizedComplex skill attainmentOver-commitment

Three Months Discovering purposeLong-term financial commitmentsBeginning/Ending relationshipRaising children

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Sample Self-Observation Exercise

Invent, by declaration, an internal separation in yourself. Divide yourself into two persons, one who acts/reacts in life and one who observes and is passive in life.

Begin to observe how you react in life. Observe what happens (life) and then what you do, say, feel, think, your reactions, etc. Observe quietly, passively. Keep noticing your judgment about yourself, about others, about life. Observe your internal states as well as what you show the world.

At the end of each day, scan through your day again and note what happened and how you reacted.

Do this exercise for ten days.

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Sample Practice Exercise

Objective: To become aware of my challenging behaviors and their consequences.

Instructions:

Stop twice each day – at midday and at the end of the day --- and ask yourself the following questions.I suggest you anticipate this exercise by observing yourself throughout your day. You may wish to record your responses in your journal.

1. Who did I challenge today?2. Why?3. What were al the outcomes of this challenge4. What actions will I take from what I observed?

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Appendix

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Assessment Model: 5 Elements Model

Immediate concerns Ask what those are

Commitments Competency to achieve commitments

Future Possibilities Desired achievements Potential roadblocks Potential solutions

Personal/Cultural History Mood

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Assessment Model: Domains of Competence

Self-Management (I)

Relationship (others)

Facts and Events

Qualities: Vision, passion, integrity,Trust, curiosity, daring. Skills: self-observation, -knowledge, -management, -remembering, -consistency.

Qualities: Empathy, openness,Optimism, faith, reliability.Skills: Listening, speaking,setting standards, learning,and innovating.

Qualities: Rigor, objectivity, persistence, creativity,focus. Skills: Analyzing, predicting, simplifying, building Models, organizing and prioritizing.

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Assessment Model: Components of Satisfaction and Effectiveness

Intellect Making distinctions Predicting consequences of action

Emotion Bring people or events close or moving them away

Will What is said will happen does happen

Context Done inside of purpose

Soul Compassion/kindness Experience of connectedness

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Type One Coaching Conversation Process

Enrollment Clarifying Intention Revealing Thought Process Invitation to See a New Way New Actions and Offering Support

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Follow-Up Conversations

Type Two Coaching Conversation Process

Openings for coaching:•Work breakdown•Enhancing competence•New possibility: role, product, market

Observation of Client•Assessing structure of interpretation•Assessing level of competence•Observing client behavior associated with topic of coaching

Session I•Enrollment•Clarify outcomes•Promising support•Observation exercises•Setting up communication•Planning follow-up

Session II•Report on observation exercise•Discuss new behavior•Assign new practices

Session III•Report on new practices•Results of new behavior•Effect of new competence: relationships, identify, effectiveness•Recommendations for the future

Follow-Up Conversations

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Type Three Coaching Conversation Process

1. What will you specifically recognize the fulfillment of the coaching program? List observable phenomena.

2. What distinctions must the client incorporate in order to fulfill the outcome as specified?

3. What distinctions (e.g., belief, fear, negative assessment) must the client abandon?

4. What life-world structures (habits, relationships, practices, etc.) maintain the hindering distinctions?

5. What exercises(s) or practices(s) can you assign that will allow your client to observe these distinctions and structures?

6. What practices can you assign that will incorporate the new distinctions (from #2 above)

7. What are the likely potential breakdowns in your client’s enacting these practices?

8. What will these breakdowns reveal t your client? Should you allow the breakdowns to happen to try to prevent them?

9. What support will your client require during the program, especially during breakdown?

10. Who can provide support for your client?

11. How could you structure this coaching program?

12. What metaphor(s) could you use to show the outcome of the program to your client?

13. What paperwork (calendars, worksheets, etc.) would support your client?

14. How can you present this program to your client? What questions is your client likely to have? What concerns? What objections? How can you address these?

1 coaching a path to long term excellence. from coaching: evoking excellence in others by james...

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coaching process

evoking excellence

james flaherty

karyn lazarus

long term excellence

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selfcorrection action

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