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NASA
	   Business
	   Coaching
	   Handbook
               A Guide for NASA Human Resources Professionals


	                                                August	2006
Contents
	      	    	           	          	          	           	
I. Overview

	            Introduction	.....................................................................................................................................1
                         .
	            What	Is	Business	Coaching?	...........................................................................................................1
                                                   .
	            NASA’s	Strategic	Approach	to	Coaching	........................................................................................3
	            Characteristics	of	Effective	Coaches	...............................................................................................4	
	            The	Benefits	of	Business	Coaching	.................................................................................................4
	            Candidates	for	Coaching	.................................................................................................................5
                                             .
	            NASA	Coaching	Options	................................................................................................................5
                                              .
	            Internal	Coaching	............................................................................................................................6
                                  .
	            External	Coaching	...........................................................................................................................7	
                                    .
	            Supervisory	Coaching	.....................................................................................................................9
                                         .



II. The NASA Coaching Process

	            Step	1:	Meet	with	Center	Coaching	POC	......................................................................................10
	            Step	2:	Coach	Assessment	and	Selection	......................................................................................10
                                                                       .
	            Step	3:	Coaching	...........................................................................................................................11
                                  .
	            Step	4:	Periodic	Assessments	........................................................................................................11
                                                     .
	            Resources	.......................................................................................................................................11



III. Participation Forms

	            Form	A:	Coaching	Application	......................................................................................................12
	            Form	B:	Coaching	Preferences	Guide	...........................................................................................13
	            Form	C:	Coaching	Agreement	.......................................................................................................18
	            Form	D:	Midpoint	Assessment	......................................................................................................20
	            Form	E:	Final	Assessment	.............................................................................................................22
	            Form	F:	Followup	Assessment	......................................................................................................27
	            Form	G:	Supervisory	Assessment	.................................................................................................29
                                                 .
Introduction
This	 handbook	 describes	 what	 business	 coaching	             at	many	Centers	as	an	effective	means	of	developing	
is	and	how	it	is	being	made	available	to	NASA	em-                the	NASA	workforce.	Because	of	the	positive	impact	
ployees.	NASA	is	committed	to	developing	its	greatest	           coaching	activities	have	had	to	date,	NASA	has	estab-
asset,	 its	 employees.	While	 already	 heavily	 invested	       lished	 coaching	 as	 a	 primary	 tool	 for	 implementing	
in	technical	training,	NASA	has	become	increasingly	             it’s	Human	Capital	Strategic	Plan.	The	NASA	Coach-
aware	of	the	need	for	managers	to	balance	technical	             ing	Development	Team	has	created	this	guide	to	help	
skills	with	the	human	resources	capabilities	that	will	          human	 resources	 (HR)	 professionals	 understand	 and	
motivate	 employees	 to	 reach	 their	 full	 potential.	 The	    use	coaching	effectively	to	improve	individual	and	or-
practice	of	coaching	has	been	successfully	introduced	           ganizational	performance.




What is Business Coaching?
Business	coaching	focuses	on	aligning	organizational	             2.	Enable	personal	transformation	and	
and	 individual	 goals	 to	 improve	 individual	 perfor-          	 	 areer-role	transition
                                                                     c
mance	 and	 mission	 results.	 Three	 different	 types	 of	       3.	Support	the	development	of	future	leaders	for	
coaching	 relationships	 are	 used	 at	 NASA:	 external,	         	 	he	Agency
                                                                     t
internal,	 and	 supervisory.	 With	 external	 and	 internal	
coaching,	 there	 is	 a	 facilitative,	 one-to-one,	 mutually	    4. Address a specific problem area or challenge
designed	 relationship	 between	 a	 coach	 and	 an	 indi-         5.	Facilitate	the	creation	of	an	organizational	
vidual.	 Supervisory	 coaching	 occurs	 in	 the	 course	          	 	 ulture	that	values	learning,	creativity,	and	
                                                                     c
of	 day-to-day	 interactions	 between	 managers	 and	             	 	 ontinuous	improvement
                                                                     c
employees. Coaching benefits the Agency by foster-
ing	improved	performance,	and	by	producing	results	              Executive	 coaching	 includes	 principles	 from	 sports	
that	 are	 observable,	 measurable,	 and	 commensurate	          coaching	 such	 as	 teamwork,	 personal	 excellence,	
with	 the	 performance	 requirements	 of	 the	 person	           and	“going	for	the	goal.”	But	unlike	sports	coaching,	
being	coached.                                                   executive	 coaching	 is	 not	 about	 competition.	 An	
                                                                 executive	 coach	 focuses	 on	 helping	 an	 individu-
Coaching	is	most	effectively	employed	when	it	is	used	           al	 “learn	 what	 it	 takes”	 for	 him	 or	 her	 to	 improve	
to	do	one	or	more	of	the	following:                              existing	 capabilities,	 set	 meaningful	 goals,	 and	 be	
                                                                 accountable	 for	 his	 or	 her	 results.	 A	 coach	 helps	
 1. Address	individual	and	organizational	change		               an	 individual	 identify,	 understand,	 and	 eliminate	
 	 	 hich	will	improve	mission	performance
    w                                                            barriers	to	more	effective	performance.




                                                                                                                             1
Business	 coaching	 is	 often	 confused	 with	 other	
employee development fields such as mentoring
and	 consulting.	 The	 following	 table	 illustrates	 the	
differences	 between	 business	 coaching	 and	 other	
forms	of	development.



                           Development                                      Expertise               Conversation
  BUSINESS COACHING: A coach concentrates on personal                 I know how to help you    “What have you tried?
  and professional success. How effective is the individual at        identify and design       How has this worked?
  achieving their goals and getting what they want out of life?       learning strategies and   What else can you try?”.
  Coaching is future-focused, aimed at identifying and under-         actions that will work
  standing barriers and designing strategies and actions to           best for you.
  eliminate those barriers and improve effectiveness. Knowledge
  resides with the individual being coached.

  TRAINING: A trainer provides a structured program based on          Here is what I know       “Research and experi-
  personal knowledge. The focus is on the acquisition of specific     about this subject.       ence have shown this to
  knowledge or skills. The trainer has the knowledge.                                           be the best way.”

  MENTORING: A mentor provides knowledge, information, and            My experience has         “This is how I did it.”
  advice based on his/her experience. The focus is on passing on      been that you should
  guidance that helped the mentor be successful in a similar          do it this way.
  situation in the past. The experience resides with the mentor.

  CONSULTING: A consultant gives expert advice.The focus is           I know how, and this is   “This is how to do it.”
  on acquiring a specific technical expertise.The consultant has      what you are paying me
  the knowledge.                                                      to tell you.

  TRADITIONAL SUPERVISON: A supervisor provides direction             I know how, and this is   “Do it this way.”
  and guidance regarding the execution of specific duties. The        what you must do.
  focus is on understanding how to do the job a specific way.
  Knowledge resides with the supervisor.

  COUNSELING OR THERAPY: A counselor or therapist                     I know how to guide       “What happened in the
  provides support in enabling individuals to deal with experiences   you to psychological      past that is inhibiting you
  that are negatively impacting their lives. The focus is on recon-   well-being.               from getting what you
  ciling the past. Understanding resides with the individual only                               want out of life today?”
  after the counselor has supported the reconciliation process.
  Knowledge eventually resides with the individual.

  ATHLETIC DEVELOPMENT: An expert guides and directs                  I see what you are        “You need to do this in
  actions based on experience and knowledge. The focus is on          doing wrong and I         order to achieve the
  actions or behaviors that are being executed poorly or incor-       can show you how          results you want.”
  rectly. Knowledge resides with the athletic coach.                  to improve.




                                                                                                                              2
NASA’s Strategic Approach to Coaching
  “The	scarcest	resource	in	the	world	is	leadership	               The	SHCP	Pillar	5.0,	Leadership,	states	that	“NASA	
  talent,	capable	of	continuously	transforming	                    ensures	it	has	leaders	who	are	adaptable;	who	inspire,	
  organizations	to	win	in	tomorrow’s	world	.	.	.	all	              motivate,	 and	 guide	 others	 toward	 goals;	 who	 men-
  people	have	untapped	potential	.	.	.	with	coaching	              tor	and	challenge	the	workforce;	and	who	demonstrate	
  and	practice,	we	can	all	get	better	at	it.”                      high	 standards	 of	 honesty,	 integrity,	 trust,	 openness,	
	      —Noel	Tichy,	The Leadership Engine                          and	respect.”	Goal	5.1	of	this	pillar	states	that,	“NASA	
                                                                   recruits,	selects,	hires,	and	retains	a	diverse,	high-per-
NASA	is	implementing	coaching	Agency-wide	as	part	                 forming	 cadre	 of	 leaders	 who	 are	 nurtured	 through	
of	its	Strategic	Human	Capital	Plan	(SHCP)	initiative	             training	 and	 development	 opportunities,”	 which	
in	response	to	the	President’s	Management	Agenda.	In	              concurs	 with	 Strategy	 5.1.2,	 “Provide	 mentoring,	
part,	the	Agenda	states:	“.	.	.	Agencies	must	make	bet-            training,	development,	and	coaching	opportunities	
ter use of the flexibilities currently in place to acquire         to	 equip	 employees	 to	 assume	 leadership	 positions	
and	 develop	 talent	 and	 leadership.	 .	 .	 .	 Human	 capi-      within	the	Agency.”
tal	strategies	will	be	linked	to	organizational	mission,	
vision,	 core	 values,	 goals,	 and	 objectives.	 .	 .	 .	 High	   NASA’s	strategy	for	developing	coaching	for	mission	
performance will become a way of life that defines                 results	is	three-fold:
the	culture	of	the	Federal	service.	.	.	.	The	system	will	
attract	 and	 retain	 talented	 people	 who	 will	 demand	           1.	To	provide	leaders,	managers,	and	supervisors	
and	 deliver	 sustained	 excellence	 and	 high	 levels	              	 with	training,	experience,	and	tools	to	incorporate		
of	performance.”                                                     	 coaching	conversations	into	their	daily	
                                                                     	 professional	work.	
Pillar	 3.0	 of	 the	 NASA	 SHCP	 is	 Learning:	 “NASA	              2.	To	develop	internal	coaching	expertise	as	a	cost-	
promotes	 a	 knowledge-sharing	 culture	 and	 a	 climate	            	 effective,	cross-Agency	resource	to	draw	from,			
of	 openness,	 continuous	 learning	 and	 improvement.”	             	 and	to	ensure	that	NASA	has	the	expertise	to	be		
Flowing	from	this	are	Goal	3.1,	“NASA	has	a	climate	                 	 a	“smart	buyer”	of	coaching	services.
of	open	sharing	of	relevant	knowledge	to	facilitate	best	
practices,	 promote	 personal	 and	 professional	 growth,	           3.	To	continue	to	utilize	external	coaches	and	
and	 avoid	 failures,”	and	Strategy	3.1.1,	“Strategically	           	 organizational	development	specialists	to	build			
invest	 in	 training	 and	 development	 opportunities,	 in-          	 on	the	Agency’s	internal	efforts.
cluding	coaching	and	mentoring,	and	foster	a	climate	
of	continuous	learning	and	improvement.”




                                                                                                                               3
Characteristics of Effective Coaches
Executive	 coaches	 help	 individuals	 set	 and	 achieve	       (ICF).	 First,	 the	 coach	 must	 meet	 the	 ethical	 guide-
desired	 goals	 and	 necessary	 results.	 Coaches	 utilize	     lines	 of	 the	 profession.	 Other	 competencies	 include	
questions	and	assessment	tools	to	help	individuals	be-          the	ability	to:
come	more	effective.	Through	the	insight	gained	from	
assessment	 tools	 and	 observations	 by	 the	 coach,	 in-         •		Establish	a	coaching	agreement
dividuals	 become	 more	 self-aware	 of	 their	 strengths	         •		Establish	a	trusting	relationship	with	
and	barriers,	and	develop	strategies	and	plans	to	reach	           	 	the	coachee	
their	goals.                                                       •		Be	fully	present,	attentive,	and	spontaneous
                                                                   •		Express	active	listening
The	 role	 of	 a	 coach	 is	 that	 of	 a	 nonjudgmental,	          •		Ask	powerful	questions
strategic	 business	 partner.	The	 coaching	 relationship	         •		Be	a	direct	communicator
is	built	on	trust.	Coaching	conversations	must	remain	             •		Create	and	raise	personal	awareness
confidential between the individual and the coach in               •		Design	and	create	action	plans	and	
order	for	the	partnership	to	work.	When	NASA	pro-                  	 	action	behaviors
vides	 coaching,	 the	 relationship	 extends	 to	 the	 indi-       •		Develop	plans	and	establish	goals	with	
vidual’s supervisor, who helps define the performance              	 	the	coachee	
goals	and	provides	feedback	on	progress.                           •		Manage	the	progress	of	the	coachee	and	hold	
                                                                   	 	them	accountable	for	their	actions
Coaches	 at	 NASA	 must	 demonstrate	 knowledge	
through	their	past	experience	and	application	of	basic	         In	addition	to	the	above,	effective	coaches	believe	in	
competencies.	 NASA	 has	 adopted	 the	 competencies	           the	potential	of	their	client	and	demonstrate	a	personal	
identified by the International Coaching Federation             integrity	in	“walking	the	talk.”

The Benefits of Business Coaching
There	are	many	reasons	why	an	individual	may	choose	            Increase Awareness
to	work	with	a	business	coach.	This	motivation	can	be	            •	 	 here	is	a	perceived	gap	in	knowledge,	skills,	
                                                                     T
described	in	general	terms	as	a	desire	to	improve	per-               confidence, or resources
formance,	rebalance	priorities,	and	increase	awareness.	
                                                                  •	 	 n	individual	has	a	style	of	relating	that	is	
                                                                     A
Improve Performance                                               	 	neffective	or	is	not	supporting	the	achievement	of	
                                                                     i
                                                                  	 	 elevant	goals
                                                                     r
  •	 	 here	is	something	at	stake	(a	challenge,	stretch		
     T
  	 	 oal,	or	opportunity)	that	is		urgent	and	compelling	
     g                                                            •	 	 here	is	a	lack	of	clarity,	and	there	are	choices	to	
                                                                     T
                                                                  	 	 e	made
                                                                     b
  •	 	 here	is	a	desire	to	accelerate	results
     T
                                                                  •	 	 he	individual	is	successful,	but	this	success	has	
                                                                     T
  •	 	 here	is	a	need	and	a	desire	to	better	organize	and	
     T
                                                                  	 	 lso	generated	negative	consequences	
                                                                     a
  	 	 ecome	more	self-managing
     b
                                                                  •	 	 here	is	a	desire	to	identify	core	strengths	and	
                                                                     T
  •	 	 here	is	a	need	to	improve	performance	that	
     T
                                                                  	 	 ffectively	leverage	them
                                                                     e
  	 	 equires	more	than	the	acquisition	of	new	
     r
  	 	 nowledge	or	the	development	of	new	skills
     k                                                            •	 	 he	individual	wants	to	participate	in	a	rigorous	
                                                                     T
                                                                  	 	 nd	honest	self-appraisal
                                                                     a
Rebalance Priorities
  •	 	 ork	and	life	are	out	of	balance,	and	this	is	creating	
     W                                                          Results	from	coaching	can	include	improved	perfor-
  	 	 nwanted	consequences
     u                                                          mance	 and	 working	 relationships,	 better	 teamwork,	
                                                                and reduced conflict. When coaching produces	
  •	 	 here	is	a	need	for	a	course	correction	in	work	or	
     T                                                          better	alignment	between	personal	and	organizational	
  	 	ife	due	to	a	setback
     l                                                          values	 and	 goals,	 the	 results	 often	 include	 increased	
  •	 	 here	is	a	desire	for	work	and	life	to	be	less	
     T                                                          job	satisfaction	and	organizational	commitment.
  	 	 tressful	or	complicated
     s
                                                                                                                              4
Candidates for Coaching
Optimal	candidates	for	coaching	are	executives	who:	            5.	Are	willing	to	trust	another	person	and	talk	
                                                                	 about	their	strengths	and	challenges
  1.	Realize	that	they	need	to	improve	their	perfor-				
  	 mance	but	require	more	than	the	acquisition	              Executives	 considering	 coaching	 should	 think	 about	
  	 of	new	knowledge	or	the	development	of	                   career	 goals	 and	 how	 coaching	 could	 help	 achieve	
  	 new	skills                                                them. Executives may also find it helpful to ask
  2.	Are	open	to	participating	in	a	rigorous	and	             themselves	 questions	 that	 will	 clarify	 their	 expec-	
  	 honest	self-appraisal                                     tations	for	the	coaching	partnership,	such	as:	How	do	I	
  3.	Are	willing	to	ask	for	help	and	realize	that		     	     expect	coaching	to	help	me	reach	my	goals?	Are	there	
  	 someone	else	can	assist	them	in	becoming	                 other	 activities,	 such	 as	 training	 or	 mentoring,	 that	
  	 more	effective	                                           better fit my developmental needs at this time?

  4.	Are	willing	to	devote	the	time	and	effort	to	work	
                                                      	
  	 with	the	coach	to	make	changes	over	a	period	
  	 of	months



NASA Coaching Options
NASA’s	goal	in	coaching	is	to	equip	employees	with	           NASA	works	to	ensure	that	employees	have	access	
the	tools	and	opportunities	needed	for	self-develop-          to	 coaches	 who	 possess	 a	 broad	 diversity	 of	 back-
ment.	A	coach	serves	as	a	catalyst	to	the	individual’s	       grounds	(job	function,	gender,	culture,	etc.).	NASA	
development.	 In	 performing	 as	 a	 strategic	 business	     has	both	an	internal	and	external	coaching	capacity.	
partner,	 a	 coach	 demonstrates	 credibility	 and	 the	      Ultimately,	selection	of	a	coach	will	be	based	upon	
ability	 to	 forge	 partnerships	 of	 trust,	 inspire	 com-   the	coach’s	experience	and	skill	and	his/her	ability	to	
mitment,	 focus	 on	 goals	 that	 matter,	 promote	 per-      relate	to	the	individual	being	coached.	NASA	builds	
sistence,	and	ask	the	tough,	strategic	questions	lead-        its	coaching	capacity	internally	and	externally	as	de-
ing	 to	 performance	 breakthroughs.	 Because	 of	 this,	     picted	in	the	following	diagram.


NASA Coaching Capacity



                                                                                  SUPERVISORY
       INTERNAL COACHING CAPACITY
                                                                                COACHING CAPACITY
                • Certified Coaches
                                                                                     • Managers
            • Organization Development
                                                                                    • Supervisors
         • Human Resources Management
                                                                                  • Group Leaders
                    Community


 Experts who serve the NASA
                                                                                                  Position-related experts
     community at large
                                          EXTERNAL COACHING CAPACITY
                                               • Professional Coach




                                                                                                                             5
Internal Coaching
Internal	 coaching	 is	 a	 facilitative	 one-to-one,	 mu-   Skilled at Problem Diagnosis—If	diagnostic	instru-
tually	 designed	 coaching	 relationship	 between	 a	       ments	are	used,	the	coach	must	be	appropriately	cer-
NASA civil servant certified coach and a key NASA           tified to administer those instruments to assess gaps,
employee	 who	 is	 accountable	 for	 highly	 complex	       help	 identify	 blind	 spots	 for	 the	 individual	 being	
decisions	 with	 wide	 scope	 of	 impact	 on	 the	 NASA	    coached,	 determine	 outcome	 measurements	 (score-
organization,	 government,	 and	 industry	 as	 a	 whole.	   cards	for	accountabilities,	pre-	and	post	assessments	
The	primary	impetus	for	engaging	in	coaching	is	or-         to	measure	360-degree	feedback),	and	facilitate	com-
ganizational	 performance	 or	 development,	 either	 of	    munication	and	feedback.
which	may	have	a	personal	component	as	well.	The	           Results Oriented—The	 outcomes	 of	 the	 coaching	
results	 produced	 from	 this	 relationship	 are	 observ-   relationship	 should	 specify	 how	 the	 coaching	 suc-
able,	measurable,	and	aligned	with	the	performance	         cess	would	be	measured,	evaluated,	and	realized	by	
requirements	 the	 individual	 (or	 NASA	 organiza-         individual	 performance	 improvement	 and	 NASA	
tion)	has	established.	Coaching	services	are	arranged	      mission	impacts.	Additionally,	a	coaching	agreement	
through	NASA	Headquarters	or	the	Center	Coaching	           for	the	employee	should	be	established	up	front	and	
Point	of	Contact	(POC).                                     refined throughout the coaching relationship.
In	addition	to	the	characteristics	of	an	effective	coach	   Knowledge and Application of Coaching Compe-
discussed	previously,	NASA	has	established	the	fol-         tencies, including Interpersonal Competencies—
lowing	standards	for	selecting	internal	coaches.	           The	coach	must	demonstrate	knowledge	through	past	
                                                            experience	 and	 application	 of	 competencies	 previ-
Coaching Certification—All	internal	coaches	must	           ously identified.
have coaching credentials from an ICF-certified
training	program.
Tested Experience—The	 coach	 must	 have	 the	 ap-
propriate	level	of	corporate	experience	to	understand	
the	 developmental,	 political,	 and	 environmental	
needs	of	the	employee.




                                                                                                                     6
External Coaching
External	 coaching	 has	 all	 the	 same	 components	 as	         feedback),	and	facilitate	communication	and	feedback.	
those identified for internal coaches with the excep-            When	procuring	the	coach,	the	contract	language	will	
tion	 that	 the	 relationship	 is	 between	 a	 key	 NASA	        specify	the	types	of	diagnostic	instruments	that	will	be	
employee and a trained and certified coach hired                 used	as	part	of	the	coaching	effort.
from	outside	the	Agency.	In	some	cases,	NASA	will	               Results Oriented—The	 outcomes	 of	 the	 coaching	
use noncertified coaches based on previous perfor-               relationship	 should	 specify	 how	 success	 would	 be	
mance.	These	coaching	services	are	procured	through	             measured,	evaluated,	and	realized	by	NASA	mission	
NASA	Headquarters	or	the	Center	Coaching	Point	of	               results.	 Additionally,	 a	 developmental	 plan	 for	 the	
Contact	(POC).	                                                  individual should be identified up front and refined
                                                                 throughout	the	coaching	relationship.
In	addition	to	the	characteristics	of	an	effective	coach	
discussed	 previously,	 NASA	 has	 established	 the	 fol-        Familiarity with Industry and Government—At	
lowing	standards	for	selecting	external	coaches:	                a	minimum,	the	coach	should	have	a	working	know-	
                                                                 ledge	 of	 NASA’s	 strategic	 goals,	 the	 NASA	 Leader-
Tested Experience—Coaches	 are	 required	 to	 have	              ship Model, and the Office of Personnel Management
the	requisite	number	of	documented	years	of	coaching	            (OPM) Executive Core Qualifications (ECQ). This in-
expertise	 in	 the	 skill	 area	 to	 be	 addressed.	 ICF	 cer-   cludes	broadly	understanding	the	internal	system	con-
tification is preferred. Ideally, the coach should have          structs	of	NASA	(science,	engineering,	administrative)	
work	experience	at	or	above	the	level	of	the	individual	         as	well	as	the	external	environment	in	which	NASA	
being	coached.	This	helps	to	ensure	that	the	coach	has	          operates,	such	as	the	Federal	government,	leadership	
the	appropriate	level	of	corporate	experience	to	under-          challenges	in	the	public	sector,	and	understanding	the	
stand	the	developmental,	political,	and	environmental	           local	environment.	
needs	of	the	individual.                                         Knowledge and Application of Coaching Compe-
Skilled at Problem Diagnosis—The	coach	should	be	                tencies, including Interpersonal Characteristics—	
appropriately certified to administer a variety of diag-         The	coach	must	demonstrate	knowledge	through	past	
nostic	instruments	to	assess	gaps,	help	identify	blind	          experience	and	application	of	characteristics	and	com-
spots	 for	 the	 individual	 being	 coached,	 determine	         petencies previously identified.
outcome	measurements	(scorecards	for	accountabili-
ties,	pre-	and	post	assessments	to	measure	360-degree	




                                                                                                                          7
Required Qualifications for External Coaches


The	contractor	will	be	provided	the	following	matrix	as	a	means	for	rating	and	ranking	potential	coaches.

    % of Rating           Rating Areas               Excellent                     Meets                   Fails to Meet
          10             Number of Years of               10 +                        7-9                        5-6
                            Experience
          10                Certification            ICF approved               Other coaching            Related university
                                                                            certification or relevant        course work
                                                                               graduate degree          (human behavior, OD,
                                                                                                           psychology, etc.)
          20             Skill and method of      Very high degree of       Usually high degree of       Moderate degree of
                         problem diagnosis*      proven ability. Use of        proven ability              proven ability
                                                 valid & reliable tools &
                                                        methods

          25              Ability to achieve      Always meets goals             Meets goals             Usually meets goals
                                results*         identified in Coaching     identified in Coaching      identified in Coaching
                                                       Agreement                Agreement to                  Agreement
                                                                                    a degree

          10               Familiarity with        Broad experience             Broad industry             Broad industry or
                            industry and             in both industry          and government                government
                            government              and government,              experience                   experience
                                                     specifically with
                                                   technical/scientific
                                                       organizations

          20               Knowledge and          Possesses all of the       Possesses all of the       Possesses most of the
                        application of coach-       characteristics of      characteristics, some        characteristics, some
                         ing competencies,          effective coaches         to a lesser degree          to a lesser degree
                       including interpersonal   identified in the NASA              of skill                    of skill
                            characteristics       Coaching Guide to a
                                                   high degree of skill

           5                Discretionary             High degree              Some additional             Minor additional
                                                      of additional             qualifications              qualifications
                                                      qualifications
      Total 100%


*	Degree	of	proven	ability	in	Problem	Solving	and	Ability	to	Achieve	Results	will	be	ascertained	through	
			examples	of	tangible	evidence.




                                                                                                                                 8
Supervisory Coaching

NASA has identified coaching as a basic supervisory             and	how	to	use	them.	Coaching	should	also	be	a	part	
competency.	Supervisory	coaching	is	effective	when:             of	developmental	planning	discussions.	The	key	to	an	
                                                                effective	supervisory	coaching	relationship	is	trust.	The	
  1.	It	becomes	a	way	of	conducting	everyday	                   employee	 needs	 to	 know	 that	 the	 supervisor	 has	 his/
  	 communication	and	is	not	an	“event,”	and                    her	best	interests	as	well	as	the	organization’s	needs	at	
  2.	It	is	focused	on	incremental	performance	                  heart.	Coaching	helps	employees	reach	their	full	poten-
  	 improvement	through	increasing	self-awareness.              tial,	which	moves	them	and	the	organization	forward.

                                                                If	 done	 properly,	 supervisory	 coaching	 is	 not	 an	
An	 important	 role	 of	 the	 supervisor	 is	 to	 coach	 em-    additional	task.	It	is	a	way	of	building	understanding	
ployees	 in	 the	 course	 of	 their	 everyday	 interactions.	   between	 supervisors	 and	 employees	 through	 day-to-
All	 NASA	 managers,	 supervisors,	 and	 team	 leads	           day	conversations.	Supervisory	coaching	strengthens:
are expected to have a level of proficiency in coach-
ing	 their	 employees.	 This	 “real-time”	 coaching	 in-          •	Performance
volves	 day-to-day	 observation	 with	 immediate,	                •	Shared	understanding	of	priorities
practical	 feedback	 on	 performance	 and	 behavior.	             •	Understanding	of	Agency	and	Center	mission	
A	 supervisor	 may	 pinpoint	 performance	 problems	              			and	goals
or	 areas	 and	 skills	 needing	 improvement.	 Real-time	
coaching can boost an employee’s confidence and	                  •	Working	relationships
enable	him	or	her	to	better	understand	his/her	strengths	         •	Two-way	communications




                                                                                                                          9
II. The NASA Coaching Process	
Formal	 coaching	 relationships	 are	 based	 on	 written	           opmental	 needs,	 personality,	 preferences,	 and	 learn-
agreements	between	the	coach	and	the	individual	be-                 ing	style.		For	this	reason,	selecting	the	best	coach	is	
ing	 coached.	 This	 written	 agreement	 delineates	 the	           an important first step in ensuring the success of the
goals	and	mutual	expectations	for	how	 the	coaching	                coaching	engagement.	
relationship	will	work.	The	individual,	coach,	and	su-
pervisor	 must	be	in	agreement	regarding	the	 desired	              The	 best	 way	 to	 select	 a	 coach	 is	 to	 review	 the	
results	of	the	coaching	relationship.                               bios	of	two	or	three	coaches,	and	then	conduct	a	screen-
                                                                    ing	 interview	 with	 those	 that	 meet	 the	 individual’s	
NASA	Headquarters	and	Centers	should	align	their	                   personal	criteria.	Both	during	the	screening	interview	
coaching	efforts	to	the	philosophy	and	strategy	out-                and	 throughout	 the	 coaching	 process,	 the	 individual	
lined	in	these	guidelines.	The	coaching	process	may	                should continue to refine and adjust his/her assess-
begin	 in	 a	 variety	 of	 ways	 including	 conversations	          ment	of	how	the	coach	is	helping	him/her	to	achieve	
with	human	resources	specialists,	supervisory	refer-                the	stated	objectives.		
rals,	or	by	employee	request.	In	general,	the	process	
consists	of	the	following	additional	steps.                         Screening Interview Questions
                                                                      •	Describe	your	career	history
Step 1: Meet with Center Coaching Point of
Contact (POC)                                                         •	What	coaching	education	and	training	have	
                                                                      			you	completed?
If the employee is confident that he or she can benefit               •	Have	you	worked	with	Federal	agencies	before?	
from	coaching	and	is	willing	and	ready	to	participate	                			With	NASA?
in	 the	 coaching	 process,	 the	 next	 step	 is	 to	 set	 up	 a	     •	Have	you	coached	individuals	at	my	level?
meeting	with	the	coaching	POC	at	his	or	her	Center.	
Prior	to	this	meeting,	the	employee	will	be	asked	to	                 •	Can	you	work	with	me	to	help	me	understand		 	
complete	 a	 coaching	 application	 (Form	A).	 This	 re-              	 how	to	work	more	effectively	with	others?
quest	form	is	designed	to	help	the	POC	better	under-                  • How will you maintain my confidentiality?
stand	the	individual’s	needs	and	professional	goals	as	               •	Describe	your	coaching	approach
he/she	begins	the	coaching	process.		
                                                                      •	What	assessment	instruments	do	you	use	as	part		
                                                                      	 of	the	coaching	process?
During	 the	 meeting	 with	 the	 POC,	 the	 individual	
needs	to	complete	a	preferences	guide	(Form	B).		This	                •	How	will	you	measure	improvement/success?
questionnaire	is	designed	to	help	the	POC	identify	the	               •	How	will	you	keep	me	accountable	for	results?
learning	option	that	is	best	suited	to	meet	the	individ-
                                                                      •	How	do	you	normally	communicate	with	
ual’s	developmental	needs.	
                                                                      			coaching	clients?
Step 2: Coach Assessment and Selection                                •	What	type	of	clients	do	you	work	with	
                                                                      			most	effectively?
Based	on	the	information	provided	in	Step	1,	a	pool	of	               •	What	are	the	essential	skills	for	being	an	
potential coaches will be identified for the employee.                			effective	coach?
The individual will then review the coaches identified
and	conduct	interviews.	
                                                                    After	 the	 interview	 process	 is	 completed	 the	 indi-
                                                                    vidual will contact the Coaching POC to finalize	
Selecting a Coach
                                                                    selection	of	a	coach.
Each	coach	has	his	or	her	own	unique	style,	person-	
ality,	 strengths,	 preferences,	 and	 weaknesses.	 Simi-
larly,	each	individual	has	his	or	her	own	unique	devel-

                                                                                                                              10
Step 3: Coaching                                                Step 4: Periodic Assessments
                                                                Midpoint Assessment
At	the	beginning	of	the	relationship,	the	coach	typically	
conducts	 an	 assessment.	Assessments	 are	 tools	 used	        The	Midpoint	Assessment	will	be	conducted	halfway	
to	gather	information	about	an	individual’s	values,	be-         into	the	coaching	contract.	This	assessment	is	designed	
haviors,	competencies,	goals,	interests,	and	potential	         to	 track	 the	 progress	 with	 the	 coaching	 contract,	 re-
opportunities	for	development.                                  lationship,	 and	 coaching	 process.	 During	 this	 phase	
                                                                some	of	the	following	questions	may	be	asked:
This	assessment	can	range	from	being	very	formal	to	              •	What	is	working	well?
informal	depending	on	where	the	individual	is	in	the	             •	What	needs	improvement?
development	process	and	his/her	past	experience.
                                                                  •	How	can	we	do	things	differently?
An	 informal	 assessment	 may	 consist	 of	 a	 brief	             •	Are	we	on	track	to	accomplishing	our	goals?
questionnaire,	 face-to-face	 discussion,	 or	 simple	          After	 this	 assessment,	 the	 coach	 sends	 the	 com-
observation.	 The	 coach	 will	 determine	 the	 appro-	         pleted	 assessment	 to	 the	 coaching	 POC.	 (Form	 D:	
priate	 assessment	 instrument	 tool	 to	 use	 in	 the	         Midpoint	Assessment.)
coaching	process.
                                                                At	 this	 time,	 the	 coach	 and	 coachee	 will	 determine	
Assessments	 are	 used	 in	 a	 coaching	 relationship	 as	 a	   whether	to	stop	or	continue	the	coaching	relationship.	
way	to	provide	valuable	information	to	guide	and	fo-            The coach gives the coachee the final assessment form
cus	the	relationship.	Assessments	provide	new	explana-          to	complete	along	with	a	preaddressed	envelope	and	
tions	for	behaviors,	discover	new	possibilities,	generate	      instructions. This information is kept confidential, and
a	 baseline	 of	 information	 about	 the	 individual	 being	    only	aggregated	data	is	given	to	the	coach	and	NASA.	
coached,	 build	 the	 coach/client	 relationship,	 and	 fa-     A	sample	Final	Assessment	form	is	included	in	the	back	
cilitate identification of the coaching intervention. All       of	this	guide	(Form	E).	At	this	time	an	assessment	from	
assessment data will be kept confidential between the           the	supervisor	may	also	be	obtained	(Form	G).
client	and	the	coach.
                                                                Followup Assessment
Once	 assessments	 are	 completed,	 the	 coach	 will	 re-
                                                                The final phase of the coaching assessment process is
view	the	data	with	the	individual	being	coached	and	
                                                                the	Followup	Assessment.	This	is	normally	conducted	
provide	feedback.	The	coach	and	coachee	then	work	
                                                                six	months	to	a	year	after	the	end	of	the	coaching	con-
together	to	create	a	development	plan	and	a	set	of	ob-
                                                                tract.	A	Followup	Assessment	form	is	included	at	the	
jectives	based	on	the	data	results	and	the	individual’s	
                                                                back	of	this	guide	(Form	F).
goals.	The	coach	and	individual	will	also	identify	the	
roles	of	stakeholders	(including	the	individual’s	super-
                                                                Resources
visor and the coaching POC); significant milestones
related	 to	 their	 progress;	 and	 measures	 of	 success.	     For	additional	resources	regarding	coaching,	visit:	http://
Additionally,	the	coach	and	the	individual	will	work	           nasapeople.nasa.gov/training/coachmentor
out	the	terms	and	logistics	of	the	coaching	relation-
ship	 and	 gain	 appropriate	 approvals.	 (See	 Form	 C:	
Coaching	Agreement.)




                                                                                                                            11
Form A: Coaching Application
Name:						
E-mail	address:							
Phone	number:
Position/title:
Length	of	service:
Senior Executive Service (SES) member?              YES         NO
Preferred characteristics of coach (gender, background, style, special expertise, etc.) or specific preferred coach
in	the	local	geographic	area:




Professional	goals:						




Goals	and	reason	for	desiring	coaching:						




List	any	relevant	assessments	you	have	recently	had	that	could	be	provided	to	the	coach:	




Have	you	ever	had	a	coach	before?	If	so,	what	was	your	experience?




How	soon	would	you	like	to	get	started	with	a	coach?




Other	considerations	(type	of	coaching,	availability,	etc.):	




Supervisor’s	name:							        	     	        	      										Supervisor’s	e-mail:						

Supervisor’s	signature:							   	     	        	      										Date:						

                                                                                                                      12
Form B: Coaching Preferences Guide
Please circle the number below that most accurately reflects your attitude regarding each question.

     1. To what extent would it be beneficial for you to receive advising from a person higher up in the	
        NASA	hierarchy?
            Not at all                               Moderately                                  Highly
            beneficial                               beneficial                                 beneficial

                 1            2            3              4             5            6              7

     2. To what extent do you feel that confidentiality is important when addressing your work priorities?




     3.	To	what	extent	do	you	think	that	someone	in	a	position	of	authority	directing	your	work	habits	
        and	schedule	would	be	useful?
            Not at all                               Moderately                                  Highly
            beneficial                               beneficial                                 beneficial

                 1            2            3              4             5            6              7


     4.	How	important	is	it	that	a	person	advising	you	has	a	thorough	understanding	of	NASA’s	
        organizational	policies	and	procedures?




     5.	How	important	is	it	that	you	have	a	clear	measure	of	your	progress	after	receiving	advice?




     6.	To	what	degree	is	the	goal	of	the	advice	you	are	seeking	primarily	for	personal	development?
             Not at all                               Somewhat                                 Very much

                 1            2            3              4            5             6              7


     7.	To	what	degree	is	your	personal	life	negatively	affecting	your	job	capability?
             Not at all                               Somewhat                                 Very much

                 1            2            3              4            5             6              7



                                                                                                             13
8. I need to learn and practice specific new job skills that I lack.
       Strongly                                   Agree                                Strongly
       disagree                                 somewhat                                agree

           1            2             3             4             5          6               7


9.	To	what	extent	do	you	think	that	someone	simply	telling	you	what	to	do	at	work	would	be	
    beneficial for your improvement at work?
       Not at all                               Moderately                              Highly
       beneficial                               beneficial                             beneficial

           1            2             3             4             5          6               7


10. To what extent would it be beneficial for you to receive advising from a person who will have
    the ability to evaluate your job performance at an official level now or in the future?
       Not at all                               Moderately                              Highly
       beneficial                               beneficial                             beneficial

           1            2             3             4             5          6               7


11. To what degree is confidentiality important to you in the process of receiving advice	
    and	feedback?




12. To what extent is a friendly, collegial relationship between you and an advisor beneficial for your	
    improvement	at	work?
       Not at all                               Moderately                              Highly
       beneficial                               beneficial                             beneficial

           1            2             3             4             5          6               7


13.	How	important	to	successful	advising	is	an	advisor’s	expertise	on	the	particulars	of	your	work?




14. To what extent do you think that evaluation of your work performance would be beneficial	
    for	improvement?
       Not at all                               Moderately                              Highly
       beneficial                               beneficial                             beneficial

           1             2            3              4             5         6               7




                                                                                                           14
15.	To	what	degree	is	the	goal	of	the	advice	you	are	seeking	primarily	for	career	development?
       Not at all                               Somewhat                                 Very much

           1            2             3             4             5            6             7


16.	I	believe	there	is	little,	if	anything,	that	I	can	do	to	improve	my	current	work	situation.
       Strongly                                   Agree                                   Strongly
       disagree                                 somewhat                                   agree

          1             2             3             4             5            6             7


17. Training in a specific area is less important to me, at this time, than advice on my general	
    career	path.
       Strongly                                   Agree                                   Strongly
       disagree                                 somewhat                                   agree

           1            2             3             4             5            6             7


18.	I	need	to	discuss	the	internal	politics	of	my	organization	and	how	it	affects	my	career	path.
       Strongly                                   Agree                                   Strongly
       disagree                                 somewhat                                   agree

           1            2             3             4             5            6             7


19.	To	what	extent	is	it	important	that	the	relationship	between	you	and	your	advisor	is	an	
    equal	relationship?




20. To what degree is confidentiality important in your being comfortable enough to openly discuss
    your	work	priorities.




21.	To	what	extent	is	a	strong	personal	relationship	important	between	yourself	and	the	person	
    advising	you?




                                                                                                     15
22. To what extent would it be beneficial for you to work with someone who has more experience in
    your field than you have yet acquired?
       Not at all                             Moderately                               Highly
       beneficial                             beneficial                              beneficial

           1            2            3             4            5            6            7

23. Clear benchmarking of my progress at work would be beneficial.
        Strongly                                 Agree                                Strongly
        disagree                               somewhat                                agree

           1            2            3             4            5            6            7

24.	To	what	degree	is	the	goal	of	the	advice	you	are	seeking	primarily	for	the	development	of	a	
    particular	area	or	structure	within	NASA?
       Not at all                              Somewhat                              Very much

           1            2            3             4            5            6            7

25.	To	what	degree	is	your	work	life	negatively	affecting	your	personal	life?
       Not at all                              Somewhat                              Very much

           1            2            3             4            5            6            7

26. There is a specific area of knowledge that I wish to acquire for my work.




27.	It	is	important	to	me	to	have	advice	from	a	superior	within	the	organization.
        Strongly                                 Agree                                Strongly
        disagree                               somewhat                                agree

           1            2            3             4            5            6            7

28.	To	what	extent	would	it	be	helpful	to	have	advice	and	direction	from	a	person	who	is	in	a	
    position	of	authority	in	your	work	area?
       Not at all                             Somewhat                                Extremely
        helpful                                 helpful                                helpful

           1            2            3            4             5            6            7

29. To what extent do you feel that confidentiality is important when addressing how to make	
    changes	in	your	work?




                                                                                                    16
30.	To	what	extent	is	clear	direction	and	planning	of	your	work	from	a	superior	more	important	than	
    having	the	ability	to	plan	your	work	with	your	supervisor?




31. To what extent does an advisor’s expertise in your specific area of work impact their credibility
    in	giving	you	advice?
       Not at all                              Somewhat                               Very much

           1           2             3            4             5            6            7


32. To what extent would a clear and quantifiable measure of your work and progress be beneficial to
    your	work?
       Not at all                              Somewhat                                  Very
       beneficial                              beneficial                              beneficial

           1            2            3             4            5            6             7


33.	To	what	degree	is	the	goal	of	the	advice	you	are	seeking	for	the	development	of	the	organization	
    for	which	you	work	at	NASA?
       Not at all                              Somewhat                               Very much

           1           2             3            4             5            6            7


34.	I	need	to	discuss	some	personal	matters	about	my	sense	of	well-being.
        Strongly                                 Agree                                  Strongly
        disagree                               somewhat                                  agree

           1            2            3             4            5            6             7


35. There are specific skills that are important for me to acquire for my work.
        Strongly                                 Agree                                  Strongly
        disagree                               somewhat                                  agree

           1            2            3             4            5            6             7


36.	It	is	important	to	me	to	receive	career	advice	from	a	superior	who	could	help	guide	my	career	
     development.




                                                                                                        17
Form C: Coaching Agreement
We are voluntarily entering into a formal coaching relationship partnership, which we expect to benefit NASA
and	us.	The	following	highlights	the	features	of	our	partnership:

     1.	Coaching	partnership	objectives:




     2.	Coaching	milestones	related	to	objectives:




     3.	Measures	of	success	related	to	objectives:




     4. Specific role of the coach and key stakeholders:

     		Coach:	


     		Client:	


     		Other	key	stakeholders	(manager,	peers,	direct	reports,	and	customers):	



                                                                                                               18
5. Specific logistics of the coaching partnership: (Please include expected start date, end date,
   contact locations, durations, frequency, total time estimates by activity, travel logistics and cost
   estimates, methods for staying in contact, etc.)




6.	The	client	will	gain	the	commitment	of	his/her	supervisor	by:




7. We will honor the following confidentiality agreement:




This	agreement	remains	in	effect	for	12	months.	The	agreement	may	be	terminated	at	any	time	by	
  either	the	coach	or	the	individual	being	coached.




Signature:		            																																																																						Signature:	
	 																					Individual	Being	Coached																																																																Coach



Instructions:	Please	complete	and	return	a	copy	of	this	form	to	Cambria	Consulting	
(fax:	617-523-7817;	E-mail:	dsteinbrenner@cambriaconsulting.com),	as	well	as	to	the	coachee’s	
local	Center	coordinator	for	the	coaching	program.

                                                                                                                       19
Form D: Midpoint Assessment
  1.	What	coaching	activities	have	you	participated	in	since	the	start	of	the	coaching	process?




  2.	To	what	extent	have	these	coaching	activities	contributed	to	your	goals	so	far?
         Very little                            Moderately                             Very much

             1                  2                   3                   4                   5


  3.	I	am	on	track	in	accomplishing	my	coaching	goals.
         Very little                            Moderately                             Very much

             1                  2                   3                   4                   5


  4.	There	have	been	changes	in	my	goals	since	beginning	coaching.
         Very little                            Moderately                             Very much

             1                  2                   3                   4                   5


  5.	If	there	have	been	changes	in	your	goals,	what	are	they?




  6.	As	a	result	of	the	coaching	thus	far,	I	have	had	an	impact	on	the	mission	of	NASA,	
     my	organization,	and/or	my	own	personal	mission.
         Very little                            Moderately                             Very much

             1                  2                   3                   4                   5


                                                                                                   20
7.	What	was	this	impact,	if	any?	How	did	the	coaching	contribute	to	or	enable	it?




8.	The	coaching	relationship	is	working	extremely	well.
          Very little                                             Moderately                         Very much

               1                            2                           3                        4      5


9.	The	coaching	relationship	is	not	working	well.
          Very little                                             Moderately                         Very much

               1                            2                           3                        4      5


10.	What	needs	improvement	or	isn’t	working?	Identify	concerns,	disappointments,	and	areas	
    for	revision.




11.	My	coach	is	willing	to	adapt	to	changes	in	our	coaching	relationship.
          Very little                                             Moderately                         Very much

               1                            2                           3                        4      5




Name:																																																																																				Date:


                                                                                                                 21
Form E: Final Assessment
  Results of Coaching

  1. My coach helped me to set focused and clearly defined goals.
          Strongly                             Neither agree                     Strongly
          disagree                              or disagree                       agree

             1                   2                   3                      4       5

  2.	To	what	degree	did	you	accomplish	the	goals	that	you	set?
         Not at all                              Moderately                     Completely

             1                   2                   3                      4       5


  3.	What	goals	did	you	accomplish	through	coaching?




  4.	Are	there	any	goals	that	you	did	not	achieve?		If	so,	what	are	they?




  5.	What	new	skills	have	you	learned	through	coaching?




                                                                                             22
6.	I	have	applied	the	new	skills	I	have	learned.
        Strongly                              Neither agree                                 Strongly
        disagree                               or disagree                                   agree

           1                   2                    3                   4                      5

7.	What	behaviors	have	you	changed	or	what	new	behaviors	have	you	learned	
   through	coaching?




8.	I	have	applied	the	new	behaviors	I	have	learned.
        Strongly                              Neither agree                                 Strongly
        disagree                               or disagree                                   agree

           1                   2                    3                   4                      5

9.	I	have	become	more	open-minded	in	how	I	approach	my	work	as	a	result	of	coaching.
        Strongly                              Neither agree                                 Strongly
        disagree                               or disagree                                   agree

           1                   2                    3                   4                      5

10.	I	am	more	willing	to	participate	in	learning	or	developmental	activities	as	a	result	
   	of	coaching.				
        Strongly                              Neither agree                                 Strongly
        disagree                               or disagree                                   agree

           1                   2                    3                   4                      5
	 			
11.	As	a	result	of	coaching,	I	have	had	an	impact	on	the	mission	of	NASA,	my	organization,	and/or	
      my	own	personal	mission.				
        Strongly                              Neither agree                                 Strongly
        disagree                               or disagree                                   agree

           1                   2                    3                   4                      5




                                                                                                       23
12.	What	was	this	impact,	if	any?	How	did	the	coaching	contribute	to	or	enable	it?




Coaching Relationship

13.	What	problems	did	you	encounter	with	your	coach	or	the	coaching	process?




14.	How	were	problems	with	your	coach	or	the	coaching	process	addressed?




15.	My	coach	was	very	effective	in	helping	me	achieve	my	goals.
       Strongly                             Neither agree                            Strongly
       disagree                              or disagree                              agree

           1                  2                   3                  4                  5




                                                                                                24
16.	In	what	way(s)	was	your	coach	effective	in	helping	you	achieve	your	goals?




17.	My	coach	and	I	were	compatible.
       Strongly                            Neither agree                          Strongly
       disagree                             or disagree                            agree

          1                  2                   3                 4                 5

18.	My	coach	gave	me	constructive	feedback.
       Strongly                            Neither agree                          Strongly
       disagree                             or disagree                            agree

          1                  2                   3                 4                 5


Supervisory Relationship

19.	I	received	encouragement	and	support	from	my	immediate	manager/supervisor	to	participate	in	
    the	coaching	process.
       Strongly                            Neither agree                          Strongly
       disagree                             or disagree                            agree

          1                  2                   3                 4                 5

20.	In	what	way(s)	did	your	manager/supervisor	offer	support	or	encouragement?




                                                                                                   25
HR Relationship

21.	I	received	encouragement	and	support	from	human	resources	to	participate	in	the	coaching	process.
           Strongly                                            Neither agree                         Strongly
           disagree                                             or disagree                           agree

               1                           2                           3                         4      5



22.	In	what	way(s)	did	human	resources	offer	you	support	or	encouragement?




Name:	 																																																																																		Date:




                                                                                                                25
Form F: Followup Assessment
  1.	The	goals	set	by	my	coach	and	me	continue	to	be	useful.
         Strongly                              Neither agree                                Strongly
         disagree                               or disagree                                  agree

             1                   2                   3                  4                      5

  2.	To	what	degree	have	you	mastered	the	goals	you	set	with	your	coach?
         Not at all                             Moderately                              Completely

             1                   2                   3                  4                      5


  3.	To	what	degree	are	you	utilizing	the	skills	you	learned?
         Not at all                             Moderately                              Completely

             1                   2                   3                  4                      5


  4.	To	what	degree	are	you	utilizing	the	behaviors	you	learned?
         Not at all                             Moderately                              Completely

             1                   2                   3                  4                      5


  5.	I	am	more	open-minded	in	how	I	approach	my	work	as	a	result	of	coaching.
         Strongly                              Neither agree                                Strongly
         disagree                               or disagree                                  agree

             1                   2                   3                  4                      5

  6. Have you identified new goals and are you working on achieving them?




  7.	Are	you	interested	in	engaging	in	a	coaching	relationship	in	the	future?	If	so,	why?




                                                                                                       26
8.	I	am	more	willing	to	participate	in	learning	or	developmental	activities	as	a	result	of	coaching.				
           Strongly                                            Neither agree                          Strongly
           disagree                                             or disagree                            agree

               1                           2                           3                         4       5


9.	To	what	degree	have	you	become	more	interested	in	long-term	development	since	your	coaching	
   experience?
           Not at all                                            Moderately                          Extremely
          interested                                                                                 interested

               1                           2                           3                         4       5

10.	How	can	the	human	resources	staff	help	you	to	continue	with	your	own	development?




	
Name:	 																																																																																		Date:




                                                                                                                  27
Form G: Supervisory Assessment
  Employee Coached

  1.	There	has	been	an	improvement	in	my	employee’s	performance	and	effectiveness	since	engaging	
     in	executive	coaching.
         Strongly                            Neither agree                          Strongly
         disagree                             or disagree                            agree

            1                  2                   3                4                  5

  2.	There	has	been	an	improvement	in	my	organization’s	performance	since	my	employee	engaged	
     in	coaching.
         Strongly                            Neither agree                          Strongly
         disagree                             or disagree                            agree

            1                  2                   3                4                  5

  3.	Please	rate	your	employee’s	performance	improvement	in	the	following	NASA	Leadership	Model	
     Executive	Discipline	Competencies.	Circle	the	appropriate	number	for	each	competency	listed.		

    Knowledge	of	technical	discipline
           Little                               Moderate                           Exceptional
       improvement                            improvement                         improvement

            1                  2                   3                4                  5

    Ability	to	communicate	and	advocate	discipline-related	knowledge
           Little                               Moderate                           Exceptional
       improvement                            improvement                         improvement

            1                  2                   3                4                  5

    Ability	to	actively	lead	and	manage	change
           Little                               Moderate                           Exceptional
       improvement                            improvement                         improvement

            1                  2                   3                4                  5

    Ability	to	maximize	human	capital	and	build	employee	commitment
           Little                               Moderate                           Exceptional
       improvement                            improvement                         improvement

            1                  2                   3                4                  5

    Ability	to	achieve	program	goals	and	objectives	
           Little                               Moderate                           Exceptional
       improvement                            improvement                         improvement

            1                  2                   3                4                  5
                                                                                                      28
Judgment	and	decision-making	ability
       Little                                 Moderate                              Exceptional
   improvement                              improvement                            improvement

        1                    2                     3                4                   5


Ability	to	build	trust	and	supportive	relationships	
       Little                                 Moderate                              Exceptional
   improvement                              improvement                            improvement

        1                    2                     3                4                   5


Ability	to	manage	self-development		
       Little                                 Moderate                              Exceptional
   improvement                              improvement                            improvement

        1                    2                     3                4                   5


Ability	to	understand	and	leverage	the	informal	organization	
       Little                                 Moderate                              Exceptional
   improvement                              improvement                            improvement

        1                    2                     3                4                   5

Ability	to	design	processes	to	achieve	results	
       Little                                 Moderate                              Exceptional
   improvement                              improvement                            improvement

        1                    2                     3                4                   5


Ability to anticipate and fulfill customer needs
       Little                                 Moderate                              Exceptional
   improvement                              improvement                            improvement

        1                    2                     3                4                   5

Ability to efficiently allocate and manage resources
       Little                                 Moderate                              Exceptional
   improvement                              improvement                            improvement

        1                    2                     3                4                   5

Ability	to	understand	and	respond	to	internal	and	external	strategy,	policy,	and	regulations	
       Little                                 Moderate                              Exceptional
   improvement                              improvement                            improvement

        1                    2                     3                4                   5




                                                                                                  29
Knowledge	of	information	technology
            Little                                            Moderate                         Exceptional
        improvement                                         improvement                       improvement

              1                          2                         3                      4        5


   Ability	to	capture	and	share	knowledge
            Little                                            Moderate                         Exceptional
        improvement                                         improvement                       improvement

              1                          2                         3                      4        5


   Knowledge	of	policies	that	regulate	international	partnerships
            Little                                            Moderate                         Exceptional
        improvement                                         improvement                       improvement

              1                          2                         3                      4        5


   Understanding	the	culture	of	international	partners
            Little                                            Moderate                         Exceptional
        improvement                                         improvement                       improvement

              1                          2                         3                      4        5

4. Please cite a specific example of the employee’s improved performance or effectiveness that can
   be	attributed	to	this	coaching:	




Employee	name:


Supervisor	name:


Supervisor	signature:																																																													Date:




                                                                                                             30

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H R Professionals Business Coaching Guide

  • 1. NASA Business Coaching Handbook A Guide for NASA Human Resources Professionals August 2006
  • 2. Contents I. Overview Introduction .....................................................................................................................................1 . What Is Business Coaching? ...........................................................................................................1 . NASA’s Strategic Approach to Coaching ........................................................................................3 Characteristics of Effective Coaches ...............................................................................................4 The Benefits of Business Coaching .................................................................................................4 Candidates for Coaching .................................................................................................................5 . NASA Coaching Options ................................................................................................................5 . Internal Coaching ............................................................................................................................6 . External Coaching ...........................................................................................................................7 . Supervisory Coaching .....................................................................................................................9 . II. The NASA Coaching Process Step 1: Meet with Center Coaching POC ......................................................................................10 Step 2: Coach Assessment and Selection ......................................................................................10 . Step 3: Coaching ...........................................................................................................................11 . Step 4: Periodic Assessments ........................................................................................................11 . Resources .......................................................................................................................................11 III. Participation Forms Form A: Coaching Application ......................................................................................................12 Form B: Coaching Preferences Guide ...........................................................................................13 Form C: Coaching Agreement .......................................................................................................18 Form D: Midpoint Assessment ......................................................................................................20 Form E: Final Assessment .............................................................................................................22 Form F: Followup Assessment ......................................................................................................27 Form G: Supervisory Assessment .................................................................................................29 .
  • 3. Introduction This handbook describes what business coaching at many Centers as an effective means of developing is and how it is being made available to NASA em- the NASA workforce. Because of the positive impact ployees. NASA is committed to developing its greatest coaching activities have had to date, NASA has estab- asset, its employees. While already heavily invested lished coaching as a primary tool for implementing in technical training, NASA has become increasingly it’s Human Capital Strategic Plan. The NASA Coach- aware of the need for managers to balance technical ing Development Team has created this guide to help skills with the human resources capabilities that will human resources (HR) professionals understand and motivate employees to reach their full potential. The use coaching effectively to improve individual and or- practice of coaching has been successfully introduced ganizational performance. What is Business Coaching? Business coaching focuses on aligning organizational 2. Enable personal transformation and and individual goals to improve individual perfor- areer-role transition c mance and mission results. Three different types of 3. Support the development of future leaders for coaching relationships are used at NASA: external, he Agency t internal, and supervisory. With external and internal coaching, there is a facilitative, one-to-one, mutually 4. Address a specific problem area or challenge designed relationship between a coach and an indi- 5. Facilitate the creation of an organizational vidual. Supervisory coaching occurs in the course ulture that values learning, creativity, and c of day-to-day interactions between managers and ontinuous improvement c employees. Coaching benefits the Agency by foster- ing improved performance, and by producing results Executive coaching includes principles from sports that are observable, measurable, and commensurate coaching such as teamwork, personal excellence, with the performance requirements of the person and “going for the goal.” But unlike sports coaching, being coached. executive coaching is not about competition. An executive coach focuses on helping an individu- Coaching is most effectively employed when it is used al “learn what it takes” for him or her to improve to do one or more of the following: existing capabilities, set meaningful goals, and be accountable for his or her results. A coach helps 1. Address individual and organizational change an individual identify, understand, and eliminate hich will improve mission performance w barriers to more effective performance. 1
  • 4. Business coaching is often confused with other employee development fields such as mentoring and consulting. The following table illustrates the differences between business coaching and other forms of development. Development Expertise Conversation BUSINESS COACHING: A coach concentrates on personal I know how to help you “What have you tried? and professional success. How effective is the individual at identify and design How has this worked? achieving their goals and getting what they want out of life? learning strategies and What else can you try?”. Coaching is future-focused, aimed at identifying and under- actions that will work standing barriers and designing strategies and actions to best for you. eliminate those barriers and improve effectiveness. Knowledge resides with the individual being coached. TRAINING: A trainer provides a structured program based on Here is what I know “Research and experi- personal knowledge. The focus is on the acquisition of specific about this subject. ence have shown this to knowledge or skills. The trainer has the knowledge. be the best way.” MENTORING: A mentor provides knowledge, information, and My experience has “This is how I did it.” advice based on his/her experience. The focus is on passing on been that you should guidance that helped the mentor be successful in a similar do it this way. situation in the past. The experience resides with the mentor. CONSULTING: A consultant gives expert advice.The focus is I know how, and this is “This is how to do it.” on acquiring a specific technical expertise.The consultant has what you are paying me the knowledge. to tell you. TRADITIONAL SUPERVISON: A supervisor provides direction I know how, and this is “Do it this way.” and guidance regarding the execution of specific duties. The what you must do. focus is on understanding how to do the job a specific way. Knowledge resides with the supervisor. COUNSELING OR THERAPY: A counselor or therapist I know how to guide “What happened in the provides support in enabling individuals to deal with experiences you to psychological past that is inhibiting you that are negatively impacting their lives. The focus is on recon- well-being. from getting what you ciling the past. Understanding resides with the individual only want out of life today?” after the counselor has supported the reconciliation process. Knowledge eventually resides with the individual. ATHLETIC DEVELOPMENT: An expert guides and directs I see what you are “You need to do this in actions based on experience and knowledge. The focus is on doing wrong and I order to achieve the actions or behaviors that are being executed poorly or incor- can show you how results you want.” rectly. Knowledge resides with the athletic coach. to improve. 2
  • 5. NASA’s Strategic Approach to Coaching “The scarcest resource in the world is leadership The SHCP Pillar 5.0, Leadership, states that “NASA talent, capable of continuously transforming ensures it has leaders who are adaptable; who inspire, organizations to win in tomorrow’s world . . . all motivate, and guide others toward goals; who men- people have untapped potential . . . with coaching tor and challenge the workforce; and who demonstrate and practice, we can all get better at it.” high standards of honesty, integrity, trust, openness, —Noel Tichy, The Leadership Engine and respect.” Goal 5.1 of this pillar states that, “NASA recruits, selects, hires, and retains a diverse, high-per- NASA is implementing coaching Agency-wide as part forming cadre of leaders who are nurtured through of its Strategic Human Capital Plan (SHCP) initiative training and development opportunities,” which in response to the President’s Management Agenda. In concurs with Strategy 5.1.2, “Provide mentoring, part, the Agenda states: “. . . Agencies must make bet- training, development, and coaching opportunities ter use of the flexibilities currently in place to acquire to equip employees to assume leadership positions and develop talent and leadership. . . . Human capi- within the Agency.” tal strategies will be linked to organizational mission, vision, core values, goals, and objectives. . . . High NASA’s strategy for developing coaching for mission performance will become a way of life that defines results is three-fold: the culture of the Federal service. . . . The system will attract and retain talented people who will demand 1. To provide leaders, managers, and supervisors and deliver sustained excellence and high levels with training, experience, and tools to incorporate of performance.” coaching conversations into their daily professional work. Pillar 3.0 of the NASA SHCP is Learning: “NASA 2. To develop internal coaching expertise as a cost- promotes a knowledge-sharing culture and a climate effective, cross-Agency resource to draw from, of openness, continuous learning and improvement.” and to ensure that NASA has the expertise to be Flowing from this are Goal 3.1, “NASA has a climate a “smart buyer” of coaching services. of open sharing of relevant knowledge to facilitate best practices, promote personal and professional growth, 3. To continue to utilize external coaches and and avoid failures,” and Strategy 3.1.1, “Strategically organizational development specialists to build invest in training and development opportunities, in- on the Agency’s internal efforts. cluding coaching and mentoring, and foster a climate of continuous learning and improvement.” 3
  • 6. Characteristics of Effective Coaches Executive coaches help individuals set and achieve (ICF). First, the coach must meet the ethical guide- desired goals and necessary results. Coaches utilize lines of the profession. Other competencies include questions and assessment tools to help individuals be- the ability to: come more effective. Through the insight gained from assessment tools and observations by the coach, in- • Establish a coaching agreement dividuals become more self-aware of their strengths • Establish a trusting relationship with and barriers, and develop strategies and plans to reach the coachee their goals. • Be fully present, attentive, and spontaneous • Express active listening The role of a coach is that of a nonjudgmental, • Ask powerful questions strategic business partner. The coaching relationship • Be a direct communicator is built on trust. Coaching conversations must remain • Create and raise personal awareness confidential between the individual and the coach in • Design and create action plans and order for the partnership to work. When NASA pro- action behaviors vides coaching, the relationship extends to the indi- • Develop plans and establish goals with vidual’s supervisor, who helps define the performance the coachee goals and provides feedback on progress. • Manage the progress of the coachee and hold them accountable for their actions Coaches at NASA must demonstrate knowledge through their past experience and application of basic In addition to the above, effective coaches believe in competencies. NASA has adopted the competencies the potential of their client and demonstrate a personal identified by the International Coaching Federation integrity in “walking the talk.” The Benefits of Business Coaching There are many reasons why an individual may choose Increase Awareness to work with a business coach. This motivation can be • here is a perceived gap in knowledge, skills, T described in general terms as a desire to improve per- confidence, or resources formance, rebalance priorities, and increase awareness. • n individual has a style of relating that is A Improve Performance neffective or is not supporting the achievement of i elevant goals r • here is something at stake (a challenge, stretch T oal, or opportunity) that is urgent and compelling g • here is a lack of clarity, and there are choices to T e made b • here is a desire to accelerate results T • he individual is successful, but this success has T • here is a need and a desire to better organize and T lso generated negative consequences a ecome more self-managing b • here is a desire to identify core strengths and T • here is a need to improve performance that T ffectively leverage them e equires more than the acquisition of new r nowledge or the development of new skills k • he individual wants to participate in a rigorous T nd honest self-appraisal a Rebalance Priorities • ork and life are out of balance, and this is creating W Results from coaching can include improved perfor- nwanted consequences u mance and working relationships, better teamwork, and reduced conflict. When coaching produces • here is a need for a course correction in work or T better alignment between personal and organizational ife due to a setback l values and goals, the results often include increased • here is a desire for work and life to be less T job satisfaction and organizational commitment. tressful or complicated s 4
  • 7. Candidates for Coaching Optimal candidates for coaching are executives who: 5. Are willing to trust another person and talk about their strengths and challenges 1. Realize that they need to improve their perfor- mance but require more than the acquisition Executives considering coaching should think about of new knowledge or the development of career goals and how coaching could help achieve new skills them. Executives may also find it helpful to ask 2. Are open to participating in a rigorous and themselves questions that will clarify their expec- honest self-appraisal tations for the coaching partnership, such as: How do I 3. Are willing to ask for help and realize that expect coaching to help me reach my goals? Are there someone else can assist them in becoming other activities, such as training or mentoring, that more effective better fit my developmental needs at this time? 4. Are willing to devote the time and effort to work with the coach to make changes over a period of months NASA Coaching Options NASA’s goal in coaching is to equip employees with NASA works to ensure that employees have access the tools and opportunities needed for self-develop- to coaches who possess a broad diversity of back- ment. A coach serves as a catalyst to the individual’s grounds (job function, gender, culture, etc.). NASA development. In performing as a strategic business has both an internal and external coaching capacity. partner, a coach demonstrates credibility and the Ultimately, selection of a coach will be based upon ability to forge partnerships of trust, inspire com- the coach’s experience and skill and his/her ability to mitment, focus on goals that matter, promote per- relate to the individual being coached. NASA builds sistence, and ask the tough, strategic questions lead- its coaching capacity internally and externally as de- ing to performance breakthroughs. Because of this, picted in the following diagram. NASA Coaching Capacity SUPERVISORY INTERNAL COACHING CAPACITY COACHING CAPACITY • Certified Coaches • Managers • Organization Development • Supervisors • Human Resources Management • Group Leaders Community Experts who serve the NASA Position-related experts community at large EXTERNAL COACHING CAPACITY • Professional Coach 5
  • 8. Internal Coaching Internal coaching is a facilitative one-to-one, mu- Skilled at Problem Diagnosis—If diagnostic instru- tually designed coaching relationship between a ments are used, the coach must be appropriately cer- NASA civil servant certified coach and a key NASA tified to administer those instruments to assess gaps, employee who is accountable for highly complex help identify blind spots for the individual being decisions with wide scope of impact on the NASA coached, determine outcome measurements (score- organization, government, and industry as a whole. cards for accountabilities, pre- and post assessments The primary impetus for engaging in coaching is or- to measure 360-degree feedback), and facilitate com- ganizational performance or development, either of munication and feedback. which may have a personal component as well. The Results Oriented—The outcomes of the coaching results produced from this relationship are observ- relationship should specify how the coaching suc- able, measurable, and aligned with the performance cess would be measured, evaluated, and realized by requirements the individual (or NASA organiza- individual performance improvement and NASA tion) has established. Coaching services are arranged mission impacts. Additionally, a coaching agreement through NASA Headquarters or the Center Coaching for the employee should be established up front and Point of Contact (POC). refined throughout the coaching relationship. In addition to the characteristics of an effective coach Knowledge and Application of Coaching Compe- discussed previously, NASA has established the fol- tencies, including Interpersonal Competencies— lowing standards for selecting internal coaches. The coach must demonstrate knowledge through past experience and application of competencies previ- Coaching Certification—All internal coaches must ously identified. have coaching credentials from an ICF-certified training program. Tested Experience—The coach must have the ap- propriate level of corporate experience to understand the developmental, political, and environmental needs of the employee. 6
  • 9. External Coaching External coaching has all the same components as feedback), and facilitate communication and feedback. those identified for internal coaches with the excep- When procuring the coach, the contract language will tion that the relationship is between a key NASA specify the types of diagnostic instruments that will be employee and a trained and certified coach hired used as part of the coaching effort. from outside the Agency. In some cases, NASA will Results Oriented—The outcomes of the coaching use noncertified coaches based on previous perfor- relationship should specify how success would be mance. These coaching services are procured through measured, evaluated, and realized by NASA mission NASA Headquarters or the Center Coaching Point of results. Additionally, a developmental plan for the Contact (POC). individual should be identified up front and refined throughout the coaching relationship. In addition to the characteristics of an effective coach discussed previously, NASA has established the fol- Familiarity with Industry and Government—At lowing standards for selecting external coaches: a minimum, the coach should have a working know- ledge of NASA’s strategic goals, the NASA Leader- Tested Experience—Coaches are required to have ship Model, and the Office of Personnel Management the requisite number of documented years of coaching (OPM) Executive Core Qualifications (ECQ). This in- expertise in the skill area to be addressed. ICF cer- cludes broadly understanding the internal system con- tification is preferred. Ideally, the coach should have structs of NASA (science, engineering, administrative) work experience at or above the level of the individual as well as the external environment in which NASA being coached. This helps to ensure that the coach has operates, such as the Federal government, leadership the appropriate level of corporate experience to under- challenges in the public sector, and understanding the stand the developmental, political, and environmental local environment. needs of the individual. Knowledge and Application of Coaching Compe- Skilled at Problem Diagnosis—The coach should be tencies, including Interpersonal Characteristics— appropriately certified to administer a variety of diag- The coach must demonstrate knowledge through past nostic instruments to assess gaps, help identify blind experience and application of characteristics and com- spots for the individual being coached, determine petencies previously identified. outcome measurements (scorecards for accountabili- ties, pre- and post assessments to measure 360-degree 7
  • 10. Required Qualifications for External Coaches The contractor will be provided the following matrix as a means for rating and ranking potential coaches. % of Rating Rating Areas Excellent Meets Fails to Meet 10 Number of Years of 10 + 7-9 5-6 Experience 10 Certification ICF approved Other coaching Related university certification or relevant course work graduate degree (human behavior, OD, psychology, etc.) 20 Skill and method of Very high degree of Usually high degree of Moderate degree of problem diagnosis* proven ability. Use of proven ability proven ability valid & reliable tools & methods 25 Ability to achieve Always meets goals Meets goals Usually meets goals results* identified in Coaching identified in Coaching identified in Coaching Agreement Agreement to Agreement a degree 10 Familiarity with Broad experience Broad industry Broad industry or industry and in both industry and government government government and government, experience experience specifically with technical/scientific organizations 20 Knowledge and Possesses all of the Possesses all of the Possesses most of the application of coach- characteristics of characteristics, some characteristics, some ing competencies, effective coaches to a lesser degree to a lesser degree including interpersonal identified in the NASA of skill of skill characteristics Coaching Guide to a high degree of skill 5 Discretionary High degree Some additional Minor additional of additional qualifications qualifications qualifications Total 100% * Degree of proven ability in Problem Solving and Ability to Achieve Results will be ascertained through examples of tangible evidence. 8
  • 11. Supervisory Coaching NASA has identified coaching as a basic supervisory and how to use them. Coaching should also be a part competency. Supervisory coaching is effective when: of developmental planning discussions. The key to an effective supervisory coaching relationship is trust. The 1. It becomes a way of conducting everyday employee needs to know that the supervisor has his/ communication and is not an “event,” and her best interests as well as the organization’s needs at 2. It is focused on incremental performance heart. Coaching helps employees reach their full poten- improvement through increasing self-awareness. tial, which moves them and the organization forward. If done properly, supervisory coaching is not an An important role of the supervisor is to coach em- additional task. It is a way of building understanding ployees in the course of their everyday interactions. between supervisors and employees through day-to- All NASA managers, supervisors, and team leads day conversations. Supervisory coaching strengthens: are expected to have a level of proficiency in coach- ing their employees. This “real-time” coaching in- • Performance volves day-to-day observation with immediate, • Shared understanding of priorities practical feedback on performance and behavior. • Understanding of Agency and Center mission A supervisor may pinpoint performance problems and goals or areas and skills needing improvement. Real-time coaching can boost an employee’s confidence and • Working relationships enable him or her to better understand his/her strengths • Two-way communications 9
  • 12. II. The NASA Coaching Process Formal coaching relationships are based on written opmental needs, personality, preferences, and learn- agreements between the coach and the individual be- ing style. For this reason, selecting the best coach is ing coached. This written agreement delineates the an important first step in ensuring the success of the goals and mutual expectations for how the coaching coaching engagement. relationship will work. The individual, coach, and su- pervisor must be in agreement regarding the desired The best way to select a coach is to review the results of the coaching relationship. bios of two or three coaches, and then conduct a screen- ing interview with those that meet the individual’s NASA Headquarters and Centers should align their personal criteria. Both during the screening interview coaching efforts to the philosophy and strategy out- and throughout the coaching process, the individual lined in these guidelines. The coaching process may should continue to refine and adjust his/her assess- begin in a variety of ways including conversations ment of how the coach is helping him/her to achieve with human resources specialists, supervisory refer- the stated objectives. rals, or by employee request. In general, the process consists of the following additional steps. Screening Interview Questions • Describe your career history Step 1: Meet with Center Coaching Point of Contact (POC) • What coaching education and training have you completed? If the employee is confident that he or she can benefit • Have you worked with Federal agencies before? from coaching and is willing and ready to participate With NASA? in the coaching process, the next step is to set up a • Have you coached individuals at my level? meeting with the coaching POC at his or her Center. Prior to this meeting, the employee will be asked to • Can you work with me to help me understand complete a coaching application (Form A). This re- how to work more effectively with others? quest form is designed to help the POC better under- • How will you maintain my confidentiality? stand the individual’s needs and professional goals as • Describe your coaching approach he/she begins the coaching process. • What assessment instruments do you use as part of the coaching process? During the meeting with the POC, the individual needs to complete a preferences guide (Form B). This • How will you measure improvement/success? questionnaire is designed to help the POC identify the • How will you keep me accountable for results? learning option that is best suited to meet the individ- • How do you normally communicate with ual’s developmental needs. coaching clients? Step 2: Coach Assessment and Selection • What type of clients do you work with most effectively? Based on the information provided in Step 1, a pool of • What are the essential skills for being an potential coaches will be identified for the employee. effective coach? The individual will then review the coaches identified and conduct interviews. After the interview process is completed the indi- vidual will contact the Coaching POC to finalize Selecting a Coach selection of a coach. Each coach has his or her own unique style, person- ality, strengths, preferences, and weaknesses. Simi- larly, each individual has his or her own unique devel- 10
  • 13. Step 3: Coaching Step 4: Periodic Assessments Midpoint Assessment At the beginning of the relationship, the coach typically conducts an assessment. Assessments are tools used The Midpoint Assessment will be conducted halfway to gather information about an individual’s values, be- into the coaching contract. This assessment is designed haviors, competencies, goals, interests, and potential to track the progress with the coaching contract, re- opportunities for development. lationship, and coaching process. During this phase some of the following questions may be asked: This assessment can range from being very formal to • What is working well? informal depending on where the individual is in the • What needs improvement? development process and his/her past experience. • How can we do things differently? An informal assessment may consist of a brief • Are we on track to accomplishing our goals? questionnaire, face-to-face discussion, or simple After this assessment, the coach sends the com- observation. The coach will determine the appro- pleted assessment to the coaching POC. (Form D: priate assessment instrument tool to use in the Midpoint Assessment.) coaching process. At this time, the coach and coachee will determine Assessments are used in a coaching relationship as a whether to stop or continue the coaching relationship. way to provide valuable information to guide and fo- The coach gives the coachee the final assessment form cus the relationship. Assessments provide new explana- to complete along with a preaddressed envelope and tions for behaviors, discover new possibilities, generate instructions. This information is kept confidential, and a baseline of information about the individual being only aggregated data is given to the coach and NASA. coached, build the coach/client relationship, and fa- A sample Final Assessment form is included in the back cilitate identification of the coaching intervention. All of this guide (Form E). At this time an assessment from assessment data will be kept confidential between the the supervisor may also be obtained (Form G). client and the coach. Followup Assessment Once assessments are completed, the coach will re- The final phase of the coaching assessment process is view the data with the individual being coached and the Followup Assessment. This is normally conducted provide feedback. The coach and coachee then work six months to a year after the end of the coaching con- together to create a development plan and a set of ob- tract. A Followup Assessment form is included at the jectives based on the data results and the individual’s back of this guide (Form F). goals. The coach and individual will also identify the roles of stakeholders (including the individual’s super- Resources visor and the coaching POC); significant milestones related to their progress; and measures of success. For additional resources regarding coaching, visit: http:// Additionally, the coach and the individual will work nasapeople.nasa.gov/training/coachmentor out the terms and logistics of the coaching relation- ship and gain appropriate approvals. (See Form C: Coaching Agreement.) 11
  • 14. Form A: Coaching Application Name: E-mail address: Phone number: Position/title: Length of service: Senior Executive Service (SES) member?  YES  NO Preferred characteristics of coach (gender, background, style, special expertise, etc.) or specific preferred coach in the local geographic area: Professional goals: Goals and reason for desiring coaching: List any relevant assessments you have recently had that could be provided to the coach: Have you ever had a coach before? If so, what was your experience? How soon would you like to get started with a coach? Other considerations (type of coaching, availability, etc.): Supervisor’s name: Supervisor’s e-mail: Supervisor’s signature: Date: 12
  • 15. Form B: Coaching Preferences Guide Please circle the number below that most accurately reflects your attitude regarding each question. 1. To what extent would it be beneficial for you to receive advising from a person higher up in the NASA hierarchy? Not at all Moderately Highly beneficial beneficial beneficial 1 2 3 4 5 6 7 2. To what extent do you feel that confidentiality is important when addressing your work priorities? 3. To what extent do you think that someone in a position of authority directing your work habits and schedule would be useful? Not at all Moderately Highly beneficial beneficial beneficial 1 2 3 4 5 6 7 4. How important is it that a person advising you has a thorough understanding of NASA’s organizational policies and procedures? 5. How important is it that you have a clear measure of your progress after receiving advice? 6. To what degree is the goal of the advice you are seeking primarily for personal development? Not at all Somewhat Very much 1 2 3 4 5 6 7 7. To what degree is your personal life negatively affecting your job capability? Not at all Somewhat Very much 1 2 3 4 5 6 7 13
  • 16. 8. I need to learn and practice specific new job skills that I lack. Strongly Agree Strongly disagree somewhat agree 1 2 3 4 5 6 7 9. To what extent do you think that someone simply telling you what to do at work would be beneficial for your improvement at work? Not at all Moderately Highly beneficial beneficial beneficial 1 2 3 4 5 6 7 10. To what extent would it be beneficial for you to receive advising from a person who will have the ability to evaluate your job performance at an official level now or in the future? Not at all Moderately Highly beneficial beneficial beneficial 1 2 3 4 5 6 7 11. To what degree is confidentiality important to you in the process of receiving advice and feedback? 12. To what extent is a friendly, collegial relationship between you and an advisor beneficial for your improvement at work? Not at all Moderately Highly beneficial beneficial beneficial 1 2 3 4 5 6 7 13. How important to successful advising is an advisor’s expertise on the particulars of your work? 14. To what extent do you think that evaluation of your work performance would be beneficial for improvement? Not at all Moderately Highly beneficial beneficial beneficial 1 2 3 4 5 6 7 14
  • 17. 15. To what degree is the goal of the advice you are seeking primarily for career development? Not at all Somewhat Very much 1 2 3 4 5 6 7 16. I believe there is little, if anything, that I can do to improve my current work situation. Strongly Agree Strongly disagree somewhat agree 1 2 3 4 5 6 7 17. Training in a specific area is less important to me, at this time, than advice on my general career path. Strongly Agree Strongly disagree somewhat agree 1 2 3 4 5 6 7 18. I need to discuss the internal politics of my organization and how it affects my career path. Strongly Agree Strongly disagree somewhat agree 1 2 3 4 5 6 7 19. To what extent is it important that the relationship between you and your advisor is an equal relationship? 20. To what degree is confidentiality important in your being comfortable enough to openly discuss your work priorities. 21. To what extent is a strong personal relationship important between yourself and the person advising you? 15
  • 18. 22. To what extent would it be beneficial for you to work with someone who has more experience in your field than you have yet acquired? Not at all Moderately Highly beneficial beneficial beneficial 1 2 3 4 5 6 7 23. Clear benchmarking of my progress at work would be beneficial. Strongly Agree Strongly disagree somewhat agree 1 2 3 4 5 6 7 24. To what degree is the goal of the advice you are seeking primarily for the development of a particular area or structure within NASA? Not at all Somewhat Very much 1 2 3 4 5 6 7 25. To what degree is your work life negatively affecting your personal life? Not at all Somewhat Very much 1 2 3 4 5 6 7 26. There is a specific area of knowledge that I wish to acquire for my work. 27. It is important to me to have advice from a superior within the organization. Strongly Agree Strongly disagree somewhat agree 1 2 3 4 5 6 7 28. To what extent would it be helpful to have advice and direction from a person who is in a position of authority in your work area? Not at all Somewhat Extremely helpful helpful helpful 1 2 3 4 5 6 7 29. To what extent do you feel that confidentiality is important when addressing how to make changes in your work? 16
  • 19. 30. To what extent is clear direction and planning of your work from a superior more important than having the ability to plan your work with your supervisor? 31. To what extent does an advisor’s expertise in your specific area of work impact their credibility in giving you advice? Not at all Somewhat Very much 1 2 3 4 5 6 7 32. To what extent would a clear and quantifiable measure of your work and progress be beneficial to your work? Not at all Somewhat Very beneficial beneficial beneficial 1 2 3 4 5 6 7 33. To what degree is the goal of the advice you are seeking for the development of the organization for which you work at NASA? Not at all Somewhat Very much 1 2 3 4 5 6 7 34. I need to discuss some personal matters about my sense of well-being. Strongly Agree Strongly disagree somewhat agree 1 2 3 4 5 6 7 35. There are specific skills that are important for me to acquire for my work. Strongly Agree Strongly disagree somewhat agree 1 2 3 4 5 6 7 36. It is important to me to receive career advice from a superior who could help guide my career development. 17
  • 20. Form C: Coaching Agreement We are voluntarily entering into a formal coaching relationship partnership, which we expect to benefit NASA and us. The following highlights the features of our partnership: 1. Coaching partnership objectives: 2. Coaching milestones related to objectives: 3. Measures of success related to objectives: 4. Specific role of the coach and key stakeholders: Coach: Client: Other key stakeholders (manager, peers, direct reports, and customers): 18
  • 21. 5. Specific logistics of the coaching partnership: (Please include expected start date, end date, contact locations, durations, frequency, total time estimates by activity, travel logistics and cost estimates, methods for staying in contact, etc.) 6. The client will gain the commitment of his/her supervisor by: 7. We will honor the following confidentiality agreement: This agreement remains in effect for 12 months. The agreement may be terminated at any time by either the coach or the individual being coached. Signature: Signature: Individual Being Coached Coach Instructions: Please complete and return a copy of this form to Cambria Consulting (fax: 617-523-7817; E-mail: dsteinbrenner@cambriaconsulting.com), as well as to the coachee’s local Center coordinator for the coaching program. 19
  • 22. Form D: Midpoint Assessment 1. What coaching activities have you participated in since the start of the coaching process? 2. To what extent have these coaching activities contributed to your goals so far? Very little Moderately Very much 1 2 3 4 5 3. I am on track in accomplishing my coaching goals. Very little Moderately Very much 1 2 3 4 5 4. There have been changes in my goals since beginning coaching. Very little Moderately Very much 1 2 3 4 5 5. If there have been changes in your goals, what are they? 6. As a result of the coaching thus far, I have had an impact on the mission of NASA, my organization, and/or my own personal mission. Very little Moderately Very much 1 2 3 4 5 20
  • 23. 7. What was this impact, if any? How did the coaching contribute to or enable it? 8. The coaching relationship is working extremely well. Very little Moderately Very much 1 2 3 4 5 9. The coaching relationship is not working well. Very little Moderately Very much 1 2 3 4 5 10. What needs improvement or isn’t working? Identify concerns, disappointments, and areas for revision. 11. My coach is willing to adapt to changes in our coaching relationship. Very little Moderately Very much 1 2 3 4 5 Name: Date: 21
  • 24. Form E: Final Assessment Results of Coaching 1. My coach helped me to set focused and clearly defined goals. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 2. To what degree did you accomplish the goals that you set? Not at all Moderately Completely 1 2 3 4 5 3. What goals did you accomplish through coaching? 4. Are there any goals that you did not achieve? If so, what are they? 5. What new skills have you learned through coaching? 22
  • 25. 6. I have applied the new skills I have learned. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 7. What behaviors have you changed or what new behaviors have you learned through coaching? 8. I have applied the new behaviors I have learned. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 9. I have become more open-minded in how I approach my work as a result of coaching. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 10. I am more willing to participate in learning or developmental activities as a result of coaching. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 11. As a result of coaching, I have had an impact on the mission of NASA, my organization, and/or my own personal mission. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 23
  • 27. 16. In what way(s) was your coach effective in helping you achieve your goals? 17. My coach and I were compatible. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 18. My coach gave me constructive feedback. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 Supervisory Relationship 19. I received encouragement and support from my immediate manager/supervisor to participate in the coaching process. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 20. In what way(s) did your manager/supervisor offer support or encouragement? 25
  • 28. HR Relationship 21. I received encouragement and support from human resources to participate in the coaching process. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 22. In what way(s) did human resources offer you support or encouragement? Name: Date: 25
  • 29. Form F: Followup Assessment 1. The goals set by my coach and me continue to be useful. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 2. To what degree have you mastered the goals you set with your coach? Not at all Moderately Completely 1 2 3 4 5 3. To what degree are you utilizing the skills you learned? Not at all Moderately Completely 1 2 3 4 5 4. To what degree are you utilizing the behaviors you learned? Not at all Moderately Completely 1 2 3 4 5 5. I am more open-minded in how I approach my work as a result of coaching. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 6. Have you identified new goals and are you working on achieving them? 7. Are you interested in engaging in a coaching relationship in the future? If so, why? 26
  • 30. 8. I am more willing to participate in learning or developmental activities as a result of coaching. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 9. To what degree have you become more interested in long-term development since your coaching experience? Not at all Moderately Extremely interested interested 1 2 3 4 5 10. How can the human resources staff help you to continue with your own development? Name: Date: 27
  • 31. Form G: Supervisory Assessment Employee Coached 1. There has been an improvement in my employee’s performance and effectiveness since engaging in executive coaching. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 2. There has been an improvement in my organization’s performance since my employee engaged in coaching. Strongly Neither agree Strongly disagree or disagree agree 1 2 3 4 5 3. Please rate your employee’s performance improvement in the following NASA Leadership Model Executive Discipline Competencies. Circle the appropriate number for each competency listed. Knowledge of technical discipline Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to communicate and advocate discipline-related knowledge Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to actively lead and manage change Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to maximize human capital and build employee commitment Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to achieve program goals and objectives Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 28
  • 32. Judgment and decision-making ability Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to build trust and supportive relationships Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to manage self-development Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to understand and leverage the informal organization Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to design processes to achieve results Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to anticipate and fulfill customer needs Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to efficiently allocate and manage resources Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to understand and respond to internal and external strategy, policy, and regulations Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 29
  • 33. Knowledge of information technology Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Ability to capture and share knowledge Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Knowledge of policies that regulate international partnerships Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 Understanding the culture of international partners Little Moderate Exceptional improvement improvement improvement 1 2 3 4 5 4. Please cite a specific example of the employee’s improved performance or effectiveness that can be attributed to this coaching: Employee name: Supervisor name: Supervisor signature: Date: 30