Art & Science of Coaching.pptx

CERTIFIED PROFESSIONAL COACH
© Teamcoach International Sdn.Bhd.
ART & SCIENCE OF COACHING

Team Assignment
What you currently know about:
• Coaching
• Mentoring
• Consulting
• Counselling

Discretionary Effort
Source: http://aubreydaniels.com/discretionary-effort

HISTORY OF COACHING
• The first horse-drawn transport was invented
during the 15th century - from the small town of
Kócs in Hungary.
• Hence derived the word “coach” with the
symbolism that a coach takes people to where
they want to be.

History of Coaching
• “Coaching” - first mentioned in 1849 in a
novel called Pendennis by William Thackeray
• It described young men travelling by coach to
Oxford University to meet their tutors.
Source: Bob Garvey, Sheffiled Hallam University’s Coaching and Mentoring Research Unit

History of Performance Coaching
• Tim Gallwey (Captain of the Harvard tennis
team, 1970s) put the principles of self-
directed learning into coaching the tennis
game – as opposed to the more widely
understood meaning of ‘instructing’.
Source: Best Practice in Performance
Coaching: A Handbook for Leaders, Coaches,
HR Professionals and Organizations

• Sir John Whitmore (English ex-racing driver ),
• Introduced the ‘Inner Game’ to Britain,
developed the techniques in sport and
business, and coined the term ‘performance
coaching’

History of Coaching in
Organizations
• Coaching has been going on for 50 years or so
under the labels of consulting or counseling.
• Became a common practice until the late
1980s or early 1990s;
• Since then it has been known as coaching.
Source: Executive Coaching: A Guide for the HR Professional

Origins of “Executive Coaching”
• Used in the early 1980s, and become widespread
by around 1990.
• Origins: from sports coaching and performing
arts where actors transferred their skills into the
business arena? Or
• From the ‘helping’ disciplines such as counseling
and consulting, whose professionals moved their
practice into the business world?
Source: The Case for Coaching: Making Evidence-Based Decisions

Development of Coaching in Organizations
• First used as a remedial activity; for an
underperforming executive (last chance)
• Provide pre-emptive and proactive interventions to
improve performance
• Today, offered to highly valued staff to maximize
contribution
• Perception of coaching: changed from ‘stigma to
status symbol’
Source: The Case for Coaching: Making Evidence-Based Decisions

Coaching Definition
• The International Association of Coaching(IAC) -
as a transformative process for personal and
professional awareness, discovery and growth.
• The International Coaching Federation (ICF) - as
“partnering with clients in a thought-provoking
and creative process that inspires them to
maximize their personal and professional
potential”

Coaching Definition
• The AMA/Institute for Corporate Productivity
team - as “a short- to medium-term relationship
between a manager or senior leader and a
consultant (internal or external) with the
purpose of improving work performance”
• Institute of Coaching at McLean Hospital, an
Affiliate of Harvard Medical School - as “a change
process that mobilises strengths and realises the
potentials of individuals and organisations

Coaching Definition
• Sir John Whitmore - unlocking a person’s potential to
maximize their own performance. It is helping them
to learn rather than teaching them.
• Stern, L. R. - executive coaching as an experiential,
individualised leadership development process that
builds a Leader’s capabilities to achieve short-term
and long-term organisational goals

• Zenger, John. H, Stinnett Kathleen - as
“interaction that help the individuals being
coached to expand awareness, discover
superior solutions and make and implement
better decisions”
Coaching Definition

Summary of Coaching Definitions
Definitions Author
A process that enables learning and development to occur and
thus performance to improve
Parsloe (1999)
Primarily a short-term intervention aimed at performance
improvement or developing a particular competence
Clutterbuck (2003)
A conversation, or series of conversation, one person has with
another
Starr (2003)
The art of facilitating the performance, learning and
development of another
Downey (2003)
A coach is a collaborative partner who works with the learner to
help them achieve goals, solve problems, learn and develop
Caplan (2003)

Summary of Coaching Definitions
Definitions Author
Meant to be a practical, goal-focused form of personal, one-to-one
learning for busy executives and may be used to improve performance
or executive behavior, enhance a career or prevent derailment, and
work through organizational issues or change initiatives. Essentially,
coaches provide executives with feedback they would normally never
get about personal performance, career and organizational issues
Hall et al.
(2003)
A collaborative, solution-focused, result-oriented and systematic
process in which the coach facilitates the enhancement of work
performance, life experience, self-directed learning and personal
growth of the coachee
Grant (2000)
Coaching is the focused application of skills that deliver performance
improvement to the individual’s work in their organization, through
robust support and challenge. The coaching process should yield
learning and personal development for the executive, and help them to
contribute more of their potential. This collaborative relationship is
short term and practically focused, and will be marked by clear, strong
feedback
Hawkins and
Smith (2006)
Source: Coaching, mentoring and organizational
consultancy - supervision and development

Coaching & Change

Coaching for Strategic Change
Source: The Wild West of Executive Coaching
by Stratford Sherman and Alyssa Freas, Harvard Business Review • November 2004
• One-on-one coaching interventions - to accelerate
change that will stick.
• “We have changed 95% of the behaviors in 100% of
the people 95% of the time” - Harry Minkowski
(President of a premier entertainment company)

Coaching as an Intervention for Change
“I want to stress here that coaching is arguably the
best strategy to help individuals change, which is
required if any organisational change intervention
which depends on individuals changing is to be
successful.”
- Nick Papadopoulos
i-coach academy, National Centre for Work Based Learning Partnerships, Middlesex University (2009)

Change & Learning
• Change and learning as interchangeable;
• that learning is the act or process through which behavioural
change happens (Malcom Knowles )
• Change is at the heart of coaching.
• It helps individuals and organizations to create, adapt to, and
accept change as a challenge rather than an obstacle.
(Manfred Kets de Vries, Clinical Professor of Leadership
Development, INSEAD)
Source: Knowles, M.S. et al (2005) The Adult Learner 6th Ed. Elsevier Butterworth-Heinemann, Burlington MA
Source: Leadership Coaching and Organisational Transformation: Effectiveness in a World of Paradoxes,
Manfred Kets de Vries, INSEAD 2008

Coach As A Change Agent
• Introduce coaching program, build coaching culture
• Work with executives to develop leadership skills such as
leading change.
• Work with leaders to adopt a coaching style, for example, a
‘manager as coach’ program.
• Work with leaders to enhance personal or operational
mastery skills within an organization.
• Work with individuals on business issues and creating a
Learning Organization
• Source: Skiffington and Zeus, 2004. McGraw-Hill Professional -New York

Coach as a Change Facilitator
• Facilitate efficient individual management to
achieve the desired change;
• Maintain balance between the usage and the
development of human capital.
• Executive coaching, includes in its process a series
of organizational domains that need change
Source: Executive Coaching – Instrument for Implementing Organizational Change
Camelia ENESCU and Delia Mioara POPESCU, Volume 13, Issue 3, July 2012 Review of International Comparative Management

The Probability of Completing a Goal
0% 20% 40% 60% 80% 100%
Have an Idea
Conciously decide to do it
Decide when to do it
Plan how you will do it
Commit to someone you will do it
Have a specific accountability
appointment
Source: ATD
Source: American Society of Training and Development

The Big Picture
Instructor Teacher Lecturer Consultant Trainer Mentor Facilitator Coach
Directive Enabling
Facilitative Coach
(Team Environment)

Coaching, Consulting, Counseling & Mentoring
Definition
Coaching Facilitates growth and unleashes potential to perform at
our peak
Counselling The process of healing past hurts and resolving
personal pain. The focus is to fix what is broken; where
overwhelming emotion impedes performance.
Consulting Providing expertise in a given field to advise and inform
a client how best to solve a problem
Mentoring An unequal relationship where the more experienced
person imparts his knowledge, skills and experience to
the less experienced person

Coaching, Consulting,
Counseling & Mentoring
Coaching Counseling
Focus on achieving goals and objectives Focus on resolving emotional/personal issues
Coach asks questions, listens and challenges Counselor asks questions about past and
listens
Coachee talks most of the time psychology
Two way communication
Consulting Mentoring
Expert problem-solving Sharing experiences and wisdom
Formal Mentor advises and shares
Work related project Mentee listens and asks questions
Credibility Icon/role model
Certified Career mobility
Short term Long-term

Coaching versus Mentoring
Coaching Mentoring
Relationship has duration Ongoing relationship that can last for a long period
of time
More structured and meetings are scheduled on a
regular basis
Can be informal and meetings can take place as
and when the mentee needs some advice,
guidance or support
Short term (sometimes time-bounded) and
focused on specific development areas/issues
More long-term and takes a broader view of the
person
Generally not performed on the basis that the
coach needs to have direct experience of their
client’s formal occupational role, unless the
coaching is specific and skills focused
Mentor is usually more experienced and qualified
than the mentee. Often a senior person in the
organization who can pass on knowledge,
experience and open doors to otherwise out of
reach opportunities
Focused on development/issues at work Focused on career and personal development
Agenda is on achieving specific and immediate
goals
Agenda is set by the mentee, with the mentors
providing support and guidance to prepare them
for future roles
Revolves more around specific development
areas/issues
Revolves more around developing the mentee
professionally

Coaching versus Counseling
Coaching Counseling
Focus on a goal Focus on a difficulty
Direction is to achieve the goal Direction is to overcome the difficulty
Future-focused Focused on the past
Discussion around possibilities Discussion around problems
Clarifies objectives, encourages action Focus on healing
Solution-oriented Fixes the ‘problem’
Coach helps the coachee move towards
a solution
Counselor helps the client move away
from a problem

Comparison Analogy
Source: Coaching for High Performance: How to Develop Exceptional Results through Coaching
 COACH will encourage and support you in
driving the car
 COUNSELLOR will listen to your anxieties and
explore what could stop you from driving the car
 CONSULTANT will tell you how to drive the car
 MENTOR will share tips about driving cars

15 Types of Coaching
Coaching is a process that can be offered in different situations and different
environments based on the needs of the individual.
The term coaching typically refers to methods of helping others to improve,
develop, learn new skills, find personal success, achieve aims and to manage
life change and personal challenges.
Coaching commonly addresses attitudes, behaviors, skills and knowledge, as
well as career goals and aspirations, and can also focus on physical and
spiritual development too.
Coaching may refer to different situations, such as:
• Coaching within organizations, alongside training and mentoring, and
• Coaching outside of organizations, as a personal coaching, typically
delivered by self-employed coaches, or vendors.
Coaching may have different degrees of formality and structure, for
example:
• Coaching can be very informal and very loosely structured, or formal and
heavily structured, or combinations of both
Dr. Nancy Zentis, CEO of Institute of OD. www.instituteod.com.
Source: https://instituteod.com/15-types-coaching/

1. Business coaching– Business coaching is always conducted within
the constraints placed on the individual or group to meet
organizational goals
2. One on One Coaching for Executives – One to one coaching is
increasingly being recognized as the way for organizations to improve
Executives for developing new skills, improving performance,
overcoming de-railers, and preparing for advancement. Offer coaching
at the executive level and tied to organization goals, often results in
improved business results. Executive coaching is often delivered by
coaches operating from outside the organization whose services are
requested for an agreed duration or number of coaching sessions.
3. Personal/Life Coaching – The personal/life coach helps individuals
gain awareness of and clarify their personal goals and priorities, better
understand their thoughts, feelings, and options, and take appropriate
actions to change their lives, accomplish their goals, and feel more
fulfilled.

4. Career Coaching – The career coach helps individuals identify
what they want and need from their career, then make decisions and
take the needed actions to accomplish their career objectives in
balance with the other parts of their lives.
5. Group Coaching – Group coaches work with individuals in groups.
The focus can range from leadership development to career
development, stress management to team building. Group coaching
combines the benefits of individual coaching with the resources of
groups. Individuals learn from each other and the interactions that
take place within the group setting.
6. Performance Coaching – Performance coaches help employees at
all levels better understand the requirements of their jobs, the
competencies needed to fulfill those requirements, any gaps in their
current performance, and opportunities to improve performance.
Coaches then work with the employees, their bosses, and others in
their workplace to help the employees fill performance gaps and
develop plans for further professional development.

7. Newly Assigned Leader Coaching – Coaches of individuals
assigned or hired into new leadership roles help these leaders to
“onboard.” The goal of the coaching is to clarify with the leader’s key
constituents the most important responsibilities of his/her new role,
the deliverables in the first few months of the new assignment, and
ways to integrate the team (s)he will lead with the organization. The
major focus of this type of coaching is on helping the new leader to
assimilate and achieve his/her business objectives.
8. Relationship Coaching – The relationship coach helps two or
more people to form, change, or improve their interactions. The
context can be work, personal, or other settings.
9. High-Potential or Developmental Coaching –The coach works
with organizations to develop the potential of individuals who have
been identified as key to the organization’s future or are part of the
organization’s succession plan. The focus of the coaching may include
assessment, competency development, or assistance planning and
implementing strategic projects.

10. Coaching to Provide Feedback Debriefing and Development
Planning – Organizations that use assessment or 360 feedback
processes often utilize coaches to help employees interpret the results
of their assessments and feedback. In addition, coaches work with
individuals to make career decisions and establish professional
development plans based on feedback, assessment results, and other
relevant data.
11. Targeted Behavioral Coaching – Coaches who provide targeted
behavioral coaching help individuals to change specific behaviors or
habits or learn new, more effective ways to work and interact with
others. This type of coaching often helps individuals who are
otherwise very successful in their current jobs or are taking on new
responsibilities that require a change in specific behaviors.
12. Legacy Coaching – The legacy coach helps leaders who are retiring
from a key role to decide on the legacy they would like to leave
behind. The coach also provides counsel on transitioning out of the
leadership role.

13. Succession Coaching – The succession coach helps assess
potential candidates for senior management positions and prepares
them for promotion to more senior roles. This type of coaching may be
used in any organization that is experiencing growth or turnover in its
leadership ranks. It is especially helpful in family businesses to
maintain the viability of the firm. Since assessment is often part of this
intervention, clear expectations and ground rules for confidentiality
are essential. It may be necessary in some companies to use separate
consultants for assessment and coaching.
14. Presentation/Communication Skills Coaching –This type of
coaching helps individuals gain self-awareness about how they are
perceived by others and why they are perceived in that way. Clients
learn new ways to interact with others. The use of video recording
with feedback allows clients to see themselves as others do. The coach
helps clients change the way they communicate and influence others
by changing their words, how they say those words, and the body
language they use to convey their intended messages.

15. Team Coaching – One or more team coaches work with
the leader and members of a team to establish their team
mission, vision, strategy, and rules of engagement with one
another. The team leader and members may be coached
individually to facilitate team meetings and other
interactions, build the effectiveness of the group as a high-
performance team, and achieve team goals.
Dr. Nancy Zentis, CEO of Institute of OD. www.instituteod.com.
Source: https://instituteod.com/15-types-coaching/

Will and Skill Matrix
Guide Delegate
Direct Excite
WILL
SKILL
LOW
HIGH
HIGH
Adapted from Tao of Coaching: Boost Your Effectiveness At Work By Inspiring And Developing Those Around You
by Max Landsberg

Benefits to the Organization
Fortune magazine (survey in 2006), research found that
coaching resulted in increases in:
• Productivity (reported by 53% of respondents)
• Quality (48%)
• Organizational strength (48%)
• Customer service (39%).
• Reducing customer complaints (34%)
• Retaining executives who received coaching (32%)
• Cost reductions (23%)
• Bottom-line profitability (22%).
Source: Coaching for High Performance: How to Develop Exceptional Results through Coaching

Benefits for the Coaching Leader
• Perform at higher level; Deliver better results
• Lead and manage change
• Acquire leadership skills to motivate and inspire team
members and others
• Develop/nurture healthy, robust and effective
relationships
• Set goals and objectives and monitor progress
• Embrace/practice concept of continuous learning
• Managing career options and transitions

Benefits to Staff/Follower
• Increase in skill level
• Access to detailed knowledge
• Individual attention in terms of training and
development
• Career path progression
• Retention of key knowledge and skills
• Succession ability within the team
• Motivation of staff

0
13
8
9
12
0
21
26
15
27
15
27
44
38
24
18
55
18
35
23
53
45
18
55
0
10
20
30
40
50
60
Assess your current
levels of competence
Improve your
performance
Priorities your
development needs
Maximize any
learning
opportunities
Monitor and/or
evaluate the
achievement of your
objectives
Raise your morale
PERCENTAGE
PERCEIVED BENEFITS
HOW GOOD WAS THE COACHING PROGRAM AT HELPING YOU TO...
LOW
SOMEWHAT LOW
MODERATE
SOMEWHAT HIGH
HIGH
Impact of Coaching in a Malaysian
Organization

Sherpa 2015 Executive Coaching Survey

2016 ICF Global Coaching Study

18%
55%
27%
Moderate Somewhat High High
MY MOTIVATION HAS INCREASED AS A
RESULT OF COACHING
THE PROVISION OF COACHING
DEMONSTRATES TO ME THAT THIS
COMPANY CARES ABOUT MY
DEVELOPMENT
9%
13%
42%
36%
Somewhat Low Moderate
SURVEY RESULTS
LEADERSHIP DEVELOPMENT COACHING PROGRAM
IN A MALAYSIAN ORGANISATION

10%
13%
29%
34%
14%
Low Somewhat Low Moderate
MY WORK PERFORMANCE HAS
DEFINITELY BEEN ENHANCED AS A
RESULT OF MY COACHING
MY COACHING HAS HELPED ME SORT OUT
PERSONAL ISSUES WHICH MAY
OTHERWISE HAVE AFFECTED MY
PERFORMANCE AT WORK
10%
27%
36%
27%
Somewhat Low Moderate

TIME
RESULTS
Training & Coaching
Training Only
No Training or Coaching
RESULTS COACHING
XEROX CORPORATION
STUDY
87% Desired skill
change lost Without
Follow Up Coaching
Source: The Hidden Leader: Discover and
Develop Greatness Within Your Company

0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
47%
31%
22%
IMPACT OF COACHING CASE STUDY IN MNC 2017
PERSONAL SKILLS
IMPACT ON
BUSINESS

Coaching ROI
 Study on Fortune 100 executives, ROI almost six times
the program costs
 IPMA survey – 88% productivity increased when
coaching was combined with training.
 Metrix Global study on Fortune 500 company 529%
ROI
 Average increase in productivity Metropolitan Life
Insurance company 35%
 MetLife invested US 620K, realized US 3.2M in
measurable gain

‘Millennials at Work’ Research
• Survey responses from over 4,200 Graduates (44
Countries)
• Training and development is the benefit the millennial
value most highly - particularly coaching and mentoring
• Millennials do not expect to completely reject traditional
working practices
• Robust corporate responsibility is critical to attracting
and keeping the new generation of workers
• 61% of CEOs say they have difficulty attracting and
integrating younger workers
Source: 2009 - New global report published by PricewaterhouseCoopers

Coaching Guiding Principles
Five Steps to ensure an effective coaching
intervention and process:
1. Pre-coaching exploration
2. Coaching Program Contracting
3. Commencement of Coaching Sessions
4. Session Review and Evaluation
5. Coaching Termination

What Should Coachees Do?
• Be Coachable
• Reflections
• Use the resources within oneself
• Find one’s own answers

Coaching Power Tools
Question Reflecting/Paraphrasing
Summarizing
Listen Silence
Complimenting/Validating

Core Competency
QUESTIONING

Five Reasons to Ask
1. All the information is with the coachee
2. Asking creates buy-in
3. Asking empowers
4. Asking develops leadership capacity
5. Asking create authenticity
Adapted from Coaching Questions-A Coach’s
Guide to Powerful Asking Skills

Questioning in Coaching
Adapted from Performance Coaching: A
Complete Guide to Best Practice Approaches

Closed Questions
• A closed question is one that can be answered ‘yes’
or ‘no’
• Will limit the range of responses and imply that you
already know the answer
• Put the person at ease at the initial stages of the
conversation.
• Put you in control of the situation.
• Help to obtain specific facts quickly.
• Useful for ‘testing understanding’ and
‘summarizing’.
• Allow you to get agreement.
• To confirm understanding – Is that what you meant?

Types of Closed Questions
Limiting questions
• A limiting question is one that gives the recipient a
choice, for example:
‘What would you like to do first – answer your e-mails or make
the calls?’
• Useful to gain agreement and when time is short.
Leading questions
• A leading question is when the answer is in the
question, for example:
‘You are going to send out those tickets today, aren’t you?’
• Useful for gaining clarity and understanding.

Open Questions
• Allows you to receive more information than a closed
question.
• Open questions start with what, why, how, when,
which or who.
• They can also use the words ‘tell’, ‘describe’ and
‘explain’, for example:
‘Tell me more about what happened.’
‘What are your personal views on this idea?’
‘How do you think that might work in reality?’
‘Explain exactly what happened when you saw him.’

Types of Open Questions
Probing questions
• Probing questions are a type of open question, for
example:
‘What would be the outcome if you did that?’
‘Why do you say that?’
‘What makes you believe that would happen?’
‘How do you mean?’
• Useful to establish all the facts.
• Allow people to express their views.
• Build rapport and show you are interested.
• Allow you to clarify your understanding.

Types of Open Questions
Prompt questions
• They are brief, open questions that encourage the coachee
to think for themselves and come to their own conclusions
‘Where do you want to start?’
‘Where are you now?’
‘What do you think?’
‘How can you move this forward?’
‘Where do you want to go from here?’
‘What’s next?’
‘What did you learn?’
‘What will you do?’
‘And now?’
‘And?’

Top Eight Asking Mistakes
Mistake Solution
Using too many closed questions Convert closed to open questions
Advice-oriented questions (could you?,
should you? Will you? Can you?)
be curious; don’t jump to conclusion fast
Trying to come up with the best question trust the process/model
Rambling questions Think first, then talk
Interpretive questions use coachee’s own word while asking
Leading questions Multiply the options
“why” questions Use “What” instead
Stacking questions Count to Two (one, one thousand; two, two
thousand) before asking another question
Adapted from Coaching Questions-A Coach’s
Guide to Powerful Asking Skills

Ten Great Coaching Questions
1. ‘Help me to understand . . .’
2. ‘Help me to understand what is going on with
you right now.’
3. ‘If you did know, what might it be?’
4. ‘What do you need (from me) right now?’
5. ‘What would be a good question for me to
ask right now?’

Ten Great Coaching Questions
6. ‘What does this person/client need from me
right now?’
7. ‘And. . .?’
8. ‘Because. . .?’
9. ‘You want to leave this session at X pm
having achieved what, exactly?’
10. ‘What have you achieved, that you might
not have been aware of at the time?’

The 3 Levels of Listening
Level 1 – Internal (focus on self)
• Listening to internal dialogue while hearing the
coachee speak.
• Causes us to pass judgment and to follow our own
agenda rather than that of the coachee
Source: The Coaching Handbook: An Action
Kit for Trainers & Managers

Level 2 - Focused on the coachee.
• Give them your undivided attention and are
acutely aware of what they are saying.
• Summarise and reflect back what the coachee
has said.
• Like a magic mirror that holds itself up to the
coachee and echoes the coachee’s words.

Level 3 - A deeper level of listening.
• Mindful of the coachee’s words and how they
are saying them; tone of voice, pauses, pitch,
breathing, body language and energy.
• Aware what is not being said as much as what is
said.

Level 1 Listening – Internal
• At Level I, our awareness is on ourselves.
• We listen to the words of the other person, but our
attention is on what it means to us personally.
• The spotlight is on "me": my thoughts, my judgments,
my feelings, my conclusions about myself and others.
• There is only one question: What does this mean to
me?
• Strong desire for more information- answers,
explanations, details, data to meet your own needs.
• Clients need to be at Level I - to look at themselves and
their lives—to process, think about, feel, understand

Level 2 Listening - Focused
• Focused a great deal of attention on the coachee and
not much awareness of the outside world.
• Listen for coachees’ words, their expressions, their
emotions, everything they bring.
• Notice what they say, how they say it and what they
don't say.
• See their smiles or hear the fears in their voices.
• Listen for what they value, their vision, the unique way
they look at the world.

Level 2 Listening - Focused
• Listen for what makes them come alive in the coaching
session and what makes them go dead or withdraw
• Coaches are unattached to self, their agenda, their
thoughts, or their opinions.
• The mind chatter virtually disappears and coaching
becomes almost spontaneous.
• Coach no longer trying to figure out the next move or
question.

Level 3 – Global (360°) Listening
Listening from within, using
• Hearing
• Intuition
• Feelings
• What is said & not said
• Listening between the lines

Listening at Level 2 and Level 3
• Seek the other person’s view and be prepared to listen
without
- thinking what you want to say next,
- thinking of other unrelated events or topics, or
- projecting your own feelings and ideas onto the
other person
• Summarising clearly and simply what has been said: ‘So
what you are saying is ...’
• Paraphrasing using the coachee’s own words
• Checking that you heard correctly by asking:
“Is that what you mean?”

• Verifying that you have heard all the person wanted to say
by asking:
“Is there more that you want to say?”
• Getting to the heart of what the coachee is saying:
‘So if I understand you correctly, the key issue for you is ...’
• Reflecting the coachee’s feelings:
‘It sounds as though ...’ or ‘ It seems that ...’
• Encouraging the coachee to explore possibilities:
‘I’m wondering what is an option for you in that situation?’

• Reflecting the energy the coachee has expressed
around a topic:
‘I can hear through your tone of voice that there is a lot
of frustration there.’
• Pointing out habits or patterns of behaviour:
‘You have talked a lot about having difficulties now and
in the past delegating to other people, is this a pattern
of behaviour for you?’

Tips for Better Listening
• Concentrate on the other person.
• Make the speaker feel at ease with you and to want
to speak to you.
• Show that you have been listening by reflecting
• Non-verbal signals – attentiveness
• Eye contact, show you are interested
• Body language - open posture (attending behavior)
• Speech rhythm/tone/silence all have an effect on the
way in which people feel about communicating with
you.
Source: The Coaching Handbook: An Action Kit for
Trainers & Managers © Teamcoach International Sdn.Bhd.

Tips for Better Listening
• Don’t be afraid of silences
• Ask questions relating to what you have been told
• Remain objective and neutral – avoid relating your
own experiences to those that you are hearing about
• Listen for recurring themes
• Recap on what you have heard at the end of each
session.
Source: The Coaching Handbook: An Action Kit for
Trainers & Managers © Teamcoach International Sdn.Bhd.

Types of Listening
Name Description
Active listening
Listening in a way that demonstrates interest and encourages
continued speaking.
Appreciative
listening
Looking for ways to accept and appreciate the other person through
what they say. Seeking opportunity to praise.
Alternatively listening to something for pleasure, such as to music.
Attentive
listening
Listening obviously and carefully, showing attention.
Biased
listening
Listening through the filter of personal bias.
Casual
listening
Listening without obviously showing attention. Actual attention may
vary a lot.

Name Description
Comprehension
listening
Listening to understand. Seeking meaning (but little more).
Content
listening
Critical listening
Listening in order to evaluate, criticize or otherwise pass judgment on
what someone else says.
Deep listening
Seeking to understand the person, their personality and their real and
unspoken meanings and motivators.
Dialogic
listening
Finding meaning through conversational exchange, asking for clarity
and testing understanding.
Discriminative
listening
Listening for something specific but nothing else (e.g. a baby crying).

Name Description
Empathetic
listening
Seeking to understand what the other person is feeling. Demonstrating
this empathy.
Evaluative
listening
False listening Pretending to listen but actually spending more time thinking.
Full listening Listening to understand. Seeking meaning.
High-integrity
listening
Listening from a position of integrity and concern.
Inactive
listening
Pretending to listen but actually spending more time thinking.
Informative
listening

Name Description
Initial listening Listening at first then thinking about response and looking to interrupt.
Judgmental
listening
Partial listening
Listening most of the time but also spending some time day-dreaming
or thinking of a response.
Reflective
listening
Listening, then reflecting back to the other person what they have
said.
Relationship
listening
Listening in order to support and develop a relationship with the other
person.

Name Description
Sympathetic
listening
Listening with concern for the well-being of the other person.
Therapeutic
listening
Seeking to understand what the other person is feeling. Demonstrating
this empathy.
Total listening
Paying very close attention in active listening to what is said and the
deeper meaning found through how it is said.
Whole-person
listening
Seeking to understand the person, their personality and their real and
unspoken meanings and motivators.
Source: http://changingminds.org/techniques/listening/all_types_listening.htm

Interferences to Listening
• Expressing an opinion or judgment
• Evaluating the situation that the coachee has described
• Telling the coachee what to do
• Brushing aside what the coachee has said
• Making light of what the coachee has said
• Talking about yourself
• Using inappropriate humour
• Admonishing the coachee
• Giving advice
• Contradicting what the coachee is saying

Reflecting
• Repeating someone’s words back exactly as they were
spoken, including tone and body language
• It validates what has been said, and reassures speaker
that that they are heard…
• It helps the speaker to hear and reassess what they have
said
• When in doubt about what question to ask next, reflect
the coachee’s word back to them
• Reflecting /paraphrasing are methods of feeding back to
the speaker the information that you have just been
given. (whole message – words, tone of voice and body
language)

Summarizing
• Summarizing is useful when someone
provides a lot of information all at once.
• The key is to pick out words which seem to
carry some sort of resonance for the coachee,
or which have been repeated more than once,
and make sure they are included in the
summary presented back to the coachee.
Source: Performance Coaching: A Complete
Guide to Best Practice Approaches

Paraphrase
• To paraphrase is to express what you have been
told in other words. Paraphrasing is a useful tool
when you wish to check your understanding of
what the speaker is telling you. For example, the
speaker may be describing a particular procedure
to you.
• When you paraphrase what you have been told
you will describe the procedure to the speaker,
but using your own words to explain your
understanding of what you have been told.

Reflecting, Summarizing &
Paraphrasing
• Repeat the same words
• Mirror tone and voice
Reflecting
• Repeat key words
• Condense phrases
Summarizing
• Repeat in different words
• Offer new perspectives
Paraphrasing

Non Verbal Communication
Effective body language for you as a coach includes:
• Facing the person, non confrontational.
• Maintaining an open and receptive posture.
• Comfortable seating arrangement, respects personal
space
• Personal appearance and dressing; appropriate.
• Being aware of your tone of voice; use variety and
contrast

Non Verbal Communication
• Matching and mirroring the body language of the
speaker
• Enthusiasm and sincerity; eye contact, gestures and
tone of voice.
• Being aware of facial movements such as smiling,
grimacing or frowning; e.g raised eyebrow, will cause
others to make an interpretation of what you are
thinking.

Nonverbal Behavior
• Eye contact, smiling, varying facial expressions,
occasional head nodding
• Leaning slightly toward coachee to indicate
interest and concentration
• Tone of voice that matches coachee
• Hand gesturing; sitting at close proximity
• Contributes to setting an attentive, respectful
atmosphere

The Power of Silence
• Silence can be a powerful tool for eliciting
information
• Silence during a conversation is
uncomfortable and people feel compelled
to break it
• Be silent, but engaged (maintain eye contact
and listening posture) and the other person
usually will volunteer more information on
whatever topic is being addressed.

The Use of Silence
• Important to respect coachee’s silence
• Coaches must increase their tolerance of
coachee’s silences
• If coaches develop the capacity to remain
silent, coachees will soon learn that they do
not intend to answer the questions for them,
and they will be more inclined to find the
answer themselves.

Complimenting
• Coachee’s strengths and past successes
• Personal qualities and past experience can be of
great use in resolving difficulties and creating
more satisfying lives
• Is reality-based. Derived from what client
communicates to you through words or process.

My Coaching Competencies
Competency Description How am I doing in this
area?
Self-management Do you know your own strengths and weaknesses? Can you
maintain focus on your coachee, rather than what is going on for
you?
Poor
Fair
Good
Excellent
Listening actively Do you practice the skill of active listening by focusing on the
speaker and reflecting the essence of what she’s said? Do
people come to you because you are a good listener? Do you
“listen” to non verbal communication?
Poor
Fair
Good
Excellent
Being curious Do you want to know all that you can about people? Do you ask
questions to uncover what the people you are talking to are
experiencing? Do you have a natural curiosity?
Poor
Fair
Good
Excellent
Asking powerful questions Can you stop people in their tracks with a question that gets
them thinking? Do you know the benefits of questioning rather
than providing answers?
Poor
Fair
Good
Excellent
Refraining from giving advice Can you hold your advice back to let the coachee discover her
own best advice? Do you help coaches find their own solutions?
Can you refrain from butting in when the coachee’s own answer
aren’t what you had in mind for her?
Poor
Fair
Good
Excellent
Keeping confidentiality Do you treat confidentiality as essential? Do you refrain from
sharing with others the “stuff” that happens at work? Do you keep
private what you hear in private? Do you get permission before
sharing someone else’s experience? Do you leave out names
and identifying information when sharing stories?
Poor
Fair
Good
Excellent

Competency Description How am I
doing in this
area?
Being present Can you pout the rest of the day’s urgencies out of your mind to be there for your coachee? Can
you shut off the phone, email, and all other distractions? Can you be in the moment?
Poor
Fair
Good
Excellent
Consistently
making time
Do you regularly meet with employees? Do you keep meetings with them as sacred as you do
those with clients or customers? Do you get back to people within 24 hours of their initial contact?
Poor
Fair
Good
Excellent
Giving constructive
feedback
Do you have a healthy attitude toward feedback as a development tool and do you offer feedback
that is specific and helpful? Do you provide regular feedback about your employees’ job
performance? Do you hole postmortems at the end of projects or at other significant milestones?
Poor
Fair
Good
Excellent
Partnering to
create assignments
that move your
coachee to action
How are you at brainstorming? Can you think creatively about what your coachee might do too
move towards her goal? How well do you solicit the input of pothers when solving problems? Are
you a motivator?
Poor
Fair
Good
Excellent
Planning and goal
setting
How are you at creating action plans? Do you work with a timeline? Can you create goals that are
specific, measurable, realistic and time-bound?
Poor
Fair
Good
Excellent
Establishing
accountability
Do you set and communicate standards of excellence? Do you follow up with those to whom
you’ve delegated? Do you create accountability?
Poor
Fair
Good
Excellent

doing in this
area?
Creating a coaching
relationship
through
expectations and
agreements
Are you explicit about the roles you play with your employees? Do you establish mutually
acceptable agreements about how you will work with someone? Do you clarify how each of you
best communicates at the start of a work relationship or project?
Poor
Fair
Good
Excellent
Being flexible Are you willing and able to switch gears as needed? Can you think on your feet and make new
decisions as new information becomes available? Do you provide freedom for your employees to
do their jobs?
Poor
Fair
Good
Excellent
Establishing trust
and intimacy
Do people come to you with their problems? Do you have friends in the workplace? Do people
trust you to do what you say you will do? Will you not shy away from emotional people and
reactions?
Poor
Fair
Good
Excellent
Respecting ad
appreciating the
coachee
Do you view your employees as partners and see them as critical to your own success? Would you
be happy for them if their accomplishments were greater than your own? Do you see their
greatness and believe in them? Do you know the strengths of each of your employees and
capitalize on those strengths? Do you look for the good in your colleagues and direct reports?
Poor
Fair
Good
Excellent
Being open to the
coachee’s whole
experience
Do you protect your employees from undue stress? Do you creatively encourage work/life
balance? Do you see work as just one component of your own or your colleague’s life?
Poor
Fair
Good
Excellent
Thinking big for the
coachee
Do you push people to do more than they think they are capable of doing? Do you encourage big
ideas and dreams? Are you more a yes-sayer than a naysayer?
Poor
Fair
Good
Excellent

doing in this
area?
Providing
recognition
Do you give your employees credit when they deserve it? Do you celebrate successes? Do you
balance your constructive feedback with positive reinforcement?
Poor
Fair
Good
Excellent
Reading a situation Can you read the energy in a room? Are you as aware of what’s not being said as of what is being
communicated directly? Do you have strong intuition?
Poor
Fair
Good
Excellent
Source: 10 Steps to Successful Coaching © Teamcoach International Sdn.Bhd.

Session Closure
1. What are the learning take aways from
this level?
2. What can you implement immediately
after this?

Art & Science of Coaching.pptx

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