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BC Learning

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BC Learning

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Coaching

conversations for

change (part 1)

Session 4 in the

Leading Transition Series

facilitated by Bronwyn Cross

BC Learning Solutions Pty Ltd

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BC Learning Solutions Pty Ltd 2012 page 2

Table of Contents

SESSION 4 OVERVIEW .......................................................................... 3

WHAT IS COACHING? ............................................................................ 4

QUALITIES OF EFFECTIVE COACHING FEEDBACK .................................. 4

THE COACHING CONTINUUM ................................................................. 5

MANAGER AS “BOSS” VS “COACH” ........................................................ 6

POTENTIAL CONFLICT BETWEEN ROLES OF MANAGER AND COACH ...... 7

FIVE BASIC NEEDS ................................................................................ 8

FURTHER DISTINCTIONS ON COACHING CONTEXT ............................... 9

COACHING IN A CHANGE CONTEXT ....................................................... 9

THE ADKAR MODEL .............................................................................. 13

ADKAR ANALYSIS ................................................................................ 14

IDEAS AND REMINDERS ...................................................................... 16

EMPOWERING QUESTIONS .................................................................. 17

CONVERT TO EMPOWERING ................................................................ 18

THE GROW COACHING MODEL ............................................................. 19

QUESTIONS UNDER PRESSURE ............................................................ 20

3 DIMENSIONS .................................................................................... 21

THE MPH MODEL .................................................................................. 23

CREATE ............................................................................................... 28

CHOICE ............................................................................................... 30

CHANGE............................................................................................... 32

REFLECTIVE PRACTICE ........................................................................ 33

THE NATURE OF TRUE DIALOGUE ........................................................ 34

NOTES ................................................................................................. 36

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Session 4 Overview

Learning Objectives

By the end of the session participants will be able to:

Identify a range of work-based contexts where coaching conversations can

add value (i.e. achievement of outcomes, workplace relationships, change

leadership etc.)

Use the G.R.O.W coaching model as a framework to initiate and facilitate a

coaching conversation

Identify the types of questioning approaches most beneficial for different

types of coaching conversations

Explain why and how a particular type of coaching conversation is initiated

in relation to change management lifecycles

Key Content

PROSCI’s change management tool/transition model ADKAR (Awareness,

Desire, Knowledge, Ability, Reinforcement) and its usefulness in leading

change

G.R.O.W. model (Goal, Reality, Options, Way forward)

Research on the efficacy of coaching conversations during change (ADKAR

and types of change interventions)

The importance of trust and rapport in a coaching environment

Key Skills

Quality questioning (i.e. open enquiry, probing, open and closed etc.)

Dialogue facilitation skills (i.e. intention, listening, paraphrasing, self-reflection

and self-management etc.)

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What is Coaching?

In their book The Complete Guide to Workplace Coaching Zeus and Skiffington

provide some key themes to help define coaching;

Coaching occurs through conversation

Coaching is about learning

Coaching helps individuals access what they already know

Coaching is about asking questions (rather than providing the “right”

answers)

Coaching is about change and transformation (the ability to grow and

change habits)

Coaching is a journey where the journey is as important as the destination

Coaching operates on the emotional plane (“moving out”)

taken from Zeus and Skiffington, “The Complete Guide to Coaching at Work,2001.

Qualities of Effective Coaching Feedback

Intend to help (not to control or manipulate)

Is a subjective interpretation (I language) delivered in the moment (or soon

after)

Presume innocence (not attributing negative motives)

Describe observed behaviours and impacts (not evaluate and judge)

Be authentic and candid – AND compassionate, to build trust and respect

Stimulate mutual learning and inspired action

Allows receiver to maintain dignity and self respect

Allows receiver to maintain control over his or her choices and how to

respond to the feedback

taken from Thomas Crane ,“The Heart of Coaching”, 2002.

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Focus on

performance

Focus on

potential

Helping people to help themselves

The Coaching Continuum Two key principles

1. Transference – belief that coaching is a process whereby a person with prior

knowledge or experience can impart this wisdom to others – with a goal to

optimise performance

2. Discovery – belief that coaching is to help others release untapped

capability – to help the person be who they are and what they want to be

(focus is on releasing potential)

What is the appropriate balance?

Extrinsic solution Intrinsic solution

Managing Teaching Mentoring Coaching Counselling Therapy Mediation

taken from Mick Cope, “The Sevens Cs of Coaching”, 2004.

Collaborative coaching

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Manager as “Boss” vs “Coach”

Manager as “Boss” Manager as Coach

Pushes / drives

Lifts / supports

Tells / directs / lectures

Asks / requests / listens

Talks at people

Engages in dialogue with people

Controls through decision

Facilitates by empowering

Knows the answer

Seeks the answer

Triggers insecurity using fear to

achieve compliance

Stimulates creativity using purpose to

inspire commitment

Points to errors

Celebrates learning

Problem solver / decision maker

Collaborator / facilitator

Delegates responsibility

Models accountability

Creates structures and processes

Creates vision and flexibility

Does things right

Does the right things

Knowledge is power

Vulnerability is power

Focussed on the bottom line

Focussed on process that creates

bottom line results

taken from Thomas Crane “The Heart of Coaching”, 2002.

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Potential Conflict Between Roles of Manager and

Coach

(where coachee also is in line reporting role)

Manager Coach

Responsible for output Responsible for process

Can reward and discipline No disciplinary process

Reports to senior manager Reports to coachee

Extrinsic measurement Intrinsic measurement

Intention to manage Intention to unleash potential

Monitors and gives feedback on

performance

Gives guidance and encouragement

Has more power in the relationship Equal power in the relationship

How do you work with the differences between these two roles?

What strategies do you use to distinguish between the two roles? (for both yourself and the coachee)

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Five Basic Needs

I need to be SEEN

I need to be HEARD

I need to be RESPECTED

I need to be SAFE

I need to BELONG

When all of my basic needs are met…

Then…

I’m ready to LEARN


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Further Distinctions on Coaching Context

We have explored the key contextual differences between the roles of

“manager” and “coach”.

There are further distinctions that can be useful when working in the area of

“developmental coaching”. They relate to the contexts that may occur for the

coachee, such as:

1. Coaching shorthand – sharing feedback (both appreciative and

constructive) – corridor coaching, on the spot, at the time….

2. Problem solving – usually initiated by coachee – where you would ask

effective learning questions (not giving them the answer)

3. Coaching dialogue – usually initiated by the coach to engage in mutual

learning and create an action plan

4. Any others? …

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Coaching in a Change Context

Best practice research* has identified the critical role of leaders and managers in

successful change management. This key role is reinforced by what is identified as

the number one obstacle to success – employee resistance. Employee’s direct

supervisors have the greatest influence on the extent of engagement in the

change process. They also have a strong influencing role as the conduit between

senior managers and employees or the project team and employees.

Who is the Preferred Communicator of Change Messages?

*Reproduced with permission Prosci®. Best Practices in Change Management 2007

0% 10% 20% 30% 40% 50% 60%

Other

CM team leader

CM team member

Project team leader

Project team member

The employee's supervisor

Department head

Senior manager

Executive manager

CEO/President

Percent of respondents

Personal messages

Business messages

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Sponsoring is necessary at all levels of the business

Change sponsoring roles:

Senior Managers Business Imperative: Must lead the

achievement of business strategies

Change Imperative:

Visible & active participation

Build coalition of sponsorship and

manage resistance from mid-level

managers

Communicate directly with employees

Mid-Level

Managers &

Supervisors

Business Imperative: Keep the business

running

Change Imperative:

Understand the change and your

leader role

Fulfil the 5 Roles of Manager

(communicator, advocate, coach,

liaison, resistance manager)

Front Line

Employees

Business Imperative: Perform functional

tasks

Change Imperative: must change in order

to achieve desired business results

Act as “on the ground” ambassadors

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What might be the specific change sponsoring role(s) that you have

as a UTAS Leader?

Business Imperative –

Change Imperative –

Critical Messages for People in Change

The Prosci® research identifies FIVE Critical messages for change sponsors to

communicate around:

Impact on me – How will the change affect me?

Reason for change – Why is it happening? Why now? How does it align with

goals, vision, strategy?

What is changing – Exactly what and how will the future state look? What will

be happening during the transition?

Impact to business – How will the business and our clients be affected? What

negatives should we be prepared for?

What support and resources – What will be done to support us during the

change? When will it be available? How will we access it?

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The ADKAR Model

Prosci’s ADKAR model for change provides a solid foundation for change

management activities. The ADKAR model has 5 elements, each of which must

be in place for a change to be realised.

Outcomes Enablers Influential Factors

A Awareness of

the need for

change

Ready-access to information

Customer input

Marketplace changes

Management

communications

A person’s view of the current state

How a person perceives problems

The credibility of the sender

Circulation of misinformation or

rumours

Contestability of the reasons for

change

D

Desire to

participate

and support

the change

Discontent with current state

Imminent negative

consequences

Enhanced job security

Affiliation and sense of

belonging

Career advancement

Acquisition of power or

position

Incentive or compensation

Trust and respect for

leadership

Hope in future state

The nature of the change and

WIIFM

The organisational or environmental

context for the change and history

An individual’s personal situation

What motivates them / intrinsic

motivators

K Knowledge on

how to

change

Training and education

Information access

Examples

A person’s current knowledge base

The capacity or capability of this

person to gain additional

knowledge

The resources available for

education and training

Access to or existence of the

required knowledge

A

Ability to

implement

required skills

and

behaviours

Practice applying new skills

or using new processes and

tools

Coaching

Mentoring

Psychological blocks

Physical abilities

Intellectual capability

The time available to develop the

needed skills

The availability of resources to

support the development of new

abilities

R Reinforcement

to sustain the

change

Incentives and rewards

Compensation changes

Celebrations

Personal recognition

The degree to which reinforcement

is meaningful to the person

impacted by the change

The association of the

reinforcement with actual

demonstrated progress or

accomplishment

The absence of negative

consequences

Accountability systems to reinforce

the change

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ADKAR Analysis

Awareness

What is the level of awareness of the need for this change with this impacted

group?

Will building awareness of the need for change with this group be easy or

difficult? Why?

Desire

What are the motivating factors in support of this change (what would cause

someone in this group to support this change)?

What are the opposing forces to this change (what would cause someone in

this group to object to this change)?

Do you anticipate support or resistance to this change from this group? Why?

Knowledge

List the knowledge, skills and behaviours needed to support this change with

this impacted group.

Is the gap in knowledge, skills and behaviours as compared to today large or

small?

Ability

Considering the skills and knowledge needed from above, what potential

challenges do you see for employees in this group successfully implementing

this change?

What barriers may inhibit this group from implementing this change?

Reinforcement

What reinforcements would be necessary to sustain the change in this

group?

What characteristics of the group may cause the change not to be

sustained?

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ADKAR elements

Who – the most influential players

How – the most influential change

management plans

Awareness

of why the change is

needed

Primary sponsors

(business leaders),

Direct supervisors

Communications,

Sponsorship

(leadership), Coaching

Desire

to support and

participate in the

change

Primary sponsor, Sponsor

coalition, Direct

supervisors

Sponsorship, Coaching,

Resistance

management

Knowledge

on how to change

Project team, Training

team, HR

Training, Coaching

Ability

to implement the

change

Direct supervisors,

Project team, HR,

Training team

Coaching, Training

Reinforcement

to sustain the change

Primary Sponsor, Direct

supervisors

Sponsorship, Coaching,

Communications

Awareness

Desire

Knowledge

Ability

Reinforcement

Awareness

Desire

Knowledge

Ability

Reinforcement

ADKAR

phases of

change

Change

management

tools

Communications

Sponsor roadmap

Training

Coaching

Resistance mgmt

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Ideas and reminders

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Empowering Questions

A question is empowering if…

It gives you greater understanding

It generates new ideas

It focuses you on solutions (rather than the problem)

It moves you to action (you actually do something)

It makes you responsible (e.g. able to respond and believe you

can make a difference)

It gives you deeper meaning in your life

It helps you and others to learn something

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Convert to Empowering

Create empowering alternatives to the following questions

DISEMPOWERING EMPOWERING

Why does this always happen to

me?

Why do I have to work so hard?

Why don’t people know what they

want?

Why do they always speak to me

that way?

Why don’t I ever get any positive

feedback?

Why do I always have to explain

everything twice?

Add your own “favourites”

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The GROW Coaching Model Part One: Overview of the Process

GOAL

REALITY

Agree topic for discussion

Agree specific objective of session

Set long term aim if appropriate

Invite self-assessment

Offer specific examples of feedback

Avoid or check assumptions

Discard irrelevant history

WRAP UP

OPTIONS

Commit to action

Identify possible obstacles

Make steps specific and define timing

Agree support

Cover the full range of options

Invite suggestions from coachee

Offer suggestions carefully

Ensure choices are made

Part Two: Quality Questioning in the GROW Model

GOAL

REALITY

What would you like to achieve?

What is it you would like to discuss?

What would you like to happen that is

not happening now?

What outcome would you like from

this session?

What would need to happen for you

to feel that this session was well spent?

How would you know when you had

achieved your outcome?

What is happening at the moment?

How do you know that is accurate?

When does this happen?

How often does this happen?

What effect does this have?

What other factors are relevant?

Who else is involved?

What is their perception of the

situation?

What have you tried so far?

WRAP UP

OPTIONS

What are the next steps?

Specifically, what will you do and

when?

What obstacles might there be?

How will you overcome them?

What support do you need?

How will you enlist help?

What systems will you use to help you?

(e.g. log actions in diary)

How will you review your progress?

What could you do to change the

situation?

What alternatives are there to that

approach?

What approaches/actions have you

used in similar situations?

Who might be able to help?

What are the benefits / pitfalls of

these options?

Which options do you like the best?

How can I help you?

Acknowledgement to Max Landsberg, The Tao of Coaching, 1997

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Questions Under Pressure

When people are under pressure they tend to revert to habitual

responses. How effective are your responses when you are under

pressure?

Attention is on the problem Attention is on the solution

Looking for someone to blame Finding someone to help

Focus is on the past Focus is on the future

You hold a meeting about it You are motivated to act

You philosophise…asking “why?” You’re pragmatic…asking “how?”

Target your questions to become more effective.

What could we do differently to achieve our desired result?

How can we meet the needs of the operation AND the customer?

What have we not yet tried? What else could be done?

What specifically IS working for us right now? How can we build on that?

How can I assist others to help me? What can THEY do to make my job

easier?

How am I currently viewing this situation? Is that the most useful perspective?

What can I do to make the greatest difference at this point in time?

Notice how each of the above questions start with WHAT or HOW. These words

direct our attention to future action and solutions. WHY questions are valuable

when we want to reflect on the past, to explore possible causes and to

encourage dialogue. When under pressure, when deadlines have to be met,

when action needs to be taken – WHY questions tend to slow you (and others)

down.

Consciously ask WHAT and HOW questions. Ask yourself WHAT and HOW questions

to keep your attention focused on what is possible and can be done now. Ask

your customers WHAT and HOW questions to direct their attention to what is

practical and most effective. Ask WHAT and HOW questions to initiate solutions-

focused discussions.

Less Effective

More Effective

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3 Dimensions

Many learning and education models draw from the three

dimensions (or domains);

1. Heart

2. Head

3. Hands

Sometimes there is benefit in adopting a holistic approach to questioning. This

can still be very focussed and targeted AND provide a broader range of areas in

which to guide and coach an individual.

Where a coaching situation is more complex or when the coachee is more vague

or “fuzzy” further exploration may be needed. Mick Cope describes a series of

questions that cover the 3 domains (heart, head, hands) as probes and prompts

to identify the specific area(s) where coaching can add value. These can be

used as a framework for a coaching conversation – or as prompts if the coach

wants to “go somewhere else” in the conversation.

HEART (feel

emotions)

HEAD (think

thoughts)

HANDS (do

behaviours)

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Sample exploratory 3D questions

What are you feeling at the moment?

Why are you feeling like that?

Is it a feeling you want to change?

What would you like to feel?

What are you thinking or saying to yourself?

Why do you think you are saying that?

What does this mean about you?

How are you behaving?

Why are you behaving that way and could you do something different?

How would you like to behave?

Sample questions exploring the inter-dependencies between the

dimensions

To what extent are your feelings driving what you are thinking?

To what extent are your thoughts triggering a certain feeling?

How are your thoughts impacting on what you are doing?

How are your feelings influencing what you do?

In what way are your behaviours influencing your feelings?

To what extent are your behaviours impacting on what you are thinking?

Sample “pause” questions – highlighting the choice points where

things could be done differently

At what point did you realise that the choice being made was not right?

What did you feel when you realised this?

What did you do?

What would be the benefit of pushing the pause button before it happened?

Do you think you might be able to push the pause button before it happens

next time?

At what point might you realistically be able to push the pause button next

time?

What can I do to help you push the button?

What can you do now to help yourself push the pause button next time?

These exploratory questions help you gain an understanding of the issue the

coachee wishes to address. Ideally the aim is to gather information from all 9

quadrants – in reality this may not be as easy because coachees (e.g. all people)

tend to come from certain “clusters” of quadrants.

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The MPH Model

This model, developed by Mick Cope, provides the coach with a robust and

extensive framework from which to craft questions and facilitate coaching

conversations. The essential categories used are;

1. PERSPECTIVE (meta, macro, micro)

2. TIME (past, present, future)

3. DIMENSION (head, heart, hands)

and in more detail…

Meta – overall outline of the situation

Macro – examples of the issue

Micro – specific information about it

Past – what has been happening

Present – what is happening

Projected – what they want to happen

Heart – their feelings about it

Head – the logic behind it, why it exists

Hand – what they are doing (behaviours)

META

Describe in general

terms

MACRO

Give an example

MICRO

Describe in more

detail

PAST

Looking back…

PRESENT

At present…

PROJECTED

In the future…

HEART

How do you feel?

HEAD

Why is this?

HAND

What are you doing?

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The idea is to probe and ask questions to gain a balanced view of the situation

(e.g. ask questions about the quadrants NOT mentioned by the coachee).

REMEMBER: You’re not trying to find the cause of the problem or determine

actions, simply to gain a richer understanding of the current situation.

Sample “past” and “present” questions;

Can you give me some examples of this problem? (Macro)

Can you give me some specific details about the issue? (Micro)

What happened in the past and how did you get to this point? (Past)

Can you describe what is happening at the moment? (Present)

How do you feel about this – what are the highs and lows? (Heart)

Why is this important and what is the rationale behind the problem? (Head)

What are you doing to help or hinder this issue? (Hand)

META

Describe in general

terms

MACRO

Give an example

MICRO

Describe in more

detail

PAST

Looking back…

PRESENT

At present…

PROJECTED

In the future…

HEART

How do you feel?

HEAD

Why is this?

HAND

What are you doing?

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Sample “future” questions;

Can you describe in broad terms what will be different when we have

finished the journey? (Meta)

Can you give me some examples of what will be happening when it is

complete? (Macro)

Can you take one of these examples and talk me through in detail what will

be happening when it is complete? (Micro)

Can you describe how you will be feeling when it is complete? (Heart)

What will you be saying to yourself when the outcome is achieved? (Head)

What will you be doing differently when complete? (Hand)

Future Picture Map

Your questions can then direct the coachee’s attention to the future and building

a “future map” of where they want to be, and how they will know when they are

there.

META

Describe in general

terms what it will look

like

MACRO

Give an example of

this

MICRO

Give specific

examples of what will

be happening

PROJECTED

In the future…

HEART

How will you feel

when it is achieved?

HEAD

What types of things

will you be saying to

yourself?

HAND

What will you doing?

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Even MORE! coaching questions

Meta Past Heart What are your feelings about what has been

happening?

Meta Past Head Why do you think this occurred?

Meta Past Hand What have you been doing?

Macro Past Heart Pick one aspect of what happened and tell me

how you felt about it

Macro Past Head What were your thoughts on this issue?

Macro Past Hand Give an example of what you were doing at the

time

Micro Past Heart Can you hone down and really help me

understand how you felt at THAT moment?

Micro Past Head What were you specifically saying to yourself

then?

Micro Past Hand How did you behave when that specific thing

happened? How did you react?

Meta Present Heart How do you feel about the whole thing at the

moment?

Meta Present Head What are your general thoughts?

Meta Present Hand What types of things are you doing?

Macro Present Heart Give me an example of something that is

happening and what your feelings are about it

Macro Present Head Why did you describe it that way?

Macro Present Hand What are your behaviours associated with the

incident?

Micro Present Heart Take one specific example and describe what is

going on inside you. How do you really feel?

Micro Present Head Looking at this moment, what are you saying to

yourself?

Micro Present Hand Describe your behaviours in detail? What

specifically are you doing?

Meta Projected Heart How would you like to feel in the future?

Meta Projected Head Why is that a good strategy or outcome?

Meta Projected Hand What sort of things will you be doing?

Macro Projected Heart Draw a picture of something happening in the

future – how will you feel about it?

Macro Projected Head What is that a good example of?

Macro Projected Hand Give an example of what you will be doing

Micro Projected Heart Taking one specific moment, what will you be

feeling at that moment in time?

Micro Projected Head What will you be saying to yourself?

Micro Projected Hand What will you be doing at that moment in time?

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Know / Don’t Know Model

I don’t know

what I know

I know what

I know

I don’t know

what I don’t know

I know what

I don’t know

Mick Cope “The Seven Cs of Coaching”, 2004.

The “top left” quadrant is the comfort zone. One of the coach’s roles is to take

the coachee “out of the comfort zone” in a safe, respectful and supportive way.

The coach will need to decide which context is most important (content or

awareness) and then ask the appropriate questions.

Two key questions are;

What could I do? - a divergent process to CREATE options.

What should I do? - a convergent process to select optimum CHOICE.

Knowledge

Content

High

Low

Low High Knowledge

Awareness

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CREATE

taken from Mick Cope “The Seven Cs of Coaching”, 2004.

What could I do? (Divergent)

What should I do? (Convergent)

Explore What are the strengths

and weaknesses of the

ideas?

Randomise What are the options?

Challenge What are the criteria for a

successful outcome?

Evaluate What are the best ideas?

Test What ideas meet the criteria?

Appraise What are the good ideas?

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Some CREATE-ive Coaching Questions

(coaching context: problem solving)

Challenge

What are the criteria for a good solution?

When do you need them by?

Is there anything out of bounds?

How would you know a good solution if you saw it?

What are the cost limitations?

What are the quality criteria?

How “perfect” does the solution have to be?

Randomise

What could do you?

What mustn’t you do?

What is the opposite of that?

What is the most outrageous thing you could do?

What would the person you most admire do?

What would xxx suggest? (someone they respect)

Explore

What are the strengths of each option?

What are the weaknesses of each one?

What are the costs of each one?

What are the consequences of each one?

Appraise

Which of these seems to be a good idea?

Intuitively would you keep it in?

Test

Does it meet the criteria set in the Challenge stage?

How can you be sure that it meets the criteria?

How can you be sure that it doesn’t meet the

criteria?

Evaluate

Which is the best idea?

How would you rank the others?

What is the worst idea? Why?

Which will you take forward?

taken from Mick Cope “The Seven Cs of Coaching”, 2004

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CHOICE

Control

Does the coachee have all the necessary power to

affect the suggested solution?

Hunger

Do they really want to do this (as opposed to

spending time and energy on other important

activities)?

Options

Can we guarantee that all possible options have

been considered?

Internalisation

Is this the solution that the coachee accepts

responsibility (and accountability) for?

Consequences

Have we fully considered what can happen as a

consequence of the choice? Is it still the best option?

End game

Can we be sure that this choice aligns and supports

the coachee’s desired outcome? (check against the

future map)

Discussion Questions

How would you respond if the coachee comes up with an idea that you

know (from your operational experience) will not be an effective solution?

How would you respond if the coachee offers a suggestion that you know will

have widespread political/relationship implications outside the Business Unit?

How would you respond it you think the coachee’s suggestion is an

interesting one but not in line with current priorities?

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Some CHOICE Coaching Questions

(coaching context: dialogue)

Control

Is this under your control?

Could anyone stop you from doing this?

Could anything stop you from doing this?

Would you have to convince anyone to make it

happen?

Hunger

How important is this?

Why is it important?

What would you give up to achieve it?

What if you were told that you could not do it?

Options

How many options did you consider?

How many should you have thought of?

Is there anything else you could have done to

look for other possibilities?

Internalisation

Why are you doing this?

Is it because you want to do it? (or do you think

someone else wants it to happen? Wants you to

do it?)

What could stop you from doing it?

Whose fault might it be if it doesn’t work out?

Consequences

What are the consequences of doing this?

What are the costs?

What are the highs?

What are the lows?

End game

Does this take you towards your future (perfect)

picture?

How does it do that?

How do you know it takes you in the right

direction?


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CHANGE

The coaching relationship can change over time.

In fact, it is desirable that it does. It is helpful to keep in mind

the CHANGE process as a way of monitoring the progress

(and progression) of a relationship between the

coach and the coachee.

Command – coach owns the change and does not delegate ownership of the

mobilisation to the coachee

Helm – coach gives away some of the level of control but still retains significant

authority over direction of the process

Agree and negotiation – coach gives away significant areas of power – through

agreement

Nudge – coach keeps a presence and encourages the coachee to take small

steps

Guide – coach’s role is to guide the coachee, provide occasional feedback

and put the coachee in contact with experts (where appropriate)

Empathy – coach shows understanding of potential problem and offers

coachee time and space to acclimatise to the change. In effect the coach

“backs off”, leave the coachee to “self coach” and is available when requested

by the coachee.


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Reflective Practice

You are encouraged to take every opportunity to focus on your

OWN practice as a coach. Aim to meet with colleagues who

are also actively developing their collaborative coaching skills –

and to share your insights, observations and successes with

them. You may already have your own processes in place to observe, track and

review your performance as a coach, and you are most welcome to continue

using these. We have included below a handy tool that you may wish to use.

EDA Effective

Develop

Actions

In preparing for a coaching conversation ask yourself;

EFFECTIVE

What works effectively for me? How do I know this? How

can I build on this?

DEVELOP

What areas do I want to develop in this session? Which

specific coaching skills will I consciously practise in the

conversation?

ACTIONS

What specific actions do I need to take to ensure the

conversation is successful?

And after a coaching conversation ask yourself;

EFFECTIVE

What worked effectively for me? How do I know this? How

can I repeat this in the future?

DEVELOP

What did not work so well? Why not? How could I develop

this area of my coaching? What needs to be done

differently?

ACTIONS

What specific actions do I need to take to ensure the

conversation is successful?

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The Nature of True Dialogue

“Dialogue” – “dia” and “logos” meaning “flowing through”

“The respectful two-way, open ended flow of communication

that balances listening and speaking for the purpose of learning”.


Using Words to Protect Using Dialogue to Learn

Listening to argue Listening to understand

Pointing out faults Clarifying with questions

Manipulating and controlling others Respecting, valuing and partnering

with others

Proving one’s “rightness” Proving one’s commitment to

learning

Locking into positions Truthfully sharing points of view and

being willing to change them

Changing others Supporting others

Protecting and defending Disclosing and being open


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Activity

What types of phrases might you hear from each position?

How might a question begin from each position?

What might you notice in the body language from each position?

Using Words to Protect

Using Dialogue to Learn

Phrases / words used

Questions

asked

Body language observed

BC Learning

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Notes

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