The document discusses how easy it is to be a good coach but how difficult it is to become a great coach, requiring years of experience, rigorous practice, and the ability to adapt to complex situations. It also examines why learning is easier than facilitating real-world change and the cognitive and neurological factors that make developing mastery-level coaching expertise such a challenge. The document argues that clients are likely to see better outcomes working with a coach who has achieved greatness rather than one who remains good.
Leadershiip start by leading yourself first. This presentation attempts 3 things.
1. Demystify Personal Leadership
2. Outlines the 6 Characteristics of Authentic Leaders
3. Empowers you on How to acheive Self Mastery
Personal Leadership is all about achieving OUTWARD impact through INNER Mastery.
Read this paper to learn how to build a winning coaching program, select the right mix of coaching techniques, and measure the effectiveness of the coaching program.
Leadershiip start by leading yourself first. This presentation attempts 3 things.
1. Demystify Personal Leadership
2. Outlines the 6 Characteristics of Authentic Leaders
3. Empowers you on How to acheive Self Mastery
Personal Leadership is all about achieving OUTWARD impact through INNER Mastery.
Read this paper to learn how to build a winning coaching program, select the right mix of coaching techniques, and measure the effectiveness of the coaching program.
Employer Branding has come a long way since the time resumes had to be hand-delivered by candidates to apply for a job. No wonder it has grown from being a luxury to a necessity for recruiters.
This presentation will address the following areas of the hiring cycle:
Get Leadership Buy-in
Determine Stakeholders and Their Roles
Define the Strategy & Investment
Develop the Employee Value Proposition
Communicate the Message - Leverage the Right Channels
Create Employee Brand Ambassadors
Measure and Assess the Brand
For more info:
www.hackerearth.com/recruit
Similar to Maslow's Hierarchy of Needs (the Theory of Human Motivation), the Pyramid / Hierarchy of Skills is suggested. It includes 5 levels: Know, Play, Work, Solve, and Invent. Another classification includes roles: Student, Apprentice, Specialist, Expert, and Craftsman.
Hierarchy of competence is analysed for Unconscious / Conscious Competence / Incompetence.
"The craftsman represents the special human condition of being engaged." - Richard Sennett
The work is inspired by two books:
- Maslow A.H. A Theory of Human Motivation
- Sennett R. The Craftsman. 2008.
In this webinar delivered for the IIC&M Bettina Pickering explains why coaches are in effect leaders, and leaders should adopt a coaching style.
She covers the
- key qualities that great coaches and leaders have in common
- 3 core coaching/leadership qualities with practical examples drawn from her research of interviewing/surveying 30 coaches globally
- self-leadership and a process to develop each quality further
In this webinar, LinkedIn's Dina Medeiros discusses the value of employer branding and how that can help you secure top talent.
Subscribe to the LinkedIn Talent Blog: http://linkd.in/18yp4Cg
Follow the LinkedIn company page: http://linkd.in/1f39JyH
Tweet with us: http://bit.ly/HireOnLinkedIn
Learn more about LinkedIn Talent Solutions: http://linkd.in/1bgERGj
A work place comprises of employees' with varied level of development. It is the responsibility of a Manager to understand the people working with him and deploy the best leadership style to get the best out of them.
This is the second webinar of the series 7 Steps to Building Top-Performing Organizations Using Competency Models. In this session we present best practices, guidelines and examples of how Fortune 500 companies develop their top talent strategically, using competency models. You will learn effective methods to assess and develop competencies to help your people and your organization succeed.
Leader as Coach: from GROW Coaching to FLOW CoachingTim Coburn
A one page comparison of GROW Coaching and FLOW Coaching. The advantages of FLOW Coaching show how it could give leaders are more effective coaching tool than they currently use.
Employer Branding has come a long way since the time resumes had to be hand-delivered by candidates to apply for a job. No wonder it has grown from being a luxury to a necessity for recruiters.
This presentation will address the following areas of the hiring cycle:
Get Leadership Buy-in
Determine Stakeholders and Their Roles
Define the Strategy & Investment
Develop the Employee Value Proposition
Communicate the Message - Leverage the Right Channels
Create Employee Brand Ambassadors
Measure and Assess the Brand
For more info:
www.hackerearth.com/recruit
Similar to Maslow's Hierarchy of Needs (the Theory of Human Motivation), the Pyramid / Hierarchy of Skills is suggested. It includes 5 levels: Know, Play, Work, Solve, and Invent. Another classification includes roles: Student, Apprentice, Specialist, Expert, and Craftsman.
Hierarchy of competence is analysed for Unconscious / Conscious Competence / Incompetence.
"The craftsman represents the special human condition of being engaged." - Richard Sennett
The work is inspired by two books:
- Maslow A.H. A Theory of Human Motivation
- Sennett R. The Craftsman. 2008.
In this webinar delivered for the IIC&M Bettina Pickering explains why coaches are in effect leaders, and leaders should adopt a coaching style.
She covers the
- key qualities that great coaches and leaders have in common
- 3 core coaching/leadership qualities with practical examples drawn from her research of interviewing/surveying 30 coaches globally
- self-leadership and a process to develop each quality further
In this webinar, LinkedIn's Dina Medeiros discusses the value of employer branding and how that can help you secure top talent.
Subscribe to the LinkedIn Talent Blog: http://linkd.in/18yp4Cg
Follow the LinkedIn company page: http://linkd.in/1f39JyH
Tweet with us: http://bit.ly/HireOnLinkedIn
Learn more about LinkedIn Talent Solutions: http://linkd.in/1bgERGj
A work place comprises of employees' with varied level of development. It is the responsibility of a Manager to understand the people working with him and deploy the best leadership style to get the best out of them.
This is the second webinar of the series 7 Steps to Building Top-Performing Organizations Using Competency Models. In this session we present best practices, guidelines and examples of how Fortune 500 companies develop their top talent strategically, using competency models. You will learn effective methods to assess and develop competencies to help your people and your organization succeed.
Leader as Coach: from GROW Coaching to FLOW CoachingTim Coburn
A one page comparison of GROW Coaching and FLOW Coaching. The advantages of FLOW Coaching show how it could give leaders are more effective coaching tool than they currently use.
Leader Coach: seja um Líder e não um ChefeIBC Coaching
O líder atual deve assumir novos comportamentos, estar atento,buscar o desenvolvimento contínuo,tanto seu como de seus colaboradores,equipes e organização.
O Poder do Coaching - Ferramentas, Focos e ResultadosIBC Coaching
Coaches formados pelo IBC, trazendo relatos, experiências e, principalmente Resultados Extraordinários.
Aprenda, através de artigos, a despertar o potencial infinito do Ser Humano pelo Poder do Coaching.
Coaching - Maximizando Resultados Pessoais e ProfissionaisIBC Coaching
Coaching é um processo orientado ao futuro, ao alcance de metas e objetivos específicos com uma abordagem pragmática orientada para resultados. É uma metodologia específica e se diferencia e muito de outros processos.
Module 4 - HomeSPECIAL CASES IN COACHINGModular Learning Outco.docxroushhsiu
Module 4 - Home
SPECIAL CASES IN COACHING
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
Case
Wrap up your coaching session, and receive feedback from the coachee.
SLP
Create a PowerPoint presentation with a voiceover to serve as a briefing of the leadership Growth Plan to your supervisor and/or mentor.
Discussion
Compare and contrast different approaches to coaching when working with different types of professions. Evaluate your learning and progress in developing coaching skills.
Module Overview
There are two types of coaching situations that present special challenges to coaches: Coaching the high performer and coaching the problem employee. Let’s face it, top performers can sometimes be difficult people. The question is how to keep them motivated while addressing some dysfunctional behaviors. People who have a high need for success do not always handle criticism well. However, for the sake of the other employees, patterns of bluntness, impatience, condescension, and sometimes bullying must be addressed.
In this module, you will learn a four-step process of coaching top performers that relies on the DISC assessment, a tool frequently used in coaching executives and “C-suite” executives (CEO, CFO, COO, CIO, etc.). The focus of this process is on developing interpersonal skills, such as listening, showing respect, compromising, and discussion of ideas with tact and diplomacy.
At the other end of the spectrum is coaching the problem employee. This employee is generally underperforming, and the stress of trying to extract a reasonable level of performance can take a toll on the manager and the productivity and morale of an entire office or unit. Frequently, despite the best efforts of the manager, the inevitable result is termination. However, in this chapter, we will look at a 7-step process where the leader/coach may be able to forge a positive relationship and encourage motivation and performance.
Module 4 - Background
SPECIAL CASES IN COACHING
Required Reading
Special Cases in Coaching
All articles on the home page, this page and the case/SLP page are required unless otherwise noted.
Coaching Top Performers
Up until now, our focus has been on coaching employees to improve performance. However, with top performers, the goal is not to improve performance, but to improve interpersonal skills and relationships. Another goal is to help the top performer understand that established rules and procedures are important and also apply to him.
Interpersonal skills
Top performers tend to be highly driven and may resist working with others who they perceive as being less capable and less hard working. They may avoid working on teams because they feel the others will “drag them down”. Since organizations today rely heavily on interdisciplinary and cross-functional teams to get work done, top performers are going to have to be coached to be able to work ...
How many times have you heard people say, you need to get a mentor. But no one tells you how. So I've created a workshop on seeking, qualifying, and engaging mentors. My presentation for the leadership program at the National Association of Broadcasters, Washington DC, Field Guide to Seeking and Keeping Mentors. Contact me at tomhayashi@gmail.com.
How do you engage others and build morale from a distance? We consider some useful strategies for building engagement and high levels of motivation in challenging times.
In today’s workplace there are greater expectations placed on us from the organisation, our clients and our teams. Research has shown that the expectations of our people are changing and they want to feel empowered, supported and developed to achieve their potential.
As managers we play a key role in supporting, developing and motivating our teams to perform at their best which isn’t always easy balancing these different prioritises.
In this interactive workshop we focus on the managers role as a coach and explore how this enables purposeful conversations enhances performance, motivation and development to deliver results.
This was part four in a webinar series on "Leadership Development: A Balanced Approach." The webinar series was designed for professionals in Virginia Cooperative Extension.
Similar to Advanced Coaching: Accelerating the Journey from Good to Great - David Peterson (20)
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Propositions
1.
Coaching works
2.
Easy to be a good coach, hard to be a great coach
3.
Human behavior is inherently complex: ―People
are complex and the world is messy‖ (Peterson, 2006)
4.
Great coaching constantly adapts to address the
complexity, messiness, and uniqueness of each
individual
5.
It requires years of coaching experience and diligent
practice to develop the advanced skills and
capabilities for great coaching
3. How do we know coaching works?
A popular study reports that 77% of coaching
participants showed improved relationships with
their direct reports.
Does that mean that coaching is:
Extremely effective?
Extremely ineffective?
4. What if 77% improved when…
100% had a goal of improving relationships with direct
reports?
50% had that goal?
0% had that goal and the purpose was to improve
strategic thinking and time management?
The ratings for everyone improved from ―very ineffective‖
to ―ineffective‖?
5. What if 77% improved when…
Their coaching program consisted of
Three one-hour sessions provided by recently certified
coaches from a two-day training program?
A full year of weekly coaching from certified master
coaches?
Ratings were based on:
Self-report?
Ratings from the direct reports themselves?
Ratings from trained observers?
12% didn’t accomplish any of their coaching goals?
7. But seriously… Coaching works
(Peterson, 1993, 2010)
Personal testimonials, popular press, coaches’ marketing materials
Surveys and self-report ratings of participants (Bush, 2005; Davis & Petchenik, 1998; Kombarakaran,
Yang, Baker, & Fernandes, 2008; Leedham, 2005; Seamons, 2006; Thompson, 1986; Wasylyshyn, 2003; Wasylyshyn,
Gronsky, & Haas, 2006)
Surveys of and ratings from bosses (Peterson, 1993)
Surveys of HR purchasers / managers of coaching programs
(Dagley, 2006; Leedham, 2005;
McDermott, Levenson, & Newton, 2007)
Individual case studies (Blattner, 2005; Diedrich, 1996; Hunt, 2003; Kiel, Rimmer, Williams, & Doyle, 1996; Kralj,
2001; Libri & Kemp, 2006; Natale & Diamante, 2005; Peterson, 1996; Peterson & Millier, 2005; Schnell, 2005; Tobias,
1996; Wasylyshyn, 2005; Winum, 2005)
Organizational case studies (See Clutterbuck & Megginson, 2005; Hunt & Weintraub, 2007; Jarvis et al., 2006)
ROI evaluations (Anderson, 2001; CLC, 2004; Holt & Peterson, 2006; McGovern et al., 2001; Parker-Wilkins, 2006;
Phillips, 2007; Schlosser et al., 2006)
Carefully designed, quasi-experimental studies (Evers, Brouwers, & Tomic, 2006; Finn, 2007; Finn,
Mason, & Griffin, 2006; Grant, Frith, & Burton, 2009; Offermans, 2004 [see Greif, 2007]; Peterson, 1993b; Smither et al.,
2003; Steinmetz, 2005 [see Greif, 2007]; Sue-Chan & Latham, 2004)
Literature reviews critically evaluating the above (De Meuse, Dai, & Lee,2010; Ely et al., 2001 ; Feldman
& Lankau, 2005; Fillery-Travis & Lane, 2006, 2007; Jarvis et al., 2006; Joo, 2005; Kampa-Kokesch & Anderson, 2001;
Kampa & White, 2002; Levenson, 2009; Mackie, 2007; Passmore & Gibbes, 2007)
8. Plus some simple logic….
Many techniques are well-known to be effective in
facilitating learning (Jarvis et al., 2006; Latham, 2007):
Goal setting (Locke & Latham, 1990; 2002)
Communicating performance expectations (Buckingham &
Clifton, 2001; Buckingham & Coffman, 1999)
Feedback (Kluger & DeNisi, 1996; London, 1997)
Enhancing self-efficacy (Bandura, 1997)
Behavioral practice (Druckman & Bjork, 1991)
Spaced practice and repetition
Reflection (Burkey & Linley, 2007; Seibert & Daudelin, 1999)
Accountability (Holton & Baldwin, 2003)
A trusting, supportive relationship (Lambert & Barley, 2002;
Mahoney, 1991)
9. So coaching works,
but we have one small problem…
We don’t really know how or why it works,
or what works best, or whether one
approach is better than others….
10. “Great coaches ask powerful questions”
And so do good coaches, mediocre coaches, and bad
coaches….
Common research problem: Sampling on the
dependent variable:
If you only study subjects based on their success, e.g.,
Studying great coaches
Benchmarking against the most admired companies
You can’t differentiate what works and what does not
work
We need to know what differentiates the most
effective/successful coaching/coaches from less
effective coaching/coaches.
11. Good Great? Five stages of expertise
(Dreyfuss & Dreyfuss, 1986)
1.
Novice
2.
Advanced beginner
3.
Work based on conceptual models and past experience. Can handle more
complex situations. Typically rely on heuristics or surface features.
Proficient
5.
Use guidelines and rules based on context. Not able to handle exceptions
or unforeseen problems.
Competent (Good)
4.
Focus on accomplishing specific tasks. Follow explicit rules & instructions.
Have experience with wide variety of situations and challenges. Adapt
approach based on principles and conceptual framework.
Expert (Great)
Identify and solve problems intuitively, based on extensive experience and
experimentation. See underlying patterns effortlessly and adapt well, even
to complex and unique situations. Consistently generate superior
performance.
12. Advanced Coaching
Easy to be good. Hard to be great.
Good coaches?
Competent, generally effective
Experienced: At least 3 years, 30 clients
Great coaches?
Mastery, deep expertise, versatile
Highly experienced: At least 10 years, 300 clients
Effective even with difficult, complex, challenging
engagements (e.g., resistant, narcissistic) and novel
situations
13. Why is it so easy to be a good coach?
(Peterson, 2010)
1.
External, objective perspective
Validate or challenge assumptions
Offer new perspectives
2.
Create space for reflection, thoughtful planning
3.
Positive, encouraging relationship is often a vehicle for
change in itself
4.
First steps of change are often easy and obvious
5.
Provides accountability
Follow-up conversation
Going public with one’s commitment
14. Why is it so easy to be a good coach?
6.
Readily available coaching tools (e.g., 360, MBTI) and
models (e.g., GROW)
7.
Many easy-to-leverage backgrounds and transferable skills:
Consulting, psychology (organizational, clinical, counseling,
social, developmental), HR, OD, trainer, teacher, helper…
8.
Coaching is adaptive
Coaches learn as they work and they adapt their approach to
what is most useful to the person
See the person’s reaction, ask what the person wants or
prefers, get feedback on what is most useful
Coaches get multiple tries
15. Why is it so easy to remain a good coach?
9.
Sometimes good is good enough
10.
Coaches fall in love with their tools
11.
Want to maintain a great relationship that is mutually
rewarding – reluctant to really stretch, challenge client
12.
Easy to place blame elsewhere when it doesn’t work,
rather than ask yourself what you could have done
differently
Rigorous self-examination and critique is hard
16. Why is it so hard to become a great coach?
(Peterson, 2010)
1.
Long cycle time with slow, distal outcome feedback
It takes a long time to see the real, lasting outcome and
impact
Immediate feedback is often deceptive
Difficult to connect any specific factor to outcomes
17. Why is it so hard to become a great coach?
(Peterson, 2010)
2.
People are prone to self-serving biases (Kahneman, 2011)
Confirmation bias
People are more likely to confirm beliefs than to challenge
them, even when they have no vested interest in the
beliefs.‖ (Gavetti & Rivkin, 2005, p. 59)
When I am successful, it’s clear evidence that my approach
works. When I’m not successful, it’s clear that something
external got in the way…
Fundamental attribution error
More likely to attribute personal success to our own skill and
personal failure to extenuating circumstances.
Tend to explain other people’s actions by their character traits with
little regard for the power of circumstances
18. Why is it so hard to become a great coach?
(Peterson, 2010)
3.
Coaching is a complex, multifaceted process
Probabilistic: Nothing works 100% of the time
Pleiotropic: Same coaching behavior can produce different
outcomes
Polygenic: Different coaching behaviors may produce same
outcome
** Coaches get multiple tries, but we are not necessarily good at
extracting the right lessons
19. Brief tangent: The Development Pipeline
(Peterson, 2006)
INSIGHT
MOTIVATION
Do
people
know
what to
develop?
Are they
willing to
invest the
time and
energy it
takes?
CAPABILITIES
Do they
have the
capabilities
they need?
REALWORLD
PRACTICE
Do they have
opportunities
to apply their
capabilities
at work?
ACCOUNTABILITY
Do they
internalize their
capabilities
and feel
accountable to
actually improve
performance
and results?
20. Why is it so hard to become a great coach?
(Peterson, 2010)
4.
Some aspects of coaching are seductive….
Insight, asking provocative questions, offering feedback, giving
advice are easy, quick, tangible
Things the coach can directly impact and get credit for
Real-World Practice is slow, tedious, frustrating, unpredictable
The person does the hard work; rarely does the coach get credit
Absolutely necessary for real change
Great coaching appears relatively effortless
The person feels like they’re doing most of the work
The coach doesn’t much credit
21. Learning is easy, real change is hard
Two different aspects
1. Learning - Acquiring new competencies: Enhancing how much
people learn during coaching.
2. Performing (real change) - Applying new competencies:
Enhancing how much people apply what they learn to real-world
settings to actually improve performance.
The paradox: Techniques that enhance applying tend to
interfere with acquiring
―The crux of the problem is that learning and performance are not the
same… procedures that enhance performance during training may or may
not enhance long-term retention and transfer; conversely, procedures that
introduce difficulties for the learner and impair performance during training
may foster durable and flexible posttraining skills‖ (Druckman & Bjork,
1991, pp. 24-25)
22. Why is it so hard to become a great coach?
5.
Requires 10,000 hours of rigorous practice to develop
mastery-level expertise for complex behaviors (Colvin, 2010)
Consider complexity of the task as well as number of
completed cycles, so you can see final outcomes
Deliberate practice & reflection – ―experts in how to practice‖
Specific goals to improve performance
Critically examine minute behaviors and skills - Concentrate on
technique as much as outcome
Systematic experimentation with other approaches
Rigorous observation and self-reflection
Objective feedback from others
Continually test assumptions & build new, better mental models
Repeat frequently – occasional practice does not work
23. Bonus: Insights from neuropsych
Conscious processing (e.g., paying attention, working memory) is
a limited resource (Rock, 2006; Rock & Schwartz, 2006)
Prefrontal cortex is small, uses lots of energy, and can only do one
thing at a time
Similarly, willpower and discipline are limited, depletable resources
(Gaillot et al. 2007)
What we pay attention to and repeat rewires the brain’s neurons
Having to think and come up with your own answers fosters more
brain activity and faster rewiring than being told answers
Limbic system is hard-wired to interpret certain things as threats.
May be activated by power, negative feedback, uncertainty, lack of
control, etc.,
Limbic system can divert resources from PFC
24. Does it matter if someone works with
a good coach or a great coach?
25. “What you don’t know might kill you”
(Begley & Interlandi, 2009)
―Greatness‖ in cancer treatment
1.
Really severe cancers: Very low survival rate regardless of
treatment.
2.
Relatively minor cancers: High survival rate relatively
independent of treatment.
3.
Moderately severe cancers: Expertise, sound judgment and
swift action make a huge swing in survival rates.
Doctors who go with their instincts or based on single past
experiences are not as good as those who consistently rely on
statistical averages for their treatment.
Those who have lots of experience are better at diagnosing
more precisely.
26. Good is the enemy of great
(Gawande, 2004)
―Greatness‖ in treating cystic fibrosis: Patients’ expected
life spans
At average treatment centers: 30 years
At top centers: 46 years
―Warwick’s world view... excellence came from seeing, on a
daily basis, the difference between being 99.5% successful and
being 99.95% successful.‖
99.5% success = 84% chance you will get sick in one year
99.95% success = only 17% chance of getting sick in one year
27. Novice Competent Expert
Novice: Guided by rules and tools
How do I do this?
What do I do next?
Competent: Guided by personal experience and
conceptual models
What do I think would be helpful?
Expert: Guided by the client and the context
What does the learner need?
What will be most useful to them?
28. Puzzle, problem, or mystery?
(Lazar & Bergquist, 2003; Snowden & Boone, 2007)
Puzzle
One-dimensional, can be clearly defined
Has a correct answer, clear criteria
Simple – clear cause and effect
Problem
Multidimensional; multiple possible answers,
reasonable criteria
Requires judgment, discernment; not more data
Complicated – cause and effect are discoverable
Mystery
No correct answer; emergent, unpredictable
Defy definition and suitable criteria
Complex – can’t know effect until you have the
cause
Wicked – action produces unanticipated
consequences
29. Intentional Coaching:
What kind of coach do you want to be?
My approach to coaching is pragmatic, results-focused, actionoriented, and guided by two key principles:
1.
Be the kind of coach that I would like to work with. This principle has
led me to truly partner with people, to focus on accomplishing what
is most important to them and their organizations, and to emphasize
the most pragmatic and useful approaches we can find, all in the
context of a positive, supportive relationship.
2.
Aim to be a great coach; never settle for being a good coach—this
means a constant commitment to finding faster and better ways to
achieve results through coaching. The focus of my coaching is
always on finding the most useful ways to create the greatest value
for my clients.
30. Reflecting on reflection: 4 directions
(Peterson, 2010)
Look inward
Who do I want to be?
What am I trying to accomplish?
What matters to me: Principles,
values?
Look outward
What does it take to be successful?
What matters to others?
How do others see me?
Look back
What new things have I tried?
What worked? What didn’t?
What have I learned so far?
Look forward
What will I do differently?
What do I need to do to keep learning?
31. A calendar for reflection
(Peterson, 2010)
Daily
(1 min)
What new thing did I try today?
What one thing will I do differently tomorrow?
Weekly
(5 min)
What progress did I make last week?
What do I need to focus on this week?
Monthly
(10 min)
How am I doing on my learning objectives?
What do I need to do to keep learning?
Quarterly
(15 minutes)
How am I doing on my development?
What is most important going forward?
Annually
(1 hour)
Where do I stand relative to what matters to me?
Where do I want to be a year from now and how do I get there?
What do I need to do to manage my learning more effectively?
Decadely
(1 day)
Who do I want to be?
What values do I want to live by? How am I doing against them?
What do I need to do in the next 5 years to accomplish what matters
most?
32. We learn more from
reflecting on our
experiences than from
experience itself.
— John Dewey (1933) —
34. Advice for any level:
Novice, competence, mastery
1.
Get immediate feedback from clients
2.
What did you learn today and what did I do that helped make
that happen?
What was of greatest value to you today and why?
Get long-term feedback from clients: End of
engagement or months later
What has changed for you as a result of our coaching?
Looking back on the entire experience, what was most helpful
about our coaching and why?
What did I do that made a difference and what kind of
difference did it make?
What could I have done to make the experience more
effective?
35. Advice for any level:
Novice, competence, mastery
3.
Self-reflection (McGonagill, 2002) or critical reflection with
someone else
4.
What kind of coach do I want to be? What do I need to do to
become that kind of coach?
What are my goals in this coaching session?
What am I doing that gets in my way?
What would I like to be more effective at? What do I really need
to become more effective at?
What am I doing mindlessly out of habit and what might be a
more effective way to think about or approach that?
What did not go well and what could I have done differently,
even if it wasn’t clearly under my control?
Study the broad knowledge-base relevant to coaching
36. Advice for developing mastery
1.
Experiment: Systematically try new things in a variety
of situations
2.
Push yourself: Set challenging goals
3.
Push yourself out of your comfort zone with clients
4.
Make real progress asking only three questions
Reduce average time-to-outcome in half
Get clients to say ―wow, that was helpful‖ in first 10 minutes.
Find ways to stretch with current clients
Take on wider variety of issues and more challenging situations
Rigorously practice what is most difficult for you
Identify and acknowledge it
Critique yourself against a high standard
Try it over and over until you are successful and it feels natural
37. Advice for developing mastery
5.
Relentlessly reflect on each experience
6.
Am I being the kind of coach I seek to be?
What worked and what didn’t? Why?
Where was I coasting? Why?
What was I missing? Why?
What was I avoiding? Why?
What is the client struggling with or failing to do as fast as I would like
and what am I going to do to impact that?
What frustrates me about this client and how do I need to change to
impact that?
What do I need to do differently to advance my skills before next
session?
Seek coaching and supervision from master coaches and
others to stretch & challenge you from different perspectives
38. The more you crash, the more you learn
You have to make a choice.
If you stay inside your comfort
zone, you can make it.
If you go outside, you fall.
If you go on the edge, you win.
Racing is a process of learning
where that edge lies.
— Steve Podborski —
40. Coaching also requires trusting relationship
(Peterson, 2010)
PARTNERSHIP
INSIGHT
Do
Do
people
people
trust you
know
enough
what to
to work develop?
with
you?
MOTIVATION
Are they
willing to
invest the
time and
energy it
takes?
CAPABILITIES
Do they
have the
capabilities
they need?
REALWORLD
PRACTICE
Do they have
opportunities
to apply their
capabilities?
ACCOUNTABILITY
Do they
feel
accountable?
42. Clear Goals, Conscious Choice,
Effective Action (Peterson, 2010)
Clear Goals
•
What are your goals? What are you trying to accomplish?
•
Goals drive behavior
• There are always multiple goals
Conscious Choice
•
What are your options? What choices do you have?
•
Help person generate their own options
• Help them compare pros & cons of each option against their goals
Effective Action
•
What’s the most effective thing you can do right now?
•
Help them create a plan
• Help them visualize acting on it step-by-step