• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Coachingframework 13540616170603-phpapp02-121127181411-phpapp02
 

Coachingframework 13540616170603-phpapp02-121127181411-phpapp02

on

  • 263 views

 

Statistics

Views

Total Views
263
Views on SlideShare
263
Embed Views
0

Actions

Likes
0
Downloads
1
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Coachingframework 13540616170603-phpapp02-121127181411-phpapp02 Coachingframework 13540616170603-phpapp02-121127181411-phpapp02 Document Transcript

    • A Goal-Oriented Coaching Framework 2012Author: Jonathan DunnemannCo- Active CoachingFundamentalsFrom day one, coaching focuses on the coachee/client. People participate in or seek out coachingbecause they want things to be different. They are looking for change or they have important goals toreach. People come to coaching for lots of individual reasons. They are motivated to achieve specificgoals: to write a book, to start a business, to have a healthier body. They come to coaching in order to bemore effective or more satisfied at work or to develop new skills to help navigate life’s changes.Sometimes people want more from life—more peace of mind, more security, or more impact in their work.And sometimes they want less—less confusion, less stress, less financial pressure. In general, they cometo coaching because they want a better quality of life—more fulfillment, better balance—or a differentprocess for accomplishing their life desires. Whatever the individual reason, it all starts with a stirring ofmotivation within the coachee/client (House, House & Sandahl, 2011 p.1).Coaching is the opposite of judging and the need to control and direct. A coaching relationship helpspeople work out issues and find their own answers through the skillful use of listening and probingquestions.Goal-oriented coaching has a distinctive coaching paradigm, distinguished by three key features1. Non-directive2. Goal-focused3. Performance-drivenThe goal-oriented approach to coaching diverges from more therapeutic or personal developmentapproaches and “closely aligns with a constructivist approach to learning which provides a client-centered, authentic and challenging area for goal-directed, problem-based learning (Woolfolk, 1998).”The primary objective is assisting the client to identify and form well-crafted goals and develop aneffective action plan. The role of the coach is to stimulate ideas and action to ensure that the goals areconsistent with the client’s main life values and interests, rather than working on helping the client toadjust his or her values and beliefs.The goal-oriented approach aims to achieve its goals in a comparatively short space of time and normallyfocuses on a relatively defined issue or goal.Coaching is a collaborative solution-focused, result-oriented, and systematic process in which the coachfacilitates the enhancement of life experience and goal attainment in the personal life of normal, non-clinical clients (Grant, 2003).Coaching does not focus directly on relieving psychological pain or treating cognitive or emotionaldisorders.Coaching aligns well with adult and lifelong learning theory. Working through a goal-oriented, self-directedand active connection between new learning and life experience, as in adult learning, coaching addressesan individual’s need to know and readiness to learn. Reflective of adult learning theory (Knowles, Holton& Swanson, 1998; Rodgers, 1986), by operating from a responsive goal-centered framework, it allowslearners to clearly understand the benefits, value and reason for learning thereby facilitatingunderstanding of what is most useful to real life (Hurd, 2002; Skiffington & zeus, 2003).The following are a number of the essential features of effective coaching: • Coaching is a systematic process designed to facilitate development (change) whether cognitive, emotional or behavioral • Coaching is intended for a non-clinical population • Coaching is an individualized, tailor-made approach • Coaching aims to encourage the coachee/client to assume responsibility for change of their life • Coaching is based on the twin growth areas of awareness and responsibility • Coaching is reliant on the twin skills of deep listening and generating powerful questioning 1
    • A Goal-Oriented Coaching Framework 2012Author: Jonathan Dunnemann • Coaching involves a collaboration and egalitarian relationship, rather than one based on authority • A coach creates a relationship within which the client agrees to be held accountable for the choices that they make • Coaching is designed to access the inner resourcefulness of the client and is built on their wealth of knowledge, experience, and intuition • Coaching is focused on the achievement of a clearly stated goal rather than problem analysis • Coaching has been shown to foster and be underpinned by philosophies of adult learning theory and theories of life- long learning (Hurd, 2002; Grant, 2001; Parsloe, 1992; Skiffington & Zeus, 2003; Wilkins, 2000). • Coaching also appears to draw on sizable chunks of mentoring theory (Parsloe, 1992; Zachary, 2000).The specific knowledge, skills and experience needed consists of the ability to: • Identify personally valued and relevant goals • Help with the development of action plans and problem-solving techniques • Work to keep the coachee/client active, motivated and engaged during the goal striving process • Help the coachee/client develop ways and means to overcome setbacks along the way • Explicit and formal training in evidence-based coaching skills in working with others • Facilitate conversation processes such as questioning, reforming statements, summarizing, listening reflectively and person reflection in order to evoke learning • Network of experienced coaching support, an expanding body of knowledge and evidence-based outcomesGeneral measures of success: • Achievement of specific personalized goals • Building on existing strengths as well as adding new ones • Deep and long-lasting learning through a learning partnership • Experiential skill-based learning • Life planning and enhancement • Self-regulated accountability • Solid commitment to planned action • Understood value and reason for learningSpecific measures of success • Ability to identify challenges and blocks • Autonomy, purpose in life, and personal growth • Better career choices • Better communication and problem-solving skills • Better reception and use of feedback • Better understanding of consequences of actions • Broader perspectives and insight • Changes in behavior, increased awareness of wants, and present-focus • Enhancement of academic performance • Higher quality of life and sense of well-being • Increased resilience when faced with difficulties or set-backs • Improvement of competencies and functioning • Life balance and lower stress levels • More effective thinking strategies • Resistance to bullying and peer pressure 2
    • A Goal-Oriented Coaching Framework 2012Author: Jonathan Dunnemann • Self-confidence, self-discovery and self-expression • Self-awareness, self-monitoring, and self-evaluation • Self-regulation of cognition, emotions, and actions • Self-actualization, full-functioning, and individualization • Self-acceptance, positive relations with others, and environmental masteryAdvice:Advice, opinions, or suggestions are offered in coaching. However, the client is free to accept or declinewhat is offered and takes ultimate responsibility for action.Selected instruments: • ACS – Adolescent Coping Scale Frydenberg & Lewis (1993) • ATS – Affect Temperament Scales Kuhl & Kazen (2007) • PANAS – Positive Affect/Negative Affect Scales Watson, Clark & Tellegen (1988) • PWB – Psychological well-being Ryff (1990) • SDQ – Strengths and difficulties questionnaire Goodman et al (2003) • SWB – Subjective well-being Land (1975) • SWLS – Satisfaction with life scale Diener et al (1985) • S-C-Eval – Summative Coaching Evaluation Runde (2005) • SRIS – Self-Reflection and Insight Scales Grant et al (2002)Target market: • Schools • Colleges • Universities • Civic organizations o Chamber of Commerce o Rotary • Local churches and other organizations o YM/YWCA • Community centers • Parent/Teacher Associations (PTA)Certification:International Coaches Federation (ICF)Located in Lexington, KYThe ICF offers three credentials: ACC, PCC, and MCC:Associate Certified Coach (ACC)The ICF Associate Certified Coach credential is for the practiced coach with at least 100 hours of clientcoaching experience.Professional Certified Coach (PCC)The Professional Certified Coach credential is for the proven coach with at least 750 hours of clientcoaching experience. There are two ways to apply for the PCC: an ACTP application and a Portfolioapplication. The ACTP application is only for those who have completed an entire Accredited CoachTraining Program (ACTP).Master Certified Coach (MCC)The Master Certified Coach credential is for the expert coach with at least 2,500 hours of client coachingexperience. There is a single application type for the MCC. 3
    • A Goal-Oriented Coaching Framework 2012Author: Jonathan DunnemannNote: There is an expectation that all ICF Credentialed coaches will continue their education and build ontheir level of experience. The resulting growth in competency and professionalism is evidenced by theirjourney to the MCC credential. 4