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Four Principles of Coaching
Color Key: Overcoming Obstinate Mentalities Encouraging Reluctant Professionals Accentuating Dynamic Instructors to Amplify their Effectiveness Overcoming Obstinate Mentalities & Encouraging Reluctant Professionals All three
Trust
Overcoming Obstinate
Mentalities
Encouraging Reluctant
Professionals
Accentuating Dynamic
Instructors to Amplify
Their Effectiveness
Great coaches set the right high-trust environment and safe conditions for people to transform themselves by doing the necessary heavy thinking and lifting.
Show genuine concern for the individual’s welfare and future.
Continuously demonstrate personal integrity, honesty, and sincerity.
Keep confidences.
Simply being in a position of authority does not make you a trusted coach. Your concern for the person you are coaching must be based on genuine and good intent. Your integrity must be inviolable. Your determination to keep confidences must be unshakeable.
Coaches rarely have years to earn deep rooted trust, but they can still show a high level of genuine concern, good intent, and ask great provocative questions.
Your intention matters. You have their best interests foremost in your mind. You talk straight to them.
Potential
Overcoming Obstinate
Mentalities
Encouraging Reluctant
Professionals
Accentuating Dynamic
Instructors to Amplify
Their Effectiveness
Coaching is based on the assumption that everyone can grow and that everyone has the potential to become something better regardless of the point of departure.
Coaching is about finding and growing the potential of individuals to achieve goals important to them and their organization.
At the simplest level, coaching is a process of paying full attention to a person. When we pay attention to people, they light up. When people see that they are truly listened to they begin to open up, engage more, and expose potential suppressed by years of self-defensiveness, self-betrayal, or self-denial.
Deeply held views that color every aspect of a person’s thinking are called “paradigms”. A person’s paradigm may or may not correspond to reality. Our paradigms can limit us in achieving our potential, thus becoming self-fulfilling prophecies.
People afraid of failure interpret setbacks as confirmation that they are failures.
They may also be risk averse, hindering, and judging of those who seek to innovate or who make mistakes or have failures.
They become less likely to try for success - so their faulty paradigm becomes “true”.
When a coach helps a person challenge their paradigms, they can more
A coach can help shift people’s paradigms by challenging them. For someone who has struggles
Commitment
Overcoming Obstinate
Mentalities
Encouraging Reluctant
Professionals
Accentuating Dynamic
Instructors to Amplify Their
Effectiveness
A coach should remember to talk less and listen more. Most of your talking should consist of asking powerful questions with active listening. (Powerful is used consciously to provoke commitment and assign the heavy lifting and real work to the individual.)
Coaches have an obligation beyond simply being very capable conversationalists. They must focus on helping individuals, teams, and organizations achieve strategies, prioritize goals, shift perspectives, and keep commitments.
Engaging: (1) What legacy do you want to leave in your career? (2) What will be difficult as a result of the time we spend together?
Engaging: (1) What are the most important strategies, goals, or outcomes that you need to accomplish personally or professionally? (2) What do you want to accomplish as a result of our coaching relationship? (3) What legacy do you want to leave in your career? (4) What do you need to achieve this year? How will you know when you’ve achieved that goal? How will you measure success?
Engaging: (1) What specific needs, issues, or opportunities would you like to address? (2) What contribution can you make in your current role?
The individual isn’t likely to commit if the goal seems too lofty, vague or difficult.
Advancing: (1) What are the benefits of going after these anticipated goals? (2) What would be the cost or negative outcomes of not doing these things?
Advancing: (1) What are you currently doing that is working toward your goal?
(2) What are the obstacles? How have you addressed similar situations in the past? (3) If you had unlimited resources and knew you would not fail, what would you try? (4) What resources do you have to call on? (5) What is the single most important thing to do now to advance towards your goal? (6) If you went to your respected person or expert with your problem, what would they suggest to you? (7) If you saw someone else in your situation, what would you recommend? (8) On a scale of 1 to 10 (with 10 being highest), how motivated and likely are you to make your goal happen by that time frame you have committed to? How might you alter the plan to move it closer to a 10?
Obtaining commitment: (1) On a scale of 1 to 10, how motivated are you to take care of this commitment? (2) What will it take to turn that rating of a 2 to a 4 or a 6 to a 9? (3) Can you think of anything that might stop you from doing it? How will you overcome that barrier?
Obtaining commitment: (1) What are the two most important things for you to focus on before our next coaching session? (2) Based on what we have discussed, what seems most important for you to focus on now? (3) What will you do in the next 24 hours (or week or month) to move forward toward your goal? (4) How will you measure success? What milestones will be important for you to achieve your game plan? (5) What do you see as the best way of holding you accountable?
Creating commitment is the essential closing stage in the coaching process. Commitment arises inside out; any attempt to impose commitment means the individual will never truly take ownership of it.
Questions are such powerful tools for the coach to gain buy-in from the teacher.
A skillful questioner can help individuals speak their own language, set their own goals, promote their own reasons, and offer their own solutions when they encounter problems.
A coach must never forget that individuals create their own stories - we can’t do it for them.
