Empowering Others in Action

As a context, coaching is a stand for another’s or a team’s commitments within a committed relationship.

As a process, coaching involves dialogue to show ‘new’ possibilities and practices.

<p >As a result, coaching occurs in the inspired action of the coachee(s) and their results<ul >

  • Long-term
  • Self-correcting
  • Self-generating

<p >A coach listens for possibility, for what’s missing and for commitment. They observe action and speak/listen in such a manner as to evoke new action.

FOCUSING QUESTIONS FOR CAPACITY DEVELOPMENT

<p >To whom (in what situation) are you committed to provide coaching? Be specific.

  • What opening/possibility do you see?
  • What breakdown do you see given a commitment to a possibility?
  • What is missing in terms of the competence of who you are committed to coach?
  • What assessments do you make with respect to the person(s) you want to coach?

Is your relationship sufficient for coaching? Are they enrolled? Is there a demand?

  • Do they see possibility for themselves?
  • Are you and they clear about their commitments and conditions of satisfaction?
  • Is conversation now future-oriented?
  • Is there a ‘mood’ of enthusiasm for what is to be accomplished together?

<p >Is the coaching contract clear?<ul >

  • What do you expect of coachee(s)?
  • How will we handle breakdowns? Do you have their permission to lean into their blind spots?
  • When, how often and in what forms will you communicate/meet?

What breakdowns do you anticipate in the coaching relationship/process? What actions can you now see that would be appropriate?

What strategies/circumstances have you used in the past to avoid commitment, quit or give up on someone else’s commitment? For example:

  • Rationalize
  • Get too busy
  • Forget to follow up or follow through
  • Give in to discomfort
  • Not talk straight
  • Try force

THE MODEL (Domains of Being/Communication)

Coaching

<p >(Possibility)

Acting

<p >(Process)

Results

<p >(Outcomes)

  • Structures of Interpretation
  • Paradigms
  • Contexts
  • Performance
  • Behavior
  • Experience
  • Concepts
  • Explanations
  • Stories
  • Measurable(s)

Changes with New Stands/

Distinctions/Declarations

Changes with New Commitment /Practices in Time (for example, requests and promises)

Changes with New Action and Agreements (for example, accepted assertions)
LANGUAGE
BIOLOGY
HISTORY

THE PROCESS

<ul >

  • Look for openings
  • Is there an opening?
  • Assessment
  • Design conversation
  • Coaching
  • Is coachee enrolled?
  • Follow-up #1
  • Can coachee see opening?
  • Design next conversation
  • Coaching
  • Acknowledge progress
  • Can coachee self-generate?
  • Acknowledge progress
  • Etc.

OPPORTUNITIES FOR COACHING

<ul >

  • Performance Assessment
  • Breakdowns (business, projects, personal)
  • Broken Promises
  • Requests for Coaching
  • Observed ‘Missing’ (for example, a new skill)
  • Hallway Conversations

COACHING COMPETENCIES

<ul >

  • Ability to observe/listen for gap between possibility and action
  • Ability to communicate so that coachee can ‘see’ what coach sees
  • Ability to enroll, engage and support coachee in taking new action
  • Ability to assist coachee(s) to complete past wins and failures (to be present)

COACHING SKILLS

<ul >

  • Speaking
  • Listening
  • Declaring and Resolving Breakdowns
  • Assessing
  • Designing Conversation / New Practices

BACKGROUND QUALITIES

<ul >

  • Ground Rules
  • Self-Consistency
  • Flexibility/Creativity
  • Patience
  • Compassion