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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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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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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?
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