2. Welcome
• Introductions
• Tracy Austin
– BS BSMT and HRM – Franklin
– MBA with Executive Coaching focus 2006
– Registered Corporate Coach 2007
– MS in Business Psychology graduation May
2014
– Director of Professional Development and
Quality Coaching
– Passion for helping students develop
2
3. Welcome
• Mark Abate
– BS - Civil Engineering,
– MBA with Strategic Human Resources focus
– Registered Corporate Coach 2011
– Northwoods – Training & Development
Specialist
– Have been a coach in Franklin’s Personal
Development Coaching program since 2007
– mabate@teamnorthwoods.com
3
4. AGENDA – Part I
• Homework – Coaching Assets Assessment
• What is coaching?
• When Personal Development Coaching
Program began?
• What are the goals?
• Coaching, Mentoring
& Counseling
• What do Coaches Do?
• What are Powerful & Effective Questions?
4
5. AGENDA – Part II
• A Coaching Conversation (GROW model Coaching
Questions Café)
• Coaching session role play (Initial Coaching Call
Checklist)
• BREAK!
• Coaching Resources jump drive – Academic Coaching
Tools
• Coaching Process
• Role play (Goal Developer)
• Next steps
• Questions & Evaluations
• References & Sample Coaching Sessions
5
6. HOMEWORK – COACHING
ASSETS ASSESSMENT
• Work in pairs for the next 10 minutes to discuss
the strengths that you bring to coaching.
• What areas would you like to improve?
• “What is in it for you” to become a coach?
• What made you choose to attend?
• What situations would a coach have been
helpful for you in your educational career?
6
7. WHAT IS COACHING?
• Closes the gap between where you are now and
where you want to be
• Accepts nothing but your best
• Go beyond self-imposed limitations
• Realize your full potential
7
8. WHEN PROGRAM BEGAN?
• Undergraduate Coaching Program piloted in Fall
2007
• Graduate Coaching Program Fall 2007
• UG Coaching Program changed to Personal
Development Program Winter 2011 (graduate
and undergraduates)
– Career Coaching – Center for Career
Development
– Student Learning Center
8
9. GOALS OF THE PROGRAM
• Retain and graduate students
• Expand the educational development
• Boost academic experience
• Explore, experiment and learn new ways of
working, thinking and being
• Deal better with change, clarify and pursue
goals and change behaviors
• Set personal development goals
9
10. COMMON GOALS
• Personal Development Coaching common goals:
– Set goals related to personal development
– Improve work, life balance
– Improve time management
– Improve communication skills
– Improve motivation, self-confidence
– Deal better with change
– Overcome fear of failure
10
12. COUNSELING v. COACHING
Counseling
- Focus on the past
- Focus on the problems
- Counselor fixes
- No feedback
- Therapy session
- WHY?
Coaching
- Focus on the future
- Focus on solutions
- Empowers student
- Co-Active
- Personal success
- HOW?
12
13. MENTORING v. COACHING
Mentoring
- No set agenda
- No specific goals
- Mentor’s experience
- Give the answer
- I did…/I would…
- Directive
Coaching
- Student agenda
- Student goals
- Student focused
- Student answer
- What could you do?
- Help explore
13
14. CONSULTING v. COACHING
Consulting
- Whose agenda?
- Driven goals
- Field expertise
- Problem solve
- Do this…
- Advise
- No implementation
Coaching
- Student agenda
- Student goals
- Coaching expertise
- Discover solution
- What could you do?
- Student answer
- Hold accountable
14
16. WHAT DO COACHES DO?
• ______! ______! ______!
• Ask _________
• Provide supportive ______________ structures
• ______ some more
• Ask more _________
16
17. POWERFUL QUESTIONS
• Inquiry
• No attachment to the answer
• Not our default mode – problem solvers
• Do not create dependence
• Demonstrates respect
• Focus on the future
• 10 Powerful questions
17
20. COACHING
CONVERSATION
Performance coaching is based on Sir John
Whitmore’s GROW Coaching Model:
Context: Awareness and Responsibility
Skills: Effective questioning and active listening
G – Goals
R – current Reality
O – Obstacles and Options
W – What and Will?
20
21. GROW model – Question
Café
G – Goals – What questions would you ask to
help your student set goals?
R – current Reality – What questions would you
ask to find the current reality of your student?
O – Obstacles and Options – What questions
would you ask to help your student identify
options to overcome obstacles?
W – What and Will? – What questions would
you ask to help your student commit to doing
what they say and when they will start? –
Accountability questions!
21
22. GROW model – Question
Café
G – Goals – What questions would you ask to
help students set goals?
What do you want?
What will be the result of reaching your goal?
22
23. GROW model – Question
Café
R – current Reality
What is your current reality?
What is happening with you right now?
23
24. GROW model – Question
Café
O – Obstacles and Options
What are the obstacles/blocks that you will have
to overcome?
What options and resources are available to you
to overcome the obstacles?
24
25. GROW model – Question
Café
W – What and Will
What and Will the student complete an action step or
goal?
Accountability questions
• What will you do?
• When will you do it?
• How will I know when you have done it?
25
26. GROW model – Question
Café
G – Goals – What questions would you ask to
help your student set goals?
R – current Reality – What questions would you
ask to find the current reality of your student?
O – Options and Obstacles – What questions
would you ask to help your student identify
options to overcome obstacles?
W – What and Will? – What questions would
you ask to help your student commit to doing
what they say and when they will start? –
Accountability questions!
26
27. 10 POWERFUL COACHING
QUESTIONS
1. What do you want? (Clearly define the
goal)
2. What will achieving this do for you? (You
can ask this several times)
3. How will you know when you have it?
4. How will others know when you have it?
5. How will this outcome affect other areas
of your life?
26
28. 10 POWERFUL COACHING
QUESTIONS (continued)
6. What stops you from having it?
7. What resources do you have to help
you?
8. What additional resources do you have
to help you?
9. What actions are you willing to take
between now and the next time we talk?
10. When will you start?
27
30. COACHING SESSION ROLE
PLAY
1ST Coaching session role play – sample Student
Applications provided
Your mission…
1. Fill out Personal Development Coaching
application
2. Begin to get to know each other – build rapport
3. Go through the Initial Call Checklist
4. What are the potential obstacles?
5. Set up next coaching session
6. Rotate roles when completed (15 minutes for
each role)
29
31. SUMMARY – COACHING CALL
CHECKLIST
Learning:
- What worked?
- What didn’t?
- What will you do differently with a student?
- What did you learn?
- How will you apply what you learned?
30
33. HOW DOES THE PERSONAL
DEVELOPMENT COACHING
PROGRAM WORK?
• Recruitment
• Student application ->Matching process
• Time commitment
– 1 to 2 hours per month
– 3 to 6 month relationship
• Coach training
32
34. HOW DOES THE PERSONAL
DEVELOPMENT COACHING
PROGRAM WORK?
• Welcome email includes Personal
Development Coaching video
– Video
– Guidelines
– Assignment in Learning Strategies courses
PF 121 and 321
– Student’s responsibility
• Ongoing support for coaches and students
• Quality assurance
33
35. COACHING WITH THE BRAIN IN
MIND
Coaching with the Brain in Mind – Relation to
Coaching:
1. Goal setting
2. Arousal control (breathing)
3. Mental rehearsal (visualization)
4. Self-talk (positive)
34
39. GOAL SETTING & ACTION
PLANNING
• GOAL 1 START END
DATE DATE
• RESULTS:
• OBSTACLES:
• ACTION STEPS:
1.
2.
3.
• GOAL 2 START END
DATE DATE
• RESULTS:
• OBSTACLES:
• ACTION STEPS:
1.
2.
3.
38
40. GOAL DEVELOPER
1. Role play using Goal Developer!
2. Practice with same teams used for the Initial
Coaching Call Checklist
3. One person be the coach and one person be
the student.
4. Fill out Work Life Balance Wheel individually
5. Use wheel to develop goals - Goal is to ask the
student questions to help them set 2 goals with
action steps, desired results, obstacles, and
timelines.
6. Reverse roles (after 30 minutes)
7. Practice. Practice. Practice.
39
41. SUMMARY – GOAL DEVELOPER
Learning:
- What worked?
- What didn’t?
- What will you do differently with a student?
- What did you learn?
- How will you apply what you learned?
40
42. REVIEW COACHING
RESOURCES JUMP DRIVE
1. Academic Coaching Tools from Coaching
Resources jump drive – in manila folder
2. Review each Coaching Tool
3. Practice using the tool – contact Tracy with
questions
4. Practice. Practice. Practice.
41
43. REVIEW COACHING
RESOURCES JUMP DRIVE
1. Review sections of the Coaching Resources
jump drive – Contents:
A. Welcome letter
2. Section I Coaching Forms & Process
A. Personal Development Coaching Guidelines
B. Coaching Call Initial Checklist
C. Coaching Call Preparation form
D. Goal Developer
42
44. REVIEW COACHING
RESOURCES JUMP DRIVE
3. Section II Academic Coaching Tools – Contents:
A. Time Management worksheet
B. Work Life Balance Wheel
C. Thinking Styles Preference Assessment
D. Academic Performance Indicator
E. Course Analyzer
F. Appreciative Coaching Tool
G. Blocks to Optimal Performance
H. Life Cycle Plot
I. Truth Talk form
43
45. REVIEW COACHING
RESOURCES JUMP DRIVE
4. Coach receives jump drive during training
(includes coach training PowerPoint) and zip drive
via student and coach email introduction
5. Student receives zip drive via student and coach
email introduction (does not include coach training
PowerPoint)
44
46. NEXT STEPS
1. Receive your Coach application
2. Students submit application to
personaldev@franklin.edu
3. Will email student application to you – you may
review to accept or decline
4. Accept – sent email introductions, forms, and next
steps
5. Coach contacts the student to begin the coaching
relationship
45
47. NEXT STEPS
6. Coach contacts the student after introductions
7. May or may not get matched Winter term – supply
and demand – Sent email asking availability each
term
8. LinkedIn group
http://www.linkedin.com/groups?gid=3353369&trk=
hb_side_g
9. Co-Active Coaching book – website resources
http://www.thecoaches.com/docs/resources/toolkit/i
ndex.html
46
48. QUESTIONS
• Personal Development Coaching Experiences
• What is the reality when coaching students?
• What works well?
• What does not work well?
• What to do differently?
• How can Tracy support you?
47
50. REFERENCES
Green, K. (2012, February 15). Navy SEALS mental training. Retrieved
March 3, 2014 from http://www.youtube.com/watch?v=Ju4FojRkEKU
Kimsey-House, H., Kimsey-House, K., & Sandahl, P. (2011). Co-active
coaching: Changing business, transforming lives (3rd ed.). Boston, MA:
Nicholas Brealey Pub.
The Coaches Training Institute (2010). CTI: Resources: Multimedia.
Retrieved March 3, 2014, from
http://www.thecoaches.com/docs/resources/toolkit/index.html
Whitmore, J. (2002). Coaching for performance: GROWing people,
performance and purpose (3rd ed.). London, UK: Nicholas Brealey.
Worldwide Association of Business Coaches (2014). Events & Qualifications
- The Worldwide Association of Business Coaches. Retrieved February 18,
2014, from
http://www.wabccoaches.com/events_qualifications/index.php?cat=8
49
51. SAMPLE COACHING VIDEOS
View three examples of coaching sessions
- Sample Coaching session with David
Rock http://www.youtube.com/watch?v=LY-
KUovIq3s
- David Rock, Choose your focus
http://www.youtube.com/watch?v=udaXzLgr86E
- Southwest Coaching, GROW model
http://www.youtube.com/watch?v=DU2Vz2aLPc4
50
Editor's Notes
Tracy START 9:00
Thanks for coming
Introduction of coaching – Tracy’s background
Passion for serving students, helping people develop and reach their full potential
Mark
Passion for helping others grow and develop – focus on shift from individual contributor to manager/leader.
You can see the agenda on your handouts. I am not going to go over all of these details, but know that we will have activities and role plays to solidify your learning.
Housekeeping – Eat as we go
Restrooms out the doors
Break 10:55
Finish 12:50 – 1:00
Evaluations
In your packets…
Break around 10:50 for 10 minutes.
10 minutes for this 9:10 – 9:20
HOMEWORK QUESTIONS HERE: COACHING ASSETS ASSESSMENT
Introductions – what brings you here today?
Work in pairs for the next 5 minutes to discuss the strengths that you bring to coaching.
What areas would you like to improve?
“What is in it for you” to become a coach?
How do you feel about attending the training?
What situations would a coach have been helpful for you in your educational career?
Have a couple people share!
9:20-9:23 for What is coaching
My definition: “Coaching is a process that helps the student determine HOW to get from WHERE he/she is NOW to WHERE he/she wants to be in 3-6 months.” The coaches role is to ask the questions that prompt student to think and then the student comes up with the answers. Also to help hold the student accountable for what they say are going to do.
Another textbook definition I like, “Coaching closes the gap between where he/she is now and where he/she wants to be. It is a professional relationship with someone who accepts nothing but your best and who will advise you, guide you, encourage you and challenge you to go beyond self-imposed limitations in order to realize his/her full potential.”
- Self imposed limitations – internal obstacles/barriers/interference/gremlins - Internal obstacles – Negative self-chatter, self-doubt, inner critic, Fear of failing... rejection...change... making decisions...being good enough...what others think etc. I call these voices...GREMLINS!!
3 ways to overcome INTERNAL OBSTACLES – BLOCKS TO OPTIMAL PERFORMANCE TOOL
- How the brain functions and cognitive distortions – SEE 12 DISTORTIONS IN FOLDER – TALK ABOUT COGNITIVE DEVELOPMENT -> COACHING TOOLS
- Realize full potential and achieve results that they would not on their own.
2 MINUTES Tracy
9:23 to 9:25
2002 Graduate Coaching program – Built Coaching into curriculum –
Undergraduate students retained at a lesser level
RETENTION - Successful goals and action plans that lead to graduation – 8 % points higher than students not in coaching relationships (UG avg. 70% for students in coaching rel. 78%) – over 414 students in program since 2007 – average 23 students per term –– trained over 150 coaches
Students from …CA, ARK, FL, Iowa, MI, IL, PA etc.
Coaches in…TN, WI, SC, IN, MI etc.
9:25 to 9:30 from goals to different types of personal development
See the 8 minute video I sent in your homework!
1. RETENTION - Successful strategies that lead to graduation
Undergraduate students retained at a lesser level
RETENTION – Since 2007 students that are in coaching relationships are retained at a higher level than students not in coaching relationships – 8% points higher.
2. EDUCATIONAL DEV. - College students that have been there and done that
3. ACADEMIC EXP. - Coach can serve as a role model – My mentor John Matney
4. LEARN NEWS OF THINKING - If you aren’t learning you aren’t growing – Must be willing to make the time commitment, a willingness to change, grow and learn
5. CHANGE - “There is no failure only feedback. The aren’t any mistakes only lessons learned.”
6. Set SMART GOALS
Specific
Measurable
Action steps
Attainable – Something that you can depend solely on your efforts
Realistic
Timebound – start and end date
Personal development coaching means, “drawing out a person’s potential, to change, to be reflective and self-aware so that a person decides and discovers the required progression from within! It means improving and developing!
9:25 to 9:30 from goals to different types of personal development
Personal Development Coaching –
Set goals related to personal development
Improve work, life balance
Improve time management
Improve communication skills
Improve motivation, self-confidence
Deal better with change
Overcome fear of failure
Accountability – coach will hold you accountable for what you say you are going to do!!
Tools
Coaching tools the coach and student can use to set and achieve goals. Tools that have been proven to work.
Mark start 9:30 goes until Coaching is Not slide 9:45
Mark start 9:30 goes until Coaching is Not slide 9:45
Mark start 9:30 goes until Coaching is Not slide 9:45
Mark start 9:30 goes until Coaching is Not slide 9:45
Mark start 9:30 goes until Coaching is Not slide 9:45
start at 9:45 to 10:00 (effective questions slide)
Gather information – Listen! GREATEST SKILL a coach can build! 80/20 rule
Who is the best listener you know? What makes them a great listener?
– coaches are naturally curious – You want to know what brings the student alive or learn what is in the way.
Curious questions invite the student to become more resourceful and to look for solutions within themselves.
Curious questions lead to personal exploration – Exploration creates the learning and the learning lasts because it comes from within -> this leads to change and growth.
As a coach, you listen to the words that come from the student, tracking the content of the conversation. But the most important listening takes place on a deeper level. It is listening for…
the meaning behind the story
For the underlying process
For the theme that will deepen the learning
The coach is listening for the client’s vision, values and purpose. Coach is also listening for the resistance, fear/internal obstacle/barriers/gremlins – the inner critic…
The coach is listening to hear where the client is out of balance. The self-imposed limitations “Gremlins” that I talked about earlier.
- I believe that Fear of failing is the number one killer of grand plans and good ideas!!
start at 9:45 to 10:00 (effective questions slide)
Ask powerful questions: Definition: “Provocative queries that put a halt to evasion and confusion. By asking powerful questions, the coach invites the client to clarity, action, and discovery at a whole new level. They are generally open-ended questions that create greater possibility for expanded learning and fresh perspective. They are derived from holding the client’s agenda and either forwarding the client’s action or deepening the learning.” We will work with some of these powerful questions later this evening.
Slide – helpful hints for developing powerful questions
Inquiry – posed at the end of a session and is meant to give students time for continued self-reflection and exploration – look at an idea from all angels
Coach is not judging the answers, you are seeking out the meaning, uncovering values, helping students discover their own learning and answers – can’t be judgmental and curious at the same time
Question asking is not our natural tendency – we are problem solvers – asking rather than telling is the foundation of coaching and powerful questions
Asking questions allows you to stay neutral
The greatest gift you can give someone is to LISTEN, really listen!
Asking questions invites introspection, presents additional solutions and leads to greater creativity.
start at 9:45 to 10:00 (effective questions slide)
Effective questions must be…
Open-ended – can’t be answered with a yes or no question
Placed appropriately in the conversation to clarify, illuminate and draw out
Authentic – coming from a sincere desire to learn
Followed by sometimes deafening silence – 5 seconds uncomfortable
Supportive in tone – to minimize the possibility of triggering people’s defensive reactions – Don’t use WHY questions. Curious – what makes you think or feel that way?
Ends at 10:00 – transition to Coaching Cafe
start at 9:45 to 10:00 (effective questions slide)
Effective questions must be…
Open-ended – can’t be answered with a yes or no question
Placed appropriately in the conversation to clarify, illuminate and draw out
Authentic – coming from a sincere desire to learn
Followed by sometimes deafening silence – 5 seconds uncomfortable
Supportive in tone – to minimize the possibility of triggering people’s defensive reactions – Don’t use WHY questions. Curious – what makes you think or feel that way?
10:00 – transition to Coaching Café
20 minutes for Café
10:20-10:25 for 10 powerful questions
Performance coaching is based on Sir John Whitmore’s GROW Coaching Model:
Context: Awareness and Responsibility
Skills: Effective questioning and active listening
G – goal setting for the session
R – reality checking to explore the current situation
O – options and alternative strategies or courses of action
W – what is to be done, When, by Whom and the Will to do it
10:00 – transition to Coaching Café
20 minutes for Café
10:20-10:25 for 10 powerful questions
G – Goals – What questions would you ask to help your student set goals?
R – current Reality – What questions would you ask to find the current reality of your student?
O – Options and Obstacles – What questions would you ask to help your student identify options to overcome obstacles?
W – Will? – What questions would you ask to help your student commit to doing what they say and when they will start? – Accountability questions!
TA set for coaching question café
10:00 – transition to Coaching Café
20 minutes for Café
10:20-10:25 for 10 powerful questions
G – Goals:
What do you want in your education?
What outcome or result are you looking to get by being in college?
What would be different about getting your degree, than what you have right now?
What does success look like?
Where do you want to be in your education in 3 months or 12 months?
Coaching question café
10:00 – transition to Coaching Café
20 minutes for Café
10:20-10:25 for 10 powerful questions
R – Reality:
What is happening now in your life?
What is the present situation in more detail?
Who is affected by this decision to return to school other than you?
How much control do you personally have over the outcome of your education?
What action steps have been taken so far?
What obstacles will need to be overcome on the way to finishing your degree?
TA coaching café
10:00 – transition to Coaching Café
20 minutes for Café
10:20-10:25 for 10 powerful questions
O – Options and Obstacles:
What could you do?
What are all the different ways in which you could approach your college education?
Make a list of all your alternatives to getting your education?
What would you do if you could start your college education again, with a clean slate?
What obstacles are in the way?
Who might resist you reaching your goal?
What resources do you need that you don’t have?
What risks are involved in going after your educational goal?
TA coaching café
10:00 – transition to Coaching Café
20 minutes for Café
10:20-10:25 for 10 powerful questions
W – Will:
What will you do?
Which option or options will you choose?
When precisely are you going to start and finish each action step?
As your advisor, how will I know you have done it?
What personal resistance do you have, if any, to taking these steps?
What will you do to eliminate these external and internal factors?
Who needs to know what your plans are?
What support do you need and from whom?
What will you do to obtain that support and when?
What commitment on a one-to-ten scale do you have to taking these agreed actions?
What prevents this from being a ten?
What could you do or alter to raise your commitment closer to ten?
TA coaching café
10:00 – transition to Coaching Café
20 minutes for Café
10:20-10:25 for 10 powerful questions
G – Goals – What questions would you ask to help your student set goals?
R – current Reality – What questions would you ask to find the current reality of your student?
O – Options and Obstacles – What questions would you ask to help your student identify options to overcome obstacles?
W – Will? – What questions would you ask to help your student commit to doing what they say and when they will start? – Accountability questions!
TA set for coaching question café
10:00 – transition to Coaching Café
20 minutes for Café
10:20-10:25 for 10 powerful questions
END 10:00-10:20
20 minutes for Café
10:20-10:25 for 10 powerful questions
10:20-10:25 for 10 powerful questions
END 10:25-10:55 1st coaching session role play
TRACY START AT 10:25 TO 10:55 (30 minutes)
Talk about Checklist – Show the checklist on the screen for everyone
(rapport – Franklin alum, college experience etc. – coaching or mentoring experience – talk about student’s goals – confidentiality (marital, psychological etc.) – required forms – frequency and mode of contact – student responsibility
For this activity you are going to use the application that a student fills out and your initial coaching call checklist. That way you get used to seeing these items.
Everyone take 2 minutes to fill out the Personal Development Coaching Student Application – imagine you are a either an ug or gr student fill out the application to get a coach.
After the 2 minutes are up choose 1 person be the student – 1 person be the coach
Go through the coaching role play instructions, use initial coaching call checklist and use any other powerful questions for the first coaching call.
I will count down the time so you have 15 minutes and then switch roles.
Learning: What worked well? What did not work well? What would you do differently? What did you learn? How can you apply this learning in your first coaching session?
TRACY START AT 10:25 TO 10:55 (30 minutes)
Summary
What worked?
What didn’t?
What will you do differently with a student?
What did you learn?
How will you apply what you learned?
10:55 to 11:00 Break
11:00-11:10 DON’T SPEND A LOT OF TIME ON THIS BECAUSE I SENT THE VIDEO!!
Recruitment – Marketing promotions, HTML emails to students and website – SSAs, Call Center, Financial Aid, Registrar’s Office, SLC, faculty and classes - referrals
Matching – Coaches profile: employer/job title, education/degrees/certifications, professional and technical experience, specific skills/abilities and coaches experience.
Application - Match students to coaches based on student goals: registered, brief intro. about yourself to share with coach, describe greatest accomplishment and biggest challenge right now. What factors are holding you back from having everything you want in your educational career? what areas would they like coaching (work life balance, time mgt., communication, motivation, encouragement, personal goals etc.)?
Time commitment: 1-2 hours month – Length of relationship 3-6 months or until goals met
Training for coaches – 4 hour session, role plays, coaching tools, listening, asking questions, setting goals and holding student accountable
Coach does not give the answers, they listen and help students through issues by asking questions
Information Sessions – beginning of each term
11:00-11:10 How program work ends here!
Welcome email – video includes: definition, example of a coaching session, goals, how matched, what students request a coach.
Guidelines to review, Coaching Forms, email to student and coach with process, use the Goal Developer Coaching tool – document goals and action plans
Key success factors – students – characteristics of successful students in relationships 1. focus on goal setting 2. open to self-discovery and self-awareness 3. able to determine a course of action 4. able to remove barriers 5. accountability to relationship –6. Summary – requires time, commitment and a willingness to change, grow and learn from the experience.
student’s responsibility - “get out of it what you put into it”
Ongoing support – Jump drives for students and coaches
coaches - coaching debrief, coaching textbook, coaching questions data bank, coaching tools, coach the coaches, support the students and coaches
Quality assurance – required to fill out questionnaires for to ensure both are gaining value from the coaching experience
11:10-11:20 COACHING WITH THE BRAIN IN MIND VIDEO
I want to share this 8 minute video with you. This video is about the brain research done on Navy Seals during their training. It talks about how you can train your brain. But, the 4 items you will see at the end are all related to coaching techniques that we have learned:
1. Goal setting
2. Arousal control (breathing)
3. Mental rehearsal (visualization)
4. Self-talk (positive)
11:20 to 12:20 For entire role play with questions and answers
11:20 to 12:20 For entire role play with questions and answers
Importance of Goal Setting – Create a vision (joy, excitement, pleasurable experience)
– Examples: More, fulfilled, full potential = happiness, Secret Powers, Authentic Congruency – Vision Board
Goal Setting –
Connects you to what is important
Helps clarify roles and actions
Provides direction
Provides objective measures
Builds on strengths
Types of Goals –
Balance work life and school, motivation, identify barriers,
SMART Goals – Specific, Measurable, Achievable, Realistic, Time-bound – ER – E: Examine and evaluate R: Review and reset
Use of Balance Diagram –
A self-assessment of important areas of life/work balance
A visual tool for easy reference
Generates potential goals
11:20 to 12:20 For entire role play with questions and answers
SMART Goal Setting: A reliable method for setting and achieving goals
Specific- Clearly define what you will do and answer the “what” and “why” of the goal.
Measureable- Identify targets within the goal which can be used to evaluate overall goal progress.
Attainable- Set goals which are achievable. Know that the goal is solely your responsibility. It has to be within your control.
Realistic- Make goals that challenge you but are “do-able.”
Timely- Set a timeframe for the goal. Make sure it is specific, measurable, attainable, and realistic!
11:20 to 12:20 For entire role play with questions and answers
Goal is stated in the positive. Example: I promise I will find a new job by… You tend to move closer to something positive. Example: I will quit my job by… That is stated in the negative.
1. Identify your goal: What would be a major milestone on the way to getting where you want to go? How could you describe the gap between where you are and where you want to be in 6 months? What could you point to that indicates you are making progress toward what you want?
Identify your desired results: What does success look like? What result are you looking to get? What would be different than you have right now?
Identify your action steps: What specific steps do you promise to take to complete your goals? Who should be responsible for each step? When will you begin each step? As your coach, how will I know when each step has been successfully completed?
Identify your obstacles and how you will overcome them: What obstacles stand in the way of accomplishing your goal? Who might resist you in reaching your goal? What resources (ex. Money, time, people, technology etc.) do you need that you don’t have? What other priority goals are competing for your time and energy? What are the risks involved in going after this goal?
Identify when you will work on this goal: Your goal should be TIME BOUND. When exactly are you going to start? How will I know you started?
11:20 to 12:20 For entire role play with questions and answers
- Practice with same teams used for the Initial Coaching Call Checklist
One person be the coach and one person be the student.
Fill out work life balance wheel
Goal is to ask the student questions to help them set 2 goal with action steps, desired results, obstacles and timelines. May use GROW model, 10 Powerful questions or questions in Goal Developer for activity.
Reverse roles
11:20 to 12:20 For entire role play with questions and answers
Summary
What worked?
What didn’t?
What will you do differently with a student?
What did you learn?
How will you apply that learning?
12:20-12:40
Bring up Coaching Tools from Coaching Resources jump drive
Review each Coaching Tool – cognitive development!
Practice using the tool – contact Tracy with questions
Practice. Practice. Practice.
12:20-12:40
Discuss next steps and coaching process (on jump drives).
Next steps – Have to have your “Personal Development Coach” application I emailed to make a match - Matching starts after I email you the student’s application for you to accept or deny or questions– coach contacts the student –
Not every coach gets matched immediately – approximately 24 students each term
Joint email with next steps, forms and process
You don’t have to wait for the coaching resources jump drive to start the relationship. You can start right after the email introductions
12:20-12:40
12:20-12:40
12:20-12:40
12:20-12:40
12:40 to 1:00 (20 minutes) – Comments from Mark and other coaches reference their experiences coaching Franklin students. Reality – some students don’t do anything – their journey – not ready
Brainstorming
Personal Development Coaching Experiences
What worked well?
What did not work well?
What will you do differently?
How can Tracy support you?