Coaching day1
Transcript of Coaching day1
AgendaTiming Activity
09.30 Welcome and introduction to programme, house keeping Aims & objectives
09.40 Participant introduction, your expectations, group contract
10.10 What coaching is/ isn’t
10.35 Cognitive behavioural model. RAS - activities
11.15 Break
11.30 Setting boundaries, starting a coaching relationship, Power of Positive thinking, Affirmations, Wheel of life/ Values, Process of Change
13.00 Lunch
13.45 Effective questioning, critical factors, rehearsal for the future
14.30 Future focus, Well formed outcomes
15.15 Break
15.30 Action plan, Quantum Leap, Letter from the future, Critical factors
16.35 Questions, evening assignment, review of the day
17.00 Close
This coaching programme has been designed to provide you with comprehensive coaching tools and methodologies to assist you in your role and compliment its non-coaching aspects.
Learning Coaching tools, techniques and methodologies
A clear understanding of what motivates and what de-motivatesYour own personal experience of coaching and being coached Understanding the process of change and what causes resistance
to change Practising tools and techniques
Course Objectives:
Aims of the Co-Coaching programme
To be experiential training
You learn tools which can be applied both personally and professionally. You undergo the coaching process in order to understand the process
for others You get a clear understanding of the process of successful change,
why we have set backs and why we sabotage ourselves
How the programme will run
We will be working together over the next 3 months. In that time, you
will be asked to pursue a personal project and select a number of
Personal goals that you will explore in a coaching relationship with a
co-coaching partner.
You will be updating me with your progress during that time. You will be asked
to email me at the end of each week with a progress report on your own
personal project. You can email me anytime with queries regarding coaching
practice or tools and use the coaching tips and queries forum on my website
The Co-coaching programme
3 months total:Initial 2 days coaching tools and methodologies training
Co-coaching partnerships of pairs or triadsSetting own goals to raise levels of personal motivation, understand resistance to change and ways of moving forwardPracticing coaching tools & methodologiesTrainer support6 week period
Day 3 review co-coaching, tools and methodologies Learn some new tools and techniques Review own goals, strengthen co-coaching relationships
Continue co-coaching partnerships of pairs or triadsPracticing coaching tools & methodologiesTrainer support6 week period
Day 4 review co-coaching, tools and methodologiesLearn some new tools and techniquesCase studies/ apply tools
End of programme
Introductions: Who’s In The Room?
•Your name
•Some background regarding
your role
• Expectations - what I want
from this programme
How would you like to work together?
Confidentiality - Chatham House rules
Mobile phones off/ on silent
Honesty
Commitment to the programme and process
Flexibility
Time Keeping - not keeping others waiting
Listening
Respect
Non Judgmental
So what is coaching?
“Coaching focuses on future possibilities, not past mistakes”
“Unlocking a person's potential to maximise their own performance, helping them to learn rather than
teaching them”
Gallwey, 2000
What coaching isn’t:
Giving advice A sounding board Teaching “do it like this” An inspirational person that a coachee could aspire to – role model Unpacking why people have certain patterns of behaviour Offering a shoulder to cry on – sympathy & empathy Buying into the coachee’s story Judging and being critical Providing your solutions or ideas
So what is coaching?
Discuss your ideas of what you think coaching is What might coaching involve? What might constitute good practice for a coach? What are the desired attitudes and behaviours of a good coach? What kind of relationship would a coach establish with a client?
In two groups:
Select one person in the group to act as scribe andRecord your views on flipchart paper
Coaching is:
Skills & techniques that ensure coachee refines own performance and ideas Facilitation and problem solving - provides clever structures Quality plans and actions Providing perspective and feedback Delivering techniques and learning Providing inputs for new ways of doing things Ensuring new skills are practically embedded (repetition) Enable coachee to review issues quickly and thoroughly to resolution Enabling insights into fixed-pattern behaviours and motivations Unlocks new tactics, shuts down bad ones that are not serving coachee
Coaching also:
Creates new energy and passion for the chosen goal
is Solution focused and empowering
Creates vision, mission and objectives
helps Coachee be absolutely clear where she/he wants to go and what the steps are to get there
means Believing in your coachee’s potential
means Speaking the coachee’s language and providing metaphors and analogies that the coachee can identify with
Why coaching?
Increases ownership and accountability
Solutions focussed
Focuses on clear goals
Builds capability and commitment
Supports sustainability
Coaching: critical skills
Knowing what you are there to do – the goal
Working with what is being said
Asking great questions
Listening to the whole person
Being fully present
Understanding
Probing
Summarising
Qualities for coaching:
Non judgemental
Boundary setting Committed Walking the talk Not drawn into the story Impartial and detached Focused Identifying Supporting and reviewing small achievable steps towards
a greater goal
Coaching: traps to avoid
Agreeing and commenting on everything that is said
Giving advice based on your experience
Looking for solutions, not listening
Thinking too far ahead – the next question but one
Rushing through current reality
Not being there for the coachee
Not using this opportunity to try something new
Coaching: do you agree?
The Client always knows best
From day one, we are saying good-bye to our client
Be prepared to practice what you preach and ‘walk the talk’
Worrying about your client and becoming emotionally attached to their predicament/circumstances does not help them, produce faster results or speed up the process.
The intention of coaching is to pass on the tools to the client, who gradually becomes ‘self-coaching’
Always work from the client’s ‘bigger picture’ of what they want in life and what is important to them – never assume you know what this is!
Set backs are part of the change process
How does change work?
“Change is a two part process.
Unlearning one pattern/old-self habit and replacing it with
a new one”
CORE BELIEFS
DESIRES
What you Believe aboutYourself and lifeHow you expect Things to turn out
Largely formed at a very young ageBased on the behaviours & beliefs of those nearest you and with the greatest influence upon youReactions & responses to experiences & opportunitiesHow you see the world: Glass half full/ glass half empty etc
Assumptions
DESIRES
Typical assumptions might be: This is going to be hard or difficult I can do anything I want Meeting new people is fun Meeting new people is stressful
CORE BELIEFS
AssumptionsMay be Positive orNegative depending On yourCore beliefs
Assumptions are informed by our Core Beliefs. Our Assumptions determine our attitudes towards and expectations of people/events/things/situations. They may also trigger emotions and feelings, such as joy and excitement or fear and anxiety.
Automatic Thoughts
DESIRES
What you think beforeYou’ve even thought about it.
ReactiveThinking
Tells you what your core beliefs are about:YourselfOther peopleYour reactions & responsesAlso known as ‘self-talk’, the ‘internal critic’ & the ‘internal saboteur’
CORE BELIEFS
Assumptions
Automatic Thoughts
DESIRESCORE
BELIEFS
Assumptions
Thoughts & Feelings
RepeatedOften enough,These becomeautomatic
Automatic Thoughts
DESIRES
CORE BELIEFS
Assumptions
Thoughts & Feelings
Actions & Behaviours
RepeatedOften enough,These becomeAutomatic too
Automatic Thoughts
DESIRESCORE BELIEFS
Assumptions
Thoughts & Feelings
Actions & Behaviours
TheBlackHole
Where allthe evidence thatwe are capable, talented, unique,deserving of love and respectDisappears!
TheBlackHole
What do you typically think and feel when someone offers you praise?
What do you typically think and feel when someone criticizes you?
When was the last time you lost sleep because someone praised you?
LIMITING BELIEFS
Limiting beliefs stem from doubts, fears and anxieties that we have accrued over the course of our lives. They might be ideas about ourselves or the world that we picked up from those around us as we were growing up.
They can also be a result of positive experiences we have had, or negative ones such as being constantly criticised.
After a time we start to believe them and they affect our decisions about our own potential and what we believe is possible.
Automatic Thoughts
DESIRE
What?
CORE BELIEFS
Assumptions
Thoughts & Feelings
Actions & Behaviours
TheBlackHole
ACTIVITY
In pairs:Ask your partner to share an importantHope or desire
Using the cognitiveBehavioural model,Ask questions in sequence
Do not offer any advice or supply Ideas of your own
What are your core beliefs?I can/ can’t achieve anythingI want
What are your assumptions?This will be easy or difficult to accomplish
What are your automaticthoughts?Positive or negative?Affirming or criticising?
What are yourthoughts & feelings ?Excited or apprehensive?Planning strategies orContingencies?
What are you most likely to do? Make a plan? Do nothing?
Have you experienced thinking any of the following statements, or similar this morning?
I don’t like some of my clients Some clients definitely don’t know best!I don’t need to experience coaching myself – my life isn’t a messI haven’t got any spare time to do a ‘personal project’What have I got myself into? I feel some of my clients won’t like me if I’m ‘detached’ I would have preferred to have been partnered with somebody else for the last activity
Have you experienced thinking any of the following statements, or similar this morning?
I don’t like some of my clients Some clients definitely don’t know best!I don’t need to experience coaching myself –my life isn’t a messI haven’t got any spare time to do a ‘personal project’What have I got myself into? I feel some of my clients won’t like me if I’m ‘detached’ I would have preferred to have been partnered with somebody else for the last activity
What are these
statements?
Neural science tells us that
when we know what we are
wanting, the brain will start to look for
connections and pathways towards making it happen - unless our thinking
Or beliefs block it
The mind and body function together. Your senses (sight, hearing, taste, smell, touch) deliver data constantly to your brain. Your brain then Processes and communicates this information back to you viayour electro chemical nervous system.
The pineal gland is part of the endocrine system which produces and regulates Hormones such as Serotonin, Dopamine and Melatonin. The hormonal system tells us how we feel, determining a variety of moods.
Exercise is known to increase our levels of serotonin. Higher levels of serotonin are linked to positive frame of mind, motivation, Alertness and better performance. Changes in behaviour cause serotonin levels to change. Professional Athletes understand this relationship and that their negative thoughts cause their brain to secrete chemicals that immediately impair their performance.
Mind and Body
The body links directly with your thoughts and tries to align itself with your mental image. Harmony between the twois established when the belief systems of the mind are
Positive Affirming Curious Flexible Open to creative flowIn tune with and responsive to the needs of the body focused in the present momentAware of the breath andLoving.
Mind and Body - 2
When the mind is
Stressed FearfulInflexible, Low in self-esteemfocused only in the past or future non life affirming and timid of new experiencethe connection with the body becomes fragmented anddisharmonious. Maintained over an extended period of time and both mental and physical functions become compromised.
Mind and Body - 3
Our bodies are gravitationally organised energy patterns of information. Everything, including our thoughts radiate energy, which we ‘read’ about one another.
Our emotions are cells communicating with cells through circuitry
All our feelings are chemicals driven by the adrenal system.
Negative feelings long term knock the body out of balance.
Your personality creates your personal reality.
Thoughts and behaviour patterns are connected by synapticSequences fired by the brain. Repeated, they quickly become‘automatic’.
Mind and Body - 4
If you keep doing the same thing, your brain fires in the same sequences, and by keeping your external environment the same, it activates the same circuitry in your brain
Mind and Body - 5
To make the change, you have to live as if you are already experiencing what you want. If youcan live as if what you want has already happened, your brain starts to fire in new sequences.
Your brain loves New Experiences. These change your internal chemistry and re-programmes you neuro-chemically.
“Without surprises and new experiences, most people fall into neuro-chemical oblivion”. Dr J Dispenza - neuro scientist
Wishing has no effect on the brain!!
The trick is to get your behaviours to match your intentions.
Mind and Body -6
The Reticular Activating System
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Every thought you think has its own neural pathway across the brain and every new thought creates its own unique pathway.
• Your reticular activating system (RAS) is a filter which decides which sensory data (collected by your senses and sent to your brain) should be brought to the attention of your conscious mind. It does this by listening to
− Your internal dialogue
− Your conversations with others
Your Reticular Activating System:
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− Filters out what doesn’t interest you
− Even if the information is important
• A person who spends time focusing on what they don’t like or don’t want is programming their RAS to notice and direct them towards exactly that!
• A good example of how the RAS works: if
you’ve just bought a particular make of car,
you’ll start to notice that make or colour everywhere!
Your brain has two hemispheres which function separately from one another. They communicate via the corpus callosum.
LEFTBRAIN
Thinks ‘Me’Thinks in languageLearns conceptuallyFocused in past or futureMethodicalAnalyticalPractical Polarity consciousness
RIGHTBRAIN
Thinks ‘We’Thinks visuallyLearns kinestheticallyFocused in the presentFeels connected to theWholeCreative Abstract Unity consciousness
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Each hemisphere responds to different types of stimuli.
LEFTBRAIN
Fight or flightVery loud/ fast musicPast and futureHow and why?StressPlanning SolutionsPracticalitiesAdverts/ news
RIGHTBRAIN
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Lower diaphragm breathingCreative pursuitsNatureArtCalming musicTactile/ feelingMeditationConnection
Which part of the brain do you think we should focus on most?
LEFTBRAIN
RIGHTBRAIN
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Ideas
Dreams
Aspirations
Beliefs
Goals
Creating the Vision
Helping others to see a World of greater possibility
This is particularly relevant when we are embracing change.
Typically we find change scary because we can’t “see” how it can be done -
This doesn’t mean that we are right, only that we haven’t prepared the brain
to embrace the change by having a full vision of what the end result will
look like and most importantly how it will feel. The brain needs to be
“programmed” using the RAS to look out for pathways to new objectives.
Linking steps
or stages
Activity : Group discussion
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− How will this information benefit you in
your work with your clients?
− What might be the connection between your reticular activating system and automatic thoughts?
• What attitudes and behaviours do coaches need to cultivate in themselves and try to foster in their clients?
Coachability Index
Using the client coachability index handout, work in pairs and consider your current clients in relation to the list. Are they coachable? Where are they not indicating they are open to coaching?
Coachability index 2
Take a few minutes to read through the list again Remember that this course requires you to
give and receive coaching from a colleague and
Set some personal goals for the next 3 months.
How open are you to receiving coaching?
How would you rate your own willingness to
under go change?
Are you happy to do something that you expect
your clients to do?
Setting up a coaching relationship 1
Make sure you have:
Assessed coachee’s level of coachability
Read any relevant background information on coacheeFully familiarised yourself with coaching diagnostic methodologiesAll necessary paperwork that you may need coachee to complete
during session
Setting up a coaching relationship 2
Remember to be aware of your own mood before you start a session. What personal feelings do you have? Check in with yourself.
Your commitment as coach is to support the coachee towards their chosen aims and objectives. It is important to understand the process of coaching and not to become attached to the outcome of the session.
Setting up a coaching relationship 3Focus on the coachee:
Listen, read, ask
Don’t be over eager or hectoring Be aware of your client’s ‘story’. Have water available to drink Ensure the atmosphere of the room is relaxed Ensure the space is appropriate. Be aware of any relevant background information on coachee Be sensitive to the client’s mood Be alert to how you might generate new possibilities for your client
Setting up a coaching relationship 4Facilitating the session:
You are there to help your client gain insight and motivation, and make a commitment to action.
Help your client determine their ‘bigger picture’ from the outset
Remember not to appear judgmental; there are no right or wrong answers in a coaching session.Once you have a picture of your client by reviewing their completed forms, using the information establish a reference point with your coachee, for example; a goal or aspiration they wish to pursue, a skill they might wish to acquire, a situation they might wish to change
Use the coaching tools
End each session with a summary. Also review client’s progress to date. Focus on the positive. Be aware of your client’s mood; are they engaged? Do you think they are likely to attend their next session?
Tips for setting boundaries 1Facilitating the session:
Check your own feelings/stress levels/ emotions before you start your meeting
Be friendly but firm from the start by outlining what you can achieve together
Stick to the time set for your meetings and don’t overrun Always be on time, avoid cancelling and make it clear you expect your client to do the same.
Keep the focus around the purpose of the relationship Get to know your client’s BIGGER PICTURE!
Tips for setting boundaries 2Facilitating the session:
Always identify a client’s ‘bigger picture’ first Make a clear distinction about when you are ‘coaching’ the client at the start of the relationship and try not to confuse the session.
Resist the temptation to leap in with your own suggestions or offer advice and guidance before you are absolutely clear you know What Matters Most to your client and what their priorities and objectives are.
After a few weeks you should be able to ‘blend’ all aspects of your role seamlessly throughout any session. Even when offering advice and guidance, always make sure that the goals/objectives are client led and that the client can see how it fits into their ‘bigger picture’. The client needs to be assured that you are working with them from the same perspective and not forcing them into things to meet your own agenda Set up the coaching aspect of the relationship first – this way the client will understand that the onus for ‘undertaking steps’ is on them, not on you.
Tips for setting boundaries 3 Facilitating the session:
The purpose of coaching is to encourage client’s self-reliance and confidence to achieve their goals and objectives by their own efforts and to acknowledge each achievement as an important landmark.
Advice and guidance should always and only be given in the spirit of positivity and as a step/s towards achieving a client’s stated goals. Advice and guidance should never be given as a form of threat (e.g: if you don’t do this, you wont get that), as a power trip to manipulate a client into agreeing with you, or as a way of disparaging their ‘bigger picture’
(e.g: “I don’t think your ambition to become an actor is very realistic,
or will help you pay the rent, do you?”)
Positive thinking 1
Make a list of things you like about yourself Focus on your qualities Try and list at least 30 You have two minutes
Positive thinking 2
Make a list of things you don’t like about yourself Focus on characteristics Try and list at least 30You have one minute
Positive thinking 3
Affirmations
I can do anything I set my mind to I can get the support I need I am capable of success I can make changes that benefit me and achieve my goals All is well
These are positive declarations, or mantras. They can be written, or memorised and ‘repeated’ regularly.
They should be Positive, Present Tense, and Personal. Use words that are meaningful and evoke emotion and action for the client.
Examples:
Positive thinking 4
Work in pairs: one person to share their lists, one to coach Help your coachee increase their list to at least 30 Help your coachee develop some positive affirmations Get your coachee to write them down Get them to give you feedback on the affirmations -
Do they affect how your coachee now feels? You have about 7 minutes
Facilitator will tell you when to swap roles
Wheel Of Life....
Satisfaction rating
1. Individually, consider each section of the wheel from your personal point of view. What is your level of satisfaction?
2. Fill in each segment to reflect your level of satisfaction. A low level is indicated by filling in only a small portion. i.e: Friends and social life in this example•
Health
Finances
Creative/ spirituallifePersonal
relationships
Work/Career
Family/ extended
family
Friends and Social life
Process
3. A high level is indicated by
filling in a larger portion.
i.e: Finances in this example•
Select the TEN headings that have most significance for you from the above list.
Ring around each word and place it in order of importance to you, giving the highest score as 1 and the lowest score as 10. i.e. Money – 1, Happiness – 2, Trust – 3, Humour – 4, Success – 5, Travel – 6, Honesty – 7, Freedom – 8, Compassion – 9, Kindness – 10.
Intimacy Love Partnership Respect Excitement Security Success
Understanding Health Freedom Humour Happiness Power Money
Compassion Adventure Kindness Travel Passion Honesty Trust Children Independence Integrity Achievements Personal Growth
Values
WOL identifies areas of high and low satisfaction You can ask the questions: how would it feel if this section of low satisfaction was high instead? What can you do to increase your level of satisfaction? Explore with coachee alignment of values with levels of satisfaction on WOL. Where do they match? Where do they not match? Complete a new WOL every few months and explore with coachee what has changed.
Wheel of life and Values tool
Political
Emotional
Rational
Coaching - The process for supported change
Most people understand the case and need for change
They are likely to
• Have already considered the rational and political case or need
• Under-estimated or failed to acknowledge the emotional considerations
Copyright circle indigo
Clear vision/ understandingCase for changePlan of activitiesAgreed way forward
Perceived statusRecognitionInfluenceControlPatronage
WorthSelf esteemRelationshipsSupportPersonal beliefs
During the Change process we experience the emotional curve.
Enthusiasm Discover Deepen Develop Action Sustain
Lose enthusiasm No Action Feel
a Failure
How might you deepen your client’s understanding of what is involved?How can they develop a way forward? What will help them sustain their how they are being or what they are doing?
Emotional Curve What determines a positive or negative
outcome?
Activity : in two groups
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Each group must determine the emotional curve of finding/ getting a new home/ Job.− Group 1 will look at
finding the home or job
− Group 2 will look at moving in
− Or starting the new job
• (10 mins + 5 mins feedback in plenary)
Effective questions
Important: your questions need to be open and sometimes penetrating; always get permission from client and check they are willing to explore the area which may be causing them difficulty. Gain their permission to have an open conversation and look at possible ways of tackling the issue/situation.
Remember: your approach should be client led. It is important that the client provides the lead in finding ways forward.
Your role is to help the client test their theories, to ensure they believe in them and test their willingness to create actions and steps, and commit to taking them.
Effective questions
First steps: Clarify what the issue is. Establish the cost to the client of tackling the issue/making changes Establish the pay-offs of not tackling the issue/making changes Establish the benefits that may result from tackling the issue/making changes
Next Check what the expectation is on taking action (i.e. it always goes wrong etc) Look out for your client’s ‘story’ - what is their RAS noticing? Explore what the new possibility might be Identify actions for change
Agree to actions and time frame in which to complete them
Effective questions
What’s on your mind?What is going on for you?What would you like by the end of this conversation?How are you feeling about…?What worked/didn’t work?Why do you think that is?What does that get you?What does that cost you?What would an alternative be?Whose choice is that?Can you describe how that feels for you?How would you say you are being when…?What happens when…?What do you say to yourself when…?What do you make that mean?
Types of questions
Activity : in small groupsConstruct coaching questions around the following:
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Rational-Clear vision/ understanding – does your client have a clear overall vision for their life and understanding of how their goals fit in with it?-Case For Change – does your client understand why they need to change certain beliefs / behaviours?-Plan of Activities – have you and your client set out a range of activities to support them (practical/social/healthy living?)-Agreed Way Forward – Have you an your client agreed what the next series of steps are? Is this what the client wants, or what you want?
Political-Perceived status – How does your client see themselves (i.e.: Homeless person/ employee/ individual)?-Recognition – Are they giving recognition to themselves for the progress they are making? Are they attracting recognition from others?-Influence – Who has the greatest influence on their life style and decision making at the moment? -Control – Does your client feel in control of the changes they are trying to make?-Patronage – Who is currently supporting them in the steps towards their new life style/choices?
Emotional-Worth – What does your client currently consider their worth to be (i.e.: useful contributor/ non useful)-Self Esteem – What would you assess their current level of self-esteem to be – is this sustainable?-Relationships – Do their personal and professional relationships support their current aspirations?-Support – Who is the most reliable support for them right now?-Personal beliefs – Would you say they typically use positive language when describing either themselves or their ability to achieve their goals and aspirations?
What makes an inappropriate question and why?What makes an appropriate question and why?
Ascertaining your client’s ‘Bigger Picture’ or ‘What matters most’
Future aspirations
Steps to the
future
Past achievements Presen
t
Your vision for yourself and your life
What have you done that you are proud of?
Things you could be doing now to help you achieve your vision
What you currently have to build on – things, people or achievements that can support you in attaining your goals
Me at the
centre
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Give as much information as possible. Use words or pictures
Well Formed Outcomes
In triads - one person to coach, one to be the coachee, one to observe
Coach: ask your coachee to briefly talk you through their future focus map and then ask them to identify one important goal from it that they would like to achieve.
Then ask the following questions:
State in the positive; what do you want? When, where and with whom do you want this? What will you hear, see and feel when you achieve this outcome? Are you in charge of the changes you require Will you lose anything if you achieve this outcome? Is the outcome worth what it takes to get it? What are the consequences in your life if the goal is achieved?
key ideas and personal actions to take away from today
Key themes from the session
• ;d
Personal Action PlanWhat
When
Client writes outOwn action plan
Where
You want to be
Creating the Vision
Quantum Leap
Small steps
Action
Where
You are
Hectic
Lots going on
New experiences &
Opportunities
Networking
New people
Action
Can cope
Can’t cope
Small steps
Life style choicesRelationshipFamilyMoneyHomeCareerCarHolidays
Support needed here -
‘You can do it’ NOT Opinions
Limited choicesBoredNo MoneyNo HomeNo Job
Identify support here
Letter from the future:
Write a letter to yourself. Set it in the future; in 3 year’s time. Write it in the present tense – as though you are experiencing it now. Give a detailed description of how you would like your life to be in 3 years time. Make sure it is desirable, challenging, precise and based on what you truly want rather than what you’ve convinced your self is possible. As you are writing, notice how you feel. Try and write at least one side of A4 paperThen consider:
How real is it? How tangible?Do you believe it? How do you feel having written it?
Critical Factors:
In pairs - taking turns in coach/ coachee role
Briefly review coachee’s letterAsk coachee to identify ONE key goal that they could start working towards NOWThen take your coachee through the critical factors questionnaire
What do you say to your self when things go well?
What do you say to your self when things go badly? What do you think about on the day, hour, minute before a challenging task? How do your thoughts differ between good and bad days? What events/occurrences cause you to feel stressed ? In what circumstances/surroundings do you feel undermined? What skills/tasks do you find most difficult to do well? How do you receive criticism/advice and guidance? How do you give criticism/advice and guidance? Do you always finish the things you start? Are you good at thinking up ways of doing things? Are you more interested in the ongoing progress of a project and details than end results? Are you more interested in getting to the desired outcome as quickly as possible? Do you tend to play a supporting role to others? Is this sometimes to your own detriment?
Evening Assignment:
Choose one thing that you know you have been putting off doing;Calling a friend or relative, doing some research, spending quality time with friends or family, doing something creative or necessary!
Share with one other person what you intend to do Why did they make that particular choice? Challenge the choice - is it really going to make any difference? What difference will it make? Try and get a commitment from your coachee that they will
complete the task and report back tomorrow morning.
Evening Assignment:
Read through materials and consider your aspirational self:
What would my aspirational self think? What would my aspirational self feel? What would my aspirational self say? What would my aspirational self do? What would my aspirational self wear?
Final word on commitment:
Commitment is the essential part of seeing changes through.The commitment must always be to yourself; who you are in fact committing to is your future self. You will be the beneficiary of what you do now.
Options:Explore with client what they are most likely to experience if they do not make change (i.e. the same – if you always do what you’ve always done, you’ll always get what you’ve always got!)Next explore with client what they might experience if they follow through their new possibility.