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9 skills of coaching
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6) Actualizing  

Inviting a client to translate the new inner game into an actual outer game.  Work with client to get him or her to begin to act on the new game plan.  Asking when, where, how, and working with client to eliminate excuses, fears, and other things that might hold him or her back.  Using Tasking as method for actualizing.

 

5   Co-Created action plan and refining results.

Co-creating activities that will maximally transfer learnings to everyday life, client expresses motivation and excitement.  Setting up the next step in accountability, exploring the next refinements for the plan or strategy in order to see the client's outcomes fully operational in the right contexts, refusing to let the client off the hook about his or her acting.

 

4   Action plan with full buy-in, celebrating results.

Giving reasons for activities, presenting with state induction skills (see Inducing states).  Inquiring and celebrating successes in making real the steps and actions, fully exploring and inquiring about results and staying with the inquiring until a full account is given of what worked, to what extent, how well, what else needs to be done, what are the next steps, etc.  Extensive facilitating the body how to feel the ideas of the new inner game (see Facilitation).

 

3   Action plan with monitoring of results.

Tasking client with list of activities that creates an action plan without providing motivation or understanding of it. Thoroughly monitoring the action plan and tasking assignments.  Getting a list of actual behaviors that client used outside of the coaching session.  Asking lots of questions about the practical experience with a new plan or strategy, specifically coaching the body to feel the ideas of the inner game.

 

2   Giving tasks but no action plan, some monitoring.

Giving tasks and some action to do but not formal action plan, asking about what client actually did to manifest goals, plans, checking up on tasking assignment, but no follow-through on the results.  Only briefly asking about how the body is manifesting the new game (e.g., breathing, posture, face, voice tone, etc.).

 

1   Hinting at tasks.

Hinting at tasks but never asking client to do the task, no creation of an action plan, briefly asking about previously set actions.  Asking about results, then quickly returning to other subjects.

 

0   No follow-up on tasking.

No questions about what the client will do, no questions about how to feel the action plan, or put into neurology, no creating of an action plan or a task.  No mention of the results that a client got from the plans, strategy, or goals set.

 

7) Reinforcing

Responding to a client in ways that fit for any given client by inducing the feeling of validation, support, affirmation.  Inquiring and discovery of the specific words, gestures, actions, and behaviors that convey such to the client.  Mindful use of reinforcement technology from Behaviorism, scheduled responses that induce more motivation and delight.

 

5   Sharing own emotions that acknowledges client's successes.

Fully present to the client, sharing emotion, eyes watering or tearing, hand on shoulder, thumbs up, applause, expressing a high sense of value and regard for the success or experience and doing so with emotion, "Good on you!"  "Right on!"

 

4   Leading celebrations.

From pacing to leading in celebrating by giving space and time to be with the emotions of the value and success, articulating the success in semantically packed words ("This begins to move you to your desired future, doesn't it?")

 

3   Asking about meaning of success.

Asking meta-questions about the meaning of the success or comment, uses validating language to get expression of value to the success.  High eye contact, presence, emotion in voice and body.

 

2   Matching emotional state of client, some questioning.

Matching client's state, verbally acknowledging emotion or enthusiasm.  Good bit of eye contact and presence.  Asking some primary questions about the success.

 

1   Disinterest.

Disinterested listening as evidenced by little eye contact, matching, voice flat, no or low emotional response, no enthusiasm.

 

0   No emotion.

No emotion or enthusiasm at the announcement of any success the a client mentions.  Unresponsive: comments are ignored or discounted.  No matching of client's state, no time or room to celebrate.  No eye contact.  Weak sense of being present to the client.

 

8) Testing

Testing a new or different behavior, response, or feeling to see if its present and if it works, putting the change to the test to of effectiveness and robustness, evaluating how effectively it fulfills the action plan.  Asking,"Did it work?"  Confirming (and dis-confirming) when, where, and how they do work, what makes them work, inviting ownership of the ideas, strategies, and plans.

 

5   Enabling client to self-monitor.

Setting up self-monitoring and social and environmental support that set up self-organizing testing, inducing states that support this openness to testing.

 

4   Thorough questioning to find next step.

Asking about the effectiveness of the plan, about next steps, what else to do to refine the skills, tasking for continual improvement, checking to see what the client has learned and will do as a result.

 

3   Lots of questions about results and what got in the way.

Action plan and tasking thoroughly explored, some questions to test for effectiveness, robustness, but not many.  Asking questions about the client's resources when didn't get the desired results, inquiring about how this influences the game plan.

 

2   Some questions about specific tasks.

Some exploration of action plan and tasking assignments, asking only briefly about what to do next.

 

1   General inquiry about results.

No questions about the action plan or tasking assignments, only inquiring how things are going in general sense more in sense of small talk.

 

0   No questions about results.

No questions about how the client is doing, no exploration into changes, no holding accountable for tasks in the action plan.

 

9) Facilitation

To cerate a safe environment and context that makes it easy for a client to answer questions, explore ideas, and translate his or her outcomes into actual behaviors and skills in life.  To make easier.

 

5   Client accessing powerful resources and desired outcome.

Eliciting the most powerful resources in client for outcomes, seeing desired behavior in client, giving a great sense of support and respect in the client (see Supporting).  Asking about supporting beliefs, decisions, states, and asking questions that use these resources.

 

4   Client taking steps.

Using effective transition words, phrases, and stages that allow the client to move smoothly from one step or stage to the next.  Fully pacing the client's matrix of frames (e.g., beliefs, values, etc.).  Receiving comments from the client that "each step just feels natural."  Asking about and working to eliminate interferences.

 

3   Fully pacing and relevant questions.

Fully pacing the client, asking questions that are completely relevant and useful for client to move from one stage of development in achieving his or her outcomes.  Giving or eliciting step-by-step  awareness of how the processes will occur.  Giving overviews and details appropriate to the client. Eliciting responses (see Inducing States).

 

2   Appropriate and pacing questions.

Mostly pacing through matching and mirroring physiology and tonality, asking questions that seem relevant to the client's outcomes.

 

1   Mostly relevant questions.

Asking questions to the client's outcome which assist in building up the mental models for success.  Failure to fully pace the client's current state and thinking and so eliciting some resistance, indicated by client not answering questions, showing frustration with them.

 

0   Irrelevant questions or statements.

Making statements or asking questions that are irrelevant, nosy, or difficult to answer that confuse or convolute things and that does not enable a client to move to the next step of achievement of a goal, consulting, teaching, etc.

 

 



 
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