HC Coaching Tool Kit

8/6/2019 HC Coaching Tool Kit

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Human Cognizance Ltd 2010www.humancognizance.com

Coaching

Resources


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ContentsPAGE

A framework for getting to know coachees 3

Questions for use with the framework 4

Coaching and other 1 to 1s 5

Building the working alliance 6

Egans three stage model 7

A six point plan for the Coaching session 8

The grow model for development 9

Intervention styles 10

Intervention skills 11

Observing interventions 14

Feedback skills 15

Listening skills 16

Questioning skills 17

The final review 19

12 habits of the ineffective coach 20

Assessing your strengths 21

Coach session review and reflection 22


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A framework for getting to know

coachees

This framework can help coaches structure the early stages of getting to knowand building a relationship with their coachees.

The 6 points on the circle reflect dimensions of the coachee as a wholeperson and encourage both coaches and coachees not to focus exclusivelyon the more narrow professional person.

This is a tool which is intended to be used with your coachee and not done tothem the list of questions (over) are a guide asking them all is likely tomake your coachee feel grilled!

1

The Professional

Self

2

Future Hopes

3

Social

Self

4

Personal

Self

5

Educational

Experience

6

Future Plans


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Questions for use with the framework

The aim of this series of questions is to begin to build a picture of the person.

The professional selfTell me how you have got to this point in your career?What have you most enjoyed in your career to date?What excites you about your current role?What do you find most challenging?What do you see as your greatest achievement?

Future hopesWhere might you want to be in 5 years time?To what extent are you on course for achieving this?

What do you identify as your personal strengths?What might hinder your future plans?Which forces will act positively on future plans?

Social SelfHow do you spend your time when you are not working?How would your best friend describe you?What do you gain from your social interests and activities?How do you keep time for your outside interests?What do you look for in your relationships with friends?

Personal selfWhat sort of person would you describe yourself as being?Tell me about the people who most influenced your formative years?What events/circumstances do you find most stressful?To whom do you turn for support?To whom do you offer support?

Educational experienceWhat has been your most enjoyable education experience?Why was it enjoyable?

Can you give me an example of a negative learning event?What effect might this have had on you?What is your preferred style of learning?In what areas would you like to increase skills and knowledge?

Future plansDescribe three objectives for your professional development.What are you learning needs in relation to these professional developmentobjectives?What might be the obstacles to your professional development?What do you see as our future working agenda?

Are there other areas of discussion you would like to develop, or return to?


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5

Coaching and other 1 to 1s

Coaching is one of a number of 1 to 1 developmental relationships which areavailable within a health care context.

In helping coachees to understand what is on offer and what is possible in theCoaching relationship it is important to be able to describe not only whatCoaching is and is not but how it may be similar and different from other typesof developmental relationships.

In your context how is Coaching similar to and different from:

Appraisal Performance management Mentoring Counselling


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Building the working alliance

Creating a good climate for learning and development in Coaching involvesdeveloping good rapport and a shared clarity of purpose.

HighClarity

LowRappor

t

LowClarity

HighRapport

Open Dialogue Shared expectations Openness to mutual benefits Sense of urgency/value

Task focussed Debate rather than dialogue

Friendship Lack of direction Opportunistic in dealing with

issues Short term

perspectivebut...may becomea long term friendship

Limited risk taking andexperimentation

Going through the motions


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Egans three stage model

This model can provide a useful map for developing the Coaching relationship

Stage of

Relationship

Objectives at

each stage

Tasks & Skills

Stage 1

Exploration

To open the meeting

To initiate and develop an effective

relationship to get to know each other

To clarify aims and objectives of therelationship

To show respect and appreciation of thelearners situation

To help the learner to exploredevelopment needs

To be genuine and honest

To establish ground rules

Listening

Asking open ended

questions

Negotiating the long andshort term agenda

Active listening

Asking open questions

Clarifying

Understanding

Stage 2

Enabling a new

understanding to

be reached

To start to recognise their strengths andtheir weaknesses

To begin to identify their developmentneeds

To focus on priority area

To offer alternatives

To give feedback

To demonstrate skills

Active Listening

Challenging

Sharing experiences

To give information andadvice

Ask open and closedquestions

Stage 3

Action Planning

Enabling the learnerto make their owndecisions and takeappropriate action

To look at options and consequences

A commitment to resolve coach processproblems

To agree action plan for next meeting

Creative thinking

Problem solving

Making agreements

Making decisions

Monitoring and evaluatingprogress

Planning


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A six point plan for the Coaching

session

These 6 points define a potential agenda for a Coaching session. Agreeingsuch a structure at the beginning of each session helps to ensure that issuesget addressed and the time is managed effectively.

Action

Step

1

Step

2

Step

3

Step

4

Step

5

Step

6

Review Progress

Discuss

Agree priorities

Set objectives for next

stage

Agree action

Fix a time for next

session

What has happened sincelast time?

What worked well?Any problems?Any insights?Where next?

What could the next stepsbe?What are the priorities?

So what do you want toachieve?

What will you do?

By when?What will I do?


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The grow model for development

This is a 4 stage model which can be used as a tool to shape a Coachingsession.

It is a particularly useful tool for the coachees who find it difficult to move fromtalking/reflection to making decisions and focusing on action.

Identify the goal

Check the reality

Identify options

Engage will

What do you want?What outcome do you want by the end of thesession?How far, how much detail do you expect in thissession?

What is happening right now in relation to this?How much control do you personally have over theoutcome?

What have you done so far?What is really the issue the bottom line?

What are all the ways you could approach this?List all your optionsWhat might you do if you were to start with a cleansheet?Which most appeals to you?

What willyou do?

Which option or options do you now choose?What are your criteria for success?What could arise or hinder you taking these steps?What commitment on a scale of 1 to 10 do you haveto taking these next steps?What stops this from being 10?


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Intervention styles

Herons six categories of intervention

John Heron (1986) defines six major forms of intervention that we can use toincrease out effectiveness in helping relationships: all of them have a role.Their effectiveness lies in always being clear about the intention of theintervention and in using it skilfully.

In the list, the interventions are described according to their intention ratherthan content.

Authoritative1. Prescriptive: A prescriptive intervention seeks to direct the behaviour of

the patient/colleague, usually behaviour that is outside of thepractitioner/patient relationship.

2. Informative: An informative intervention seeks to impart knowledge,information and meaning to the other person.

3. Confronting: A confronting intervention seeks to raise the awareness ofthe patient/colleague/person about some limiting attitude or behaviour

of which she/he is relatively unaware.

Facilitative4. Cathartic: A cathartic intervention seeks to enable the other person to

discharge and express painful emotion, usually grief, anger or fear.

5. Catalytic: A catalytic intervention seeks to elicit self discovery, selfdirected learning, and problem solving.

6. Supportive: A supportive intervention seeks to affirm the worth and

value of the other person, and their qualities, attitudes and actions.

As coaches it is important become aware of how you use them.

Developed from Heron Helping the Client (1990)


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Intervention skills

Identifying intervention categories

Below are a range of situations which you may meet as a coach.Write briefly your response to the given situation under the category headings.

1. The person you are working with is in a difficult situation, and is in a panic,not knowing what to do for the best and which way to turn.

Prescriptive

Catalytic

Supportive

2. The person you are working with has just made a terrible mistake, involvingdisciplinary or legal proceedings, and setting in train a situation that will haveserious consequences.

Informative

Confronting

Cathartic


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3. The person you are working with is feeling very low and depressed.

Prescriptive

Supportive

Cathartic

4. The person you are working with is in the aftermath of a very difficult

situation, is exhausted, nervous and irritable, and not really capable ofworking effectively until they have put themselves back together.

Supportive

Confronting

Prescriptive


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5. The person you are working with has an important life decision to make andis unable to move towards making it.

Informative

Catalytic

Confronting

For reflection and discussion

How comfortable are you in using all these different categories ofintervention?

Which do you find most difficult to use? Does your personal style lead you to use one when another would

be more effective?


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Observing Interventions

Six category interventions observation activity.

When observing the coach in action try to notice examples of each of the sixcategories of intervention which she/he makes.

Style ofIntervention

Example (what she/he said or did)

Prescriptive

Informative

Confronting

Cathartic

Catalytic

Supportive


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Feedback skills

Giving and receiving effective feedback

Feedback helps us become more aware of what we do and how we do it.Receiving effective feedback gives us an opportunity to change and modifybehaviour.

In order to be helpful, feedback needs to be given in a supportive way and toinclude some appreciations as well as some information to make the recipient

review their behaviour.

Giving Feedback

It should focus on

Someones behaviour rather than the person Actions rather than qualities Observations rather than inferences what is said, rather than why it is

said Descriptions rather than judgements

Giving specific information rather than generalising Sharing ideas rather than giving advice The amount of information the receiver can use rather than the amount

we would like to give Behaviour the receiver can do something about

Receiving Feedback

When receiving feedback it is important just to hear it without responding.This maximises the opportunity to really hear the information and decide what

is useful and what is not.

It is always worth noticing any resistance to feedback because there is often anugget of gold hidden in information that may appear, at first, to bemeaningless or difficult to accept.

If you are giving the feedback and you notice that the person you are givingthe feedback to continues to resist it, move into active listening instead theymay not be ready to hear it.


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Listening Skills

Active Listening

The four levels of active listening

Listening with your ears to the words that are spoken Listening with your eyes to the body language Listening to yourself using all your senses and signals Listening with your mind to make sense of all that you are aware of.

Responding

Listening is the foundation on which supporting is built and effective coachesneed to build on this through making appropriate empathic responses. Someof these responses may be non-verbal, such as slight movements of the heador noises of the mm mm variety which indicate to the other person that oneis present and paying attention.

Paraphrasing

Paraphrasing is a response to the content of what the coachee has said. Byparaphrasing, the coach summarises the content of what has been said insuch a way as to indicate to the coachee that she or he has been heard andunderstood. From the coachees point of view, this can help also in clarifyingthe content of what has been said.

Reflection

As well as paraphrasing the content of what the coachee has said, the coachis also concerned to reflect back feelings to the coachee. This then leads to a

clarification of the emotional content of what is being communicated. In theseways the coach communicates empathy and establishes rapport.


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Questioning Skills

Choosing appropriate questions

Choosing appropriate questions to ask is a core skill in Coaching. Helpfulquestions encourage the coachee to explore, reflect and clarify. They alsohelp build the relationship between coach and coachee.

Helpful questions

Open

Probing

Reflective

Clarifying

Comparative

To open up the dialogue, givethe coachee an open space inwhich to respond

To fill in details, to help coacheeexplore an issues in depth.

Repeats something the coacheehas said/implied. Helps themfeel the impact of what she/hehas just said and can lead tonew insights.

Helps the coach check themeaning behind the words andthe coachee hear what the otherhas heard

A form of closed question. Helpscoachee reflect. Gives option of

following with how/what?

What? What if? How?Use why sparingly it canfeel like interrogation.

What were the exact wordsyou used?What actually happened?

When you said I cant workwith you I wonder how hefelt?

Do you mean you would preferto

Which was most successful foryou thisor that?


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Unhelpful questions

Can be helpful or unhelpful questions

Leading Where the questioner knows theanswer they expect and leads theperson to give this response

Wouldnt you saythat?

Multiple

Ambiguous

Catch/trick

A string of questions, coacheeusually answers first, last or the onethey find easiest

Have unclear meaning or frame of

reference, usually provokes aquestion from the subject but canlead to misunderstanding

Attempts to trick the subject intorevealing something significantthrough answering an apparentlydifferent question.

Why did you take thatjob, how long did it lastand what did you dislikeabout it?

I was wondering if not

why do you not just tellthem, what if you invitedthem tell them, toparticipate then let themdecide for themselves?

What were you trying todo? Is that really yourrole?

Closed

Hypothetical

Requires a short answer and usefulfor establishing facts. Often muchoverused with a negative impact onthe flow of dialogue. Overuse canmake coachees feel grilled.

Value lies in encourage the personto explore new ideas and thinkthrough the potential consequences.Unhelpful use is where it is better toask the coachee how they tackledsomething previously.

Did you do it?Did you enjoy that role?How long did that last?

What would happen ifyou shared yourconcerns with the team?What might happen what would you do if itdid?


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The final review

You may have agreed at the start that the Coaching relationship was a finiteone, or you may both decide that the relationship has achieved its objectivesand agree a final session. At the final session it is important to make time toreview the process together. The final review involves looking back, lookingforward and sharing feedback.

Looking back

Start with returning to the initial purpose and objectives of the Coachingrelationship and review what has actually been achieved.

For example

What were your objectives at the start of this process? What have you achieved? What was particularly challenging? What surprises did you have? What have you learnt about yourself? What have you learnt about this role?

Looking forward

Although this may be the end of this Coaching relationship it is important thatit is not seen as the end to personal/professional development. Therefore it isimportant, as a result of the review to also look forward.

For example

Where are you going next?

What are your priorities? How will you action these? What support might you need and where will you get it?

Sharing positive feedback

Finally it is also important that you give each other feedback about how youboth found this process and the relationship which you have developed.

You should both reflect on and shared. What have I most valued from this relationship? What have I learnt? What do I particularly want to say thank you for?


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12 habits of the ineffective coach!

The what not to do some of which are rather easy to do, particularlywhen feeling under pressure!

1. Start from the point of view that you from your vast experience andbroader perspective know better than the coachee what is in his orher best interest.

2. Be determined to share your wisdom with them whether they want itor not; remind them frequently how much they have still to learn.

3. Decide what you and the coachee will talk about and when; changedates and themes frequently to prevent complacency sneaking in.

4. Do most of the talking; check frequently that they are paying attention.

5. Make sure that they understand how trivial their concerns arecompared to the weighty issues you have to deal with.

6. Remind the coachee how fortunate she/he is to have your undivided

attention.

7. Neither show nor admit any personal weaknesses expect to be theirrole model in all aspects of career development and personal values.

8. Never ask them what they should expect of you how would theyknow anyway?

9. Demonstrate how important and well connected you are by sharingconfidential information they dont need (or want) to know.

10. Discourage any signs of levity or humour this is a serious businessand should be treated as such.

11. Take them to task when they dont follow your advice.

12. Never, ever admit this could be a learning experience for you.

For reflection

Which are you most vulnerable to?

Which behaviour in coachees is most likely to stimulate this in you?


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Assessing your strengths

Use the list of core skills to identify your areas for development as a coach.

Identifying your development areas as a coach.

Please tick appropriate box

Listenin activel

Area ofstrength

OK Need to develop

Confronting challenging assumptions

Using a range of different questioning styles - appropriately

Being catalytic facilitating insight and reflection

Hel in to identif and set learnin /develo ment oals

Bein su ortive hel in to build self confidence

Mana in confidentialit in this context

Helping the person to find his or her own solution

Encouraging the person to experiment and take risks

Usin own ex erience a ro riate l to hel

Workin with difference/diversit

Giving feedback

Facilitating the expression of emotions anger, fear, joy etc.

Being prescriptive directing behaviour when it is appropriate

Giving information appropriately being a resource person


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H C i Ltd 2010 22

Coach session review and reflection

Use this pro forma to review and reflect on your performance andeffectiveness as a coach after each Coaching session. The intention is tohelp you increase your awareness of your strengths and areas fordevelopment.

Session date Session number

_______________________ _____________________________

Coachee

What went well in the session? What went less well?(What did you do that was particularly helpful)? (What happened &

what might you dodifferently)?

What might you need to pay particular attention to next time?

HC Coaching Tool Kit

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