This is a condensed slide deck from the first class of my Fall 2017 section of The Art of Self-Coaching at the Stanford Graduate School of Business.

1. The art of
Photo by Seth Anderson [link]
self-coaching
Ed Batista
CLASS 1: BEGINNINGS
Fall 2017

2. Class #
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3. Beginnings
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4. Intro 20 mins
An exercise 30 mins
Coaching tools 15 mins
Partnerships 30 mins
Logistics 10 mins
Today’s agenda
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5. Photo by U.S. Army [link]
I will…
Give you my best
Welcome input
End on time
What else would be helpful for you?
Working
agreements

6. Working
agreements
I ask you to…

7. Photo by Luz Adriana Villa [link]
Working
agreements
I ask you to…
Start on time

8. Working
I ask you to…
Challenge yourself
agreements
Photo by Daniel Oines [link]

9. Working
I ask you to…
Minimize
distractions
agreements
Photo by Robert S. Donovan [link]

10. Working
I ask you to…
Respect
confidentiality
agreements
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11. Working
I ask you to…
Start on time
Challenge yourself
Minimize distractions
Respect confidentiality
Can we all commit to this?
agreements

12. Why coaching
Started as a client
Changed my view of leadership
Impact on hundreds of students & clients
matters to me…

13. Why self-coaching
<1%
6 to 18 months
Help people help themselves
does, too

14. So what is
Guiding our own growth & development
Particularly during times of transition
Professional & personal domains
self-coaching?

15. Not a solitary
experience
You’ll reflect outside of class
Class will be highly interactive
Small groups & 2 partners

16. Positive
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psychology

17. Positive
psychology
Study of what makes life most worth living
Focused on strengths & weaknesses
Robust research to date

18. Sense of agency  We blame ourselves
Risk of social comparison
Avoid triumph & despair
Get curious instead
The downside

19. Joyful learning
Photo by Harry [link]

20. Joyful learning
Yerkes-Dodson Law (Harvard, 1908)
Stress  performance up to a point
Some stress increases learning
Too much diminishes learning

21. Joyful learning
Stress
Learning

22. Joyful learning
Hans Selye, Université de Montréal
Eustress & distress

23. Joyful learning
Stress
Learning
Eustress Distress

24. Joyful learning
Stress
Learning
Eustress Distress
Critical to avoid the tipping point

25. Safety, trust,
Photo by Carly Lesser & Art Drauglis [link]
intimacy

26. CONTEXTLearning,
Awareness,
& Behavioral
Change
Experimentation,
Risk-Taking,
& Vulnerability
Safety, Trust, Intimacy
Initial Conditions

27. Safety, trust,
intimacy
Built through relationships
A critical skill for self-coaching
You’ll practice here with classmates

28. Coaching team
Photo by Yahoo [link]

29. Coaching tools
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30. Coaching tools
Ask, Listen, Empathize

31. Coaching tools
Ask
Edgar Schein, MIT Sloan
Help doesn’t always help
What’s a better way to offer support?

32. Modes of inquiry
Photo by Garry Knight [link]

33. Modes of inquiry
1. Pure inquiry
Open-ended
Avoid presumptive questions
Adapted from Edgar Schein [link]

34. Modes of inquiry
1. Pure inquiry
2. Diagnostic inquiry
Focus & redirect
Feelings, motives, actions
Adapted from Edgar Schein [link]

35. Modes of inquiry
1. Pure inquiry
2. Diagnostic inquiry
3. Confrontational inquiry
Challenge their narrative
Introduce new ideas & hypotheses
Adapted from Edgar Schein [link]

36. Modes of inquiry
1. Pure inquiry
2. Diagnostic inquiry
3. Confrontational inquiry
We tend to move too quickly
Critical to check our assumptions
Adapted from Edgar Schein [link]

37. Ask better
Photo by Alexander Drachman [link]
questions

38. Ask better
Get beyond Yes or No
What…? & How…? > Why…?
More reflection, less defensiveness
questions

39. Ask better
Avoid leading questions
Advocacy ≠ Coaching
questions

40. Ask better
A tip…
Ask one question & stop
questions

41. Coaching tools
Ask, Listen

42. Listening skills
Photo by Ed Yourdon [link]

43. Listening skills
Hearing ≠ Listening
How they feel > What you hear

44. Listening skills
Focused attention > Time
Cultivate presence
Eye contact & body language
Eliminate distractions
No multi-tasking

45. Coaching tools
Ask, Listen, Empathize
Brené Brown, University of Houston
Edgar Schein, MIT Sloan

46. Shame &
empathy
Photo by Brandon Grasley [link]

47. Shame &
Shame = I’m flawed & unworthy
Empathy = The antidote to shame
empathy

48. Shame &
Shame  Creates distance
Empathy  Creates closeness
empathy

49. Shame &
Seeking help typically triggers shame
(or embarrassment or vulnerability)
empathy

50. Shame &
But typical helping responses block empathy
1. “Look on the bright side”
2. “My problem’s worse!”
3. “Here’s some advice”
empathy

51. Shame &
Instead…
1. Avoid judgments
2. Sense & validate emotions
3. Convey understanding (≠ Agreement)
empathy

52. Traps for the
coach
Photo by Casey Fleser [link]

53. Traps for the
coach
Excessive pattern recognition
Giving advice prematurely
Overpowering resistance
Adapted from Edgar Schein [link]

54. Photo by Glyn Lowe [link]
Course logistics
Everything is on Canvas
Syllabus = Home page & PDF
All readings are PDFs or websites
Some class prep documents in Word
Bulk download all course files (Canvas Tips)
Canvas issues? Contact Paul Mattish

55. Course logistics
Any other issues? Contact me
Contact info on Canvas

56. Grading
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57. Grading
Attendance
Weekly assignments
Pass/fail with permission

58. Written work
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59. Written work
9 weekly assignments (700 word limit)
Deadline = Tuesday @ 9:00pm

60. Written work
The content is up to you*
*Look ahead to the upcoming class
Responses to course materials & experiences
No specific questions, prompts, requirements

61. Written work
4 grading criteria
Timeliness
Depth of Personal Learning
Conceptual Rigor
Overall Quality

62. 1:1 Meetings
Photo by Richard Walker [link]

63. 1:1 Meetings
Optional (No impact on your grade)
Most weeks: Meet in Bass (B206)
Thursdays, 10:00am-3:00pm
Up to 2 meetings for now*

64. For next time…
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65. Change
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66. Change
Weekly assignment due Tuesday 9pm
Content is up to you but look ahead
All readings are on Canvas
Texts reserved in Bass