Communicating with Leon Vanderpol

 Part 1) 1/10/2012  8pm


What does it mean to you to be a good communicator? What does it look like?

- reflecting what is said back to the client to show you are listening and to get clarification.

- Clarity and clearly

- monitor what is being said so you can provide feedback

- need awareness of communication

What are the needs of the person you are communicating with?

-   be heard and understood

 Why do we have the need to communicate?

-   transmission of information

-   connection with others

-   convey our thoughts and get people to respond

-   we are emotional beings, we seek harmonious connections with others, there is a benefit to connection

-   reharmonize with others

Why do our styles of communication differ so much?

- way we see the world influences our communication

- our language is a reflection of ourselves

- any message that you receive is about the person saying it; you do not have to take on the emotion of it. What ever they say is about their belief or perception. You will not be offended by what others say as it is not about you. It gives distance to be able to see what is behind it and get the meaning of the message that the transmitter intended. Don’t make assumptions about the meaning, check the meaning. Consider where they are at the moment in time.

-the language we use is about us, a record of who we are, it is our underlying beliefs, judgments, perceptions, perspectives

  

What gets in the way of communication?

- we feel we might be judged

- afraid of not being accepted by something we say

- fear of rejection, authentic people have let go of this fear

What does your optimal way of communicating look like?

- empathy is a higher form of communication

- is the focus on us or the other person

- is it positive and healthy? Being sensitive

- communication is not in the form, but in terms of authenticity

- clean more side of a diamond

What keeps you in your old patterns of communication?

- underlying beliefs, judgments, perceptions, perspectives

Brought up in class were the different levels of communication (additional information retrieved from http://www.nvcc.edu/home/npeck/handouts/communicationlevels.htm ) :

The Levels of Communication: A Cheat Sheet
Nan Peck, Northern Virginia Communication College

Phatic Communication: Using conventional messages to establish rapport, to break the ice, and/or to end a conversation. You might hug, kiss, shake hands, bow, smile, make eye contact, and face one another. We exchange pleasantries by using cliches. Clichés are overused expressions that have lost their original (content) meanings and have taken on new relational meanings. We expect phatic communication at the beginning and end of every conversation, regardless of our feelings about a person.
Examples: Hello. How are you?
I’m fine. How are you?
Hi. Paper or plastic?
Thanks for coming. Have a nice day.
You’re welcome.
Factual communication: Using events, making observations, offering knowledge to others in a manner which can be called chit chat or small talk. At business parties, we rely upon factual communication to network, to schmooze, and to work the room. Factual communication includes reporting what you’ve read in a textbook, what you’ve studied for a test, showing pictures of your children, and exchanging biographical information about yourself. Factual communication is relatively safe and most do this well.
Examples: I’m majoring in business administration.
I’m married with three children, two sons and one daughter.
Did you watch the basketball game last night?
What did we do in class last Friday?
Evaluative communication: Offering opinions, ideas and judgments to others. This is risky business because the odds are that others will reciprocate with their own evaluations, which may be different from yours. When people consistently use evaluative communication, they must be prepared for eventual conflict. Many U.S. Americans enjoy sharing at this level and feel that disagreeing with others is useful and invigorating. Unfortunately, many of us don’t use evaluative communication with a high level of competence. It’s important to consider the value of critical and creative thinking, as well as the relational meanings of messages that are exchanged. When using evaluative communication, consider carefully the importance of descriptive, provisional, and responsible expressions. Strive to avoid cautionary language, sarcasm, and nonverbal put-downs (e.g., rolling your eyes in response to another’s comments).
Examples: Of all my children, my daughter is the better athlete.
I thought that movie was excellent, particularly with the surprising ending.
I’m not convinced that your argument is well supported.
I agree with you!
 Gut-level communication involves sharing our emotions and feelings with another. We are sharing our very essence when we allow others to know our heart. This is risky business! Societies place constraints upon the specific emotions which can be conveyed (e.g., It’s good to express love; it’s bad to express hatred). We also have rules about when and how feelings can be expressed ("That was the wrong time and place for arguing with your spouse.")
Emotional intelligence involves interpersonal competencies including self-awareness, self control, flexibility and empathy.
Examples: I deeply appreciate your thoughtfulness and generosity in helping me earlier.
I’m so frustrated with you!
I’m wish that I hadn’t called you that name. I hope that you’ll forgive me.
He called me! I’m so excited to see him again!
Peak communication: Coming together with another in an extraordinary way. Two individuals who are gut leveling experience a transformation when they are sharing the exact same emotion with the same level of intensity. This is also called, "communal-level communication." It’s as if, for the moment, two souls merge into one. Peak communication is rare, even among close friends and family members.
Examples: I love you. I love you too.
I’m so angry with you. I’m so angry with you as well.
I’m glad that we were able to fight long enough to get this resolved. Yes, I feel exactly the same way, glad that we communicated collaboratively.
I’m scared. I’m scared too.

Some General Thoughts about the Levels of Communication

The greater the need to communicate our feelings, the harder it is to do. Indeed, sharing our opinions and emotions is risky business. We minimize the risk when we move through the levels of communication incrementally. That is, each conversation ought to begin with phatic communication and move through the levels (however quickly seems appropriate) before moving to the more intimate levels.
Generally, we look for the other individual to reciprocate at the same level of intensity. There is a social convention to match levels. If the other initiates a conversation at the evaluative level, we often feel compelled to respond in kind. This is dangerous.
Sharing our ideas and feelings is generally reserved for those whom we trust. Trust is a function of confidence, commitment, and time. We generally share our essence with those we’ve known a long time. To do with others is pseudo-intimacy.
For more information about the levels of communication, consult John Powell’s book, Why am I Afraid to Tell You Who I Am? (Niles, IL: Argus Communications) 1969.

 Part 2) 1/17/2012  8pm

Through listening and the questions we ask we open doors that had not been opened before.

Good communication is taking responsibility/ownership of our communication.

Flex Communication styles – we have our own communication styles. There is value in understanding other’s communication styles so we can flex our style to meet other’s style and create a better mode of communication.

Analytical style       |         Driver’s style

--------------------------------------------

Amiable style         |      Expressive style

Analytical – logical, thorough, need information to make decisions, less emotional, task-oriented, systematic, orderly, serious

Amiable – supportive, avoid conflict, like agreement, cooperative, patient, agreeable, harmonize, slow it down to ensure on track

Expressive – are outgoing, enthusiastic, fun-loving, free flowing, persuasive, attached to sharing at an emotional level, goes with gut feeling

Drivers – independent, decisive, pragmatic, efficient, move things forward, concerned with task/results (additional information can be found online, like at http://www.peterursbender.com/quiz/swtable.html )

We have a secondary fall back style when get nervous or under stress (not optimal state). Analytics withdraw, go away. Amiables give in. Drivers attack, take charge. Expressive respond with feelings and emotions.

Get things done in different ways: Analytics need thorough information and need time to analyze. Amiables get results through harmony and wants to be asked for ideas and are willing to slow things down to allow space for others to think (coaches tend to be amiables). Drivers get results through action. Expressive get results through relationships.

If each person is aware of their style they can work together, make a shift (flex) to meet the needs of the other communicators.

How people think influences our communication.

Concrete <---------------------------------------------------------------> Abstract

(pragmatic, practical; shares stories and experiences)  /  (philosophical, shares thoughts)

Random <---------------------------------------------------------------> Sequential

(random, but associated thoughts; jumps around)    /   (orderly thought; stays on the topic)

For better communication, consider the style of communicator of the client and make changes to your communication patterns to better meet the needs of the style of that person.

-         Provide information to analytics; prefers “how” questions

-         Ask for opinions and compliment amaiables, use and answer “why” questions

-         With drivers don’t waste time; discuss and answer “what” questions

-         With expressive focus on the relationship; ask and answer “who” questions.

Ethics & Legalities with Leon Vanderpol

Part 1) 1/10/2012  6am

- Ethics are personal.  Moral codes that guide behavior and decisions.

- What is ethical for you? How do you determine that?

- Core values for problem solving

- Apply ethics to our practice

- Example scenario: Client requests that you coach spouse.  Ask if spouse is interested and be coached and suggest spouse discusses the possible fit for coaching directly with you. Would knowing some information about the spouse influence the coaching relationship with spouse, influence the questions you ask, create a bias, reduce objectivity, colors your view? Inherent risks - some are not willing to take the risk, others feel they can handle it and can work around concerns.

Part 2) 1/17/2012  6am with Marcie in for Leon

- ICF code of ethics and core competencies:

ICF Code of Ethics (retrieved from http://www.coachfederation.org/ethics/ )

 

Part One: Definition of Coaching

Section 1: Definitions

• Coaching: Coaching is partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential.
• A professional coaching relationship: A professional coaching relationship exists when coaching includes a business agreement or contract that defines the responsibilities of each party.
• An ICF Professional Coach: An ICF Professional Coach also agrees to practice the ICF Professional Core Competencies and pledges accountability to the ICF Code of Ethics.

In order to clarify roles in the coaching relationship, it is often necessary to distinguish between the client and the sponsor. In most cases, the client and sponsor are the same person and therefore jointly referred to as the client. For purposes of identification, however, the International Coach Federation defines these roles as follows:

• Client:  The "client" is the person(s) being coached.
• Sponsor: The "sponsor" is the entity (including its representatives) paying for and/or arranging for coaching services to be provided.

In all cases, coaching engagement contracts or agreements should clearly establish the rights, roles, and responsibilities for both the client and sponsor if they are not the same persons.

 

Part Two: The ICF Standards of Ethical Conduct

Preamble: ICF Professional Coaches aspire to conduct themselves in a manner that reflects positively upon the coaching profession; are respectful of different approaches to coaching; and recognize that they are also bound by applicable laws and regulations.

Section 1: Professional Conduct At Large

As a coach:
1) I will not knowingly make any public statement that is untrue or misleading about what I offer as a coach, or make false claims in any written documents relating to the coaching profession or my credentials or the ICF.
2) I will accurately identify my coaching qualifications, expertise, experience, certifications and ICF Credentials.
3) I will recognize and honor the efforts and contributions of others and not misrepresent them as my own. I understand that violating this standard may leave me subject to legal remedy by a third party.
4) I will, at all times, strive to recognize personal issues that may impair, conflict, or interfere with my coaching performance or my professional coaching relationships. Whenever the facts and circumstances necessitate, I will promptly seek professional assistance and determine the action to be taken, including whether it is appropriate to suspend or terminate my coaching relationship(s).
5) I will conduct myself in accordance with the ICF Code of Ethics in all coach training, coach mentoring, and coach supervisory activities.
6) I will conduct and report research with competence, honesty, and within recognized scientific standards and applicable subject guidelines. My research will be carried out with the necessary consent and approval of those involved, and with an approach that will protect participants from any potential harm. All research efforts will be performed in a manner that complies with all the applicable laws of the country in which the research is conducted.
7) I will maintain, store, and dispose of any records created during my coaching business in a manner that promotes confidentiality, security, and privacy, and complies with any applicable laws and agreements
8) I will use ICF member contact information (e-mail addresses, telephone numbers, etc.) only in the manner and to the extent authorized by the ICF.

Section 2: Conflicts of Interest

As a coach:
9) I will seek to avoid conflicts of interest and potential conflicts of interest and openly disclose any such conflicts. I will offer to remove myself when such a conflict arises.
10) I will disclose to my client and his or her sponsor all anticipated compensation from third parties that I may pay or receive for referrals of that client.
11) I will only barter for services, goods or other non-monetary remuneration when it will not impair the coaching relationship.
12) I will not knowingly take any personal, professional, or monetary advantage or benefit of the coach-client relationship, except by a form of compensation as agreed in the agreement or contract.

Section 3: Professional Conduct with Clients

As a coach:
13) I will not knowingly mislead or make false claims about what my client or sponsor will receive from the coaching process or from me as the coach.
14) I will not give my prospective clients or sponsors information or advice I know or believe to be misleading or false.
15) I will have clear agreements or contracts with my clients and sponsor(s). I will honor all agreements or contracts made in the context of professional coaching relationships.
16) I will carefully explain and strive to ensure that, prior to or at the initial meeting, my coaching client and sponsor(s) understand the nature of coaching, the nature and limits of confidentiality, financial arrangements, and any other terms of the coaching agreement or contract.
17) I will be responsible for setting clear, appropriate, and culturally sensitive boundaries that govern any physical contact I may have with my clients or sponsors.
18) I will not become sexually intimate with any of my current clients or sponsors.
19) I will respect the client's right to terminate the coaching relationship at any point during the process, subject to the provisions of the agreement or contract. I will be alert to indications that the client is no longer benefiting from our coaching relationship.
20) I will encourage the client or sponsor to make a change if I believe the client or sponsor would be better served by another coach or by another resource.
21) I will suggest my client seek the services of other professionals when deemed necessary or appropriate.

Section 4: Confidentiality/Privacy

As a coach:
22) I will maintain the strictest levels of confidentiality with all client and sponsor information. I will have a clear agreement or contract before releasing information to another person, unless required by law.
23) I will have a clear agreement upon how coaching information will be exchanged among coach, client, and sponsor.
24) When acting as a trainer of student coaches, I will clarify confidentiality policies with the students.
25) I will have associated coaches and other persons whom I manage in service of my clients and their sponsors in a paid or volunteer capacity make clear agreements or contracts to adhere to the ICF Code of Ethics Part 2, Section 4: Confidentiality/Privacy standards and the entire ICF Code of Ethics to the extent applicable.

Part Three: The ICF Pledge of Ethics

As an ICF Professional Coach, I acknowledge and agree to honor my ethical and legal obligations to my coaching clients and sponsors, colleagues, and to the public at large. I pledge to comply with the ICF Code of Ethics, and to practice these standards with those whom I coach.

If I breach this Pledge of Ethics or any part of the ICF Code of Ethics, I agree that the ICF in its sole discretion may hold me accountable for so doing. I further agree that my accountability to the ICF for any breach may include sanctions, such as loss of my ICF membership and/or my ICF Credentials. 

Acknowledgement with Helen Omand

Part 1) 1/9/2012  9pm

- What would you like to acknowledge yourself for 2011? What is something you achieved, learned, changed, made a decision? got college application out, sold house, moved into a new home, smoked less, worked on anxiety, tried to be more positive, explored Reiki, did community service

- When you can't receive, you can't give.
- Acknowledgement inspires you forward.
- How do clients accept acknowledgment? This tells a lot about clients.
- Consider the cultural aspects of acknowledgement. How does culture see acknowledgement? Does it make client comfortable or uncomfortable? Does it support the client?
- Acknowledgment can be a great re-framing tool. Acknowledgement can be used to make a moment into an ah-ha moment.
- Critical feedback: can use sandwich technique (positive acknowledgement, critical feedback, positive acknowledgment).
- Acknowledgment can be a powerful gift.
- Can bring about self-awareness. When acknowledged client may see something they thought as normal as actually something out of the ordinary worth being praised.
- Great question to encourage further exploration/clarity: What will it look like? 

- What do you want to be acknowledged for in 2012? Being a positive person, sending out positive energy, bringing out positive in others, finishing coaching certification, making huge strides in teaching career (gained teaching experience and seeking out new opportunities), spent quality time with children, attended to my personal health (exercise and eating well)

Part 2) 1/16/2012  9pm

Establish parameters of the session.  What are we here to accomplish today? If we were to have a successful session, what would it look like?

Example of husband not showing appreciation towards wife:

-         In what ways do you acknowledge your wife?

-         What is the need you are feeling to make you want to change?

-         When you do show appreciation how does that make you feel?

-         Do I hear you saying…?

-         What is your biggest take away from the session?

Acknowledgement

-         Energy

-         Spontaneous

-         Evidence “I have confidence that you can….as you have done it in the past (example).

-         Holding the space for the person, holding client to their highest potential.

Acknowledgement: when they are doing their best, allows their best self to grow

Encouragement: at moments of self doubt, drive this doubt away

Celebration: focus on what is good in their life right now

Powerful Questions with Alexandra Barose

Part 1) 1/9/2012  4pm

Prabha C.  filled in for Alexandra

- Questions for information are different than powerful questions. Powerful questions lead to greater insight, further thinking, or a change in perspective.
- Must listen to a client in order to ask applicable questions.
- Powerful questions delve deeper into what the client thinks.
- "Can you tell me a little more..."
- "The work" by Katy Byron, The four questions: 1. Is it true? 2. Can you absolutely know that its true? 3. How do you react, what happens when you believe that thought? 4. Who would you be without the thought? Aims to turn the thought around.
- Repeat what the client said and give time (mirroring back)
- Is there something else we are missing or something we can see differently?
- Instead of wanting to be right, ask probing questions to learn more, make a connection, not a speech.
- Genuine curiosity
- Neither the client or the coach has the answers. Powerful questions allow exploration, unlimited possibilities.
- Coaches dance with the client, nudges the client forward. Clients have the answers, we help them find them.

- Magazine "Choice" expert series, Nov. 2010, "A proven framework for motivating change." Retrieved from: http://thegrantcoaches.com/2011/05/08/top-25-coaching-questions-to-motivate-change/

Top 25 Coaching Questions: A proven framework for motivating change

by Wendy Gordon based on feedback from Katie Ziemer

The coaching questions below are designed to help you explore assessment results, find meaningful connections, and establish a plan for future coaching sessions. The structure of these questions is inspired by the ADAPT interview framework popularized by Thomas N. Ingram, who believed that a series of strategic questioning ‘stages’ was the most effective way to establish awareness of a development need.

To best motivate behavioral change, our 25 favorite coaching questions are broken into six stages.

Build Rapport

The first step is to creating a sense of ease and establishing common goals between you and your client. Questions to ask first include:

1. How does today’s purpose/agenda sound to you?

2. What was your reaction to taking this assessment?

3. What are your expectations or goals for this feedback session?

Validate Facts

Next, establish the truth of factual information, such as assessment results. You can ask:

4. Does anything surprise you?

5. Would you say this is a real strength of yours?

6. This suggests to me that____. Is that true of you?

7. Is there anything unusual going on in your life right now?

Uncover Development Areas

In the third step, the goal is to acquire a full understanding of any areas for development that may be present. As a coach, you want to probe for details to clarify your client’s thoughts, feelings, opinions, and expectations.

Meaningful questions here are:

8. What areas stand out for you as things you’d like to focus on?

9. How satisfied are you with the way you are currently performing in this area?

10. What would be the impact if you could do ___ better?

11. What is the message here?

12. What prevents you from being effective in this area?

13. Why is that so frustrating?

Establish Relevance

Next, activate interest in finding a solution. You can gauge the possibility and desire for change by connecting the importance of your conversation to your client’s work. Try asking:

14.  It sounds like it is important for you to ___ on the job. Is that correct?

15.  How long have you been doing that?

16.  Is it realistic to expect that you can continue doing ___ over the long term?

17.  To what extent is that effective for you?

18.  How is that behavior working for you?

Explore Benefits

The goal here is to help your client become aware of the benefits of change by considering the positive outcomes associated with a particular solution. “If… then” questions help the client project an ideal state of operating without difficulty. You could ask:

19. What is the ideal situation here?

20. If you had a choice, what would you do?

21. If you didn’t have to deal with ____, how would things be different?

22. What kind of support would be helpful?

Transition

The final step involves discussing the next steps and establishing the client’s commitment to continue working with you. Questions to help close the conversation are:

23. How committed are you to this?

24. What would you like to focus on now?

25. I propose that we____. Does that sound good to you?

This stepwise process is helpful not only in an initial interview or debriefing session, but can be used throughout the coach-client relationship to determine if your client’s goals have changed, whether modifications to your processes are warranted, and to re-establish your client’s commitment along the way.

Part 2) 1/16/2012  4pm with Alexandra Berose

What is your intention for asking the question?

-         Use positive regard

-         Suspend judgment

Questions for discovery, change, life purpose, awareness, etc.

-         Tell me more…

-         What do you intent to do about…

-         How is that serving you today?

-         Can you give yourself permission to…

-         Instead of “Does that really matter in the grand scheme of it all?” ask “What is the importance of this in your life?” More open.

-         What is the impact of your decision 10 minutes from now, 10 days, 10 years?

-         In which ways is this aligned with your values, passions, goals?

-         What possibilities exist that we have not thought of yet?

Beware of WHY questions. In therapy they ask why, in coaching you want to keep the focus on here and now, not the past. You want to keep pushing towards action. Asking why can seem like they need to justify themselves, may get defensive, can seem like being judged. Can use why questions for discovery, but just know your purpose.  For example, “Why can’t you? Can help client open up their mind to a different perspective.

Research Paper with Bill Turpin

Part 1) 1/9/2012  1pm

Discussed the requirement of a research paper.
- Requirement for ICF certification
- Should be 1500 to 2000 words.
- Be related to coaching.
- Focus on how you are going to apply the information to your coaching practice. How are you going to use this information in your practice?
- Submit to assessment@ICA.com at least 6 weeks prior to graduating.

Homework: Come up with a few research ideas for next class.

Part 2) 1/16/2012  1pm  Marcie in for Bill

Make sure the topic is specific enough (do not want to be overwhelmed with the topic), but not too specific, so that you can have about 2000 words.

Think about how you can use this research in your practice. Can the information be used to attract people? How can you apply this information to make your business better and to better inform people about coaching?

My topic idea: How does coaching differ from therapy/counseling? In terms of theories, methods, audience, effectiveness, etc. Information can be used to help people understand what coaching is and how it can benefit them. May be able to publish a portion of the paper in local newspaper for increased awareness of the field and my practice.

Underlying Beliefs with Prabha C.

Part 1) 1/9/2012  12pm

- We need to be careful not to let our underlying beliefs influence the goals for the client.
- How to interact with clients that have different underlying beliefs.
- How can I support my client?
- Need Awareness of differences, acknowledge the differences, and respect their views.
- 1. Acknowledge where we come from.  2. Acknowledge where the client comes from.
- Our beliefs are like colored glasses through which we see the world.
- We need to be flexible, so as to be able to attach from our values in order to serve the clients goals.
- Walk in the client's context, move out of your arena.

- Homework: Identify a goal, recognize the belief on which you have set the goal.  Ask if it is a supporting belief or an expectation.  Is it supporting me?

Part 2) 1/16/2012  12pm

Underlying beliefs are based on our values and experiences

How can we help our clients/ourselves get out of underlying beliefs that are not supporting us?

-         Need awareness

-         If we change our perspective (our thinking) could we change our underlying beliefs?

-         Change of beliefs + change in thoughts = change in behavior

-         Rational Emotive Therapy/Cognitive restructuring. Activating events + Beliefs = Consequence (behavior/emotion). Most times you can’t change the Activating event (life events), but you can change Beliefs (cognitive restructuring/change perspective). Changing your Beliefs about an activating event can result in a change in the Consequence behavior/emotions.

1. Identify what you want to change - a behavior or an emotion

- What is a behavior pattern that doesn’t support you?

- What emotions/feelings are you having that do not support you?

2. Become aware of what underlying beliefs make you behave that way.

3. Take action: Change underlying belief to change non-supporting behaviors and feelings.

Prioritize what you need to get done instead of getting overwhelmed

Techniques to help client make shifting their underlying beliefs:

- Create awareness What is the problem? With awareness, you can move towards change (action steps). For example, I am sometimes controlling (behavior). Why? What belief/emotion is the cause of this behavior? I need to be in control. If I am not, then….  Fearful of what? From there we can look at our fear and shift our perspective.  With awareness comes change.

- Feed forward by Marshall Goldsmith technique ( http://www.marshallgoldsmithfeedforward.com/). Identify behavior you want to change, and then ask a college if they will tell you if you have made a change within a given amount of time. You are asking for feed forward (person asking for it), whereas feedback, the person gives feedback, without necessarily asking for it and may get defensive.  When you think of giving feedback, try giving feedforward - focus on the promise of the future rather than the mistakes of the past. Instead of rehashing a past that cannot be changed (feedback), Marshall Goldsmith and Jon Katzenbach coined “feedforward” to encourage spending time creating a future.

- Accountability – Have the client email you between sessions with updates to ensure they are on track.

- Visualization (+) and role play (+ or -)

Use journal:

-         Gratitude journal

-         Win journal/what you want to change

No Single Model with Kathy Munoz

 Part 1) 1/8/2012  9pm 

The model we create has to:
- reflect ICF core competencies
- flexible
- work with the needs of the clients

By having a clear model, clients will know what to expect and be able to determine if our way of coaching will work well for them (directive? gradual steps?).

 Part 2) 1/15/2012  9pm 

BELIEFS & VALUES ->SELF-AWARENESS->ACTION=CHANGE

Values must be identified before a model can be made.

Parts of a model:

1. Identifying the Client’s Values/Goals:

-         Am I hearing you right?

-         Active Listening

-         Underlying beliefs

2. Exploring Options:

-         Provide Information from websites, readings, assessment

3. Checking–in:

-         Is the client moving forward?

-         Are the actions in alignment with goals and values?

-         Timeline, is client on course?

-         What are you taking away? What did you learn from today?

-         Celebrate achievements

 

Process:

1. Identify the problem/issues
2. Need for change, why?
3. Self-awareness, power to change, motivations
4. Values/beliefs, aligned with mission statement?
5. Application, learning

Skills used in Identifying the Situation:

-         Safe space, trusting space allows clients to share. If not trusting the client will be closed, will be hard to get them to move to next level, may go through motions, but little actual movement towards goals.

-         Active listening

-         Powerful questions

Skills used in Realizing the Need for Change:

-         Listening

-         Powerful questions

-         Values evaluation

Skills used in creating Self-Awareness:

-         Reframing perspectives

-         Creating awareness

-         Self-management

Skills used in applying Beliefs and Values:

-         Values and purposes

-         Underlying beliefs

-         Releasing judgments

Skills used in Application of Learning:

-         Self-development plan

-         Self-directed learning structures

-         Acknowledgement

-         Accountability, coach holds them accountable for achieving or keeping on track with what they want

How long will you be working with a client? It differs. 12 weeks sometimes, 6 weeks other times, sometimes on going

Google: Coaching Models (some use graphic designs to show models)

Model helps you structure the coaching session

1. You tell them about yourself
2. They tell you about why they came to get coaching
3. You provide a summary (“You are looking to…” “You are worried about…”)
4. What do you want to focus on of the things you mentioned in the summary? What do you want to accomplish by the end of the next 6/12 weeks? Prioritize. Hold the client accountable to accomplish what they want to accomplish. “How does this…affect your goal of…” “Are you sticking to your original target goal?” This provides structure and accountability.
5. Client identifies solution.
6. Check-in: What do you want to want client to walk away with? What did you take away?