tag:blogger.com,1999:blog-55093089117942700462011-11-27T16:19:20.514-08:00Your Partner in Coaching ....COACHING MEDIAhttp://www.blogger.com/profile/09446713449046397272noreply@blogger.comBlogger131100tag:blogger.com,1999:blog-5509308911794270046.post-42333792993598939422008-02-29T16:41:00.000-08:002008-02-29T16:42:54.078-08:00

Individual DifferencesAdapt your managerial/coaching style to the coachee. Diagnose where the employee is in the process and advise/coach accordingly. (Jill Andrews) Be sensitive to the style differences of group members when coaching a group. Give deliberate, thoughtful people detailed tasks that require accuracy or research. Give gregarious, spontaneous people tasks that involve creativity or

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Identifying and Analyzing Areas for Coaching.Assess the abilities of the employee and act accordingly. Be careful not to "overtrain" or "overcoach" a seasoned person. (Jill Andrews)At the end of a project provide each team member with three things "to keep doing" and "three things to work on". Provide information in writing to recipient of feedback and then meet with each other one on one to

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Goal Setting Get a solid commitment from the coachee to reach her/his goal, I invite her /him to send a short note to her/his colleagues and superiors telling them that she/he wants to improve (specify what) and asking for their feedback and their support. (Froggie) Set goals at 1/3 to 1/2 of what person says they can do over a period of time - increases chances of success. (E-QUAL)

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Giving Feedback Demonstrating how to perform a procedure improves your skill level--but does nothing to improve the coachee's skill level. So spend more time requiring the coachee to demonstrate his or her skills and provide appropriate feedback. (ST) The coachee is likely to be her or his worst critic. So begin your feedback session by asking, 'What did you do that makes you feel positive and

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Framing the Coaching Process.'Coaching' is an inappropriate term because it is frequently associated with dysfunctional behaviors of autocratic sports coaches. Use some other positive term such as 'co-creation' or 'problem-solving partnership'. (ST) Read the book, Difficult Conversations: How To Discuss What Matters Most by Douglas Stone, Bruce Patton, and Sheila Heen (ISBN 0-670-88339-5).

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Establishing Credibility Admit failure. Model a key component of lifelong learning by being honest with your own performances and using them as an opportunity for learning. I saw a teacher of mine make a huge mistake in class, and rather than lose his cool, he used the experience as at teachable moment on recovering from errors, and spontaneity. (Kurt Squire) When you do not know the answer to a

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DemonstratingBe willing to "lead from example." Be an exemplar, and model the desired behavior. Do not expect the participants to do something you can't do in front of them. Do it flawlessly. (Norm Gustafson) If the subject matter is knowledge or information that supports performance, demonstrate how it can be learned. Also demonstrate how it can be applied to their specific situation. (Norm

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Dealing with Reluctance, Resistance, or Defensiveness. When coaching an employee or team for some type of performance improvement, make failure less threatening and success more personal by taking Peter Drucker's advice (roughly paraphrased): "Don't concentrate on polishing your skills. That will take care of itself if you seek to eliminate the constraints that impede you from achieving your

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Concluding ActivitiesMore important than being "right" or "complete", is to have the performer leave the coaching session looking forward to returning for more. (AKimball) Create a back-up plan (Gertrude) End your coaching session by asking the coachee to list two or three of the most important things he or she has learned. This will reinforce learning and help build the coachee's satisfaction

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Coaching ConversationsNever sit across the table from the person you are coaching because this suggests an adversarial relationship. Sit side by side or at right angles to each other. (ST) Most coaching conversations are framed as attempts at solving problems or overcoming the coachee's weakness. Try the opposite approach of profiting from opportunities and building upon the coachee's strengths.

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Building RelationshipsCommunicate high expectations for your coachees and faith in their abilities to perform highly. Something that I've picked up on from sports coaches of mine was that they held higher expectations for me than I had for myself. Most importantly, they showed faith in my ability to rise above my perception of myself. (Kurt Squire) Practice building relationship skills

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Benefits of Coaching. Coaching highlights what people can readily achieve, given the right support. (Katie Root) Good programs can simplify what might appear to be particularly difficult situations. (Katie Root) Successful programs can lead to improved individual and team performance and increased levels of motivation. (Katie Root)

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The term "coach" comes from Middle English word coche. It's meant "a wagon", and likes a wagon that carries person or thing from one location to another, coaching carries person from starting location to another location. Coaching known in sports area but starting in the 1980's, the notion of coaching has taken on a more generalized and expanded meaning.When we talk about coaching, we talk about

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