The document introduces two existing coaching models: the peer coaching model and cognitive coaching model. The peer coaching model involves coaches, clients, and stakeholders providing feedback in a network. The cognitive coaching model focuses on a coach developing a client's problem-solving skills through questioning rather than providing direct answers. Both models emphasize regular client reviews and goal-setting to promote continuous self-improvement.
Ipdc training 2014 mentoring & coaching skills Bun Sucento
IPDC TRAINING & CONSULTING - FACT SINCE 2000
Trained more than 15,000 participants (Top executives, senior managers, middle managers and professionals) in combined 12 years both in in-house and public programs setting
Served more than 650 major clients across industries, sectors and regions, including Vietnam, Malaysia, Thailand.
Run more than 350 different workshops or training programs on yearly basis
Has Partnership with several major training institutions in overseas region.
Co-Active coaching is a model that focuses on creating a powerful relationship between the coach and client where the client is seen as the expert. The coach uses curiosity, listening and intuition to help the client focus on the present moment, discover their own creativity and resources, and evoke transformation. The coach stands within four cornerstones - seeing people as creative, focusing on the present, seeing the whole person, and evoking transformation. They use three principles - fulfillment, balance, and process - to help the client reflect, experiment and take action in a way that is aligned with their deepest values.
The document discusses the benefits of coaching and Zoë's approach to coaching. It outlines that coaching can help people achieve goals faster by increasing motivation, developing skills, and gaining clarity and focus. Zoë's coaching approach involves questioning to break clients out of limiting patterns of thinking and developing action plans to support goal implementation. Coaching is reported to provide both professional and personal benefits for clients.
Coaching For Performance Executive Workshop Ccsaravana kumar
This document provides an overview of a coaching program aimed at improving sales performance. The goals of the program are to improve up-selling and cross-selling abilities, ensure customer awareness of products and services, increase the value provided to customers, and increase CSR skills and knowledge. The program includes tools for sales tracking, call listening and analysis, and performance management. It describes a performance improvement model involving expectation setting, inspection, analysis, and coaching at each step. Coaching is defined as a dialogue to transform behaviors and improve performance. The benefits of building strong coaching relationships with employees are also outlined.
Communication is key to an effective coaching relationship. Assessments of communication style can provide insight for both coach and client to understand how each communicates and how to improve understanding between them. Examples of appropriate assessments include those measuring traits like listening skills, empathy, and approachability. Assessments allow coach and client to "take in" information about themselves and each other, increasing self-awareness and the quality of their interactions through a deeper connection and "acceptance" of each other's styles.
Communication is an opportunity to focus not only on self, but the person with whom you are communicating. Attunement is being focused on the other person so that you are aware - present and responsive in a respectful way. Self-attunement might be defined as the focus on self as to strengths (successful behaviors) sustainable actions and areas for development (unsuccessful behaviors). Examples of areas that would be acceptable for assessment in a coaching process might be: leadership, communication, emotional intelligence, personality (MBTI or DiSC), motivation, and resolving conflicts.
The document defines coaching as empowering others by unlocking their potential and helping them learn rather than teaching. Coaching draws out skills and talents within individuals to solve previously unsolvable problems. The underlying belief in coaching is that the coachee has the ability to effect positive changes when their knowledge and competence are drawn out through questioning and commitment to action. Coaching benefits organizations through improved financial and operational performance as well as developing executives and talent. Core coaching skills include rapport building, deep listening, effective questioning, insightful feedback, and focus on processes and results. The GROW model provides a framework for coaching conversations focused on goals, current reality, options, and commitment.
This document discusses the differences between coaching and therapy. It provides definitions of coaching and therapy from various sources. The main difference identified is intention - the intention of a therapist is to heal problems from the past/present, while the intention of a coach is to facilitate learning and development towards future goals. There is some overlap when problems from the past impact present goals. Tools can be used for both coaching and therapy depending on intention and the individual's readiness. Comments from coaches and therapists provide their perspectives and experiences with both approaches.
Ipdc training 2014 mentoring & coaching skills Bun Sucento
IPDC TRAINING & CONSULTING - FACT SINCE 2000
Trained more than 15,000 participants (Top executives, senior managers, middle managers and professionals) in combined 12 years both in in-house and public programs setting
Served more than 650 major clients across industries, sectors and regions, including Vietnam, Malaysia, Thailand.
Run more than 350 different workshops or training programs on yearly basis
Has Partnership with several major training institutions in overseas region.
Co-Active coaching is a model that focuses on creating a powerful relationship between the coach and client where the client is seen as the expert. The coach uses curiosity, listening and intuition to help the client focus on the present moment, discover their own creativity and resources, and evoke transformation. The coach stands within four cornerstones - seeing people as creative, focusing on the present, seeing the whole person, and evoking transformation. They use three principles - fulfillment, balance, and process - to help the client reflect, experiment and take action in a way that is aligned with their deepest values.
The document discusses the benefits of coaching and Zoë's approach to coaching. It outlines that coaching can help people achieve goals faster by increasing motivation, developing skills, and gaining clarity and focus. Zoë's coaching approach involves questioning to break clients out of limiting patterns of thinking and developing action plans to support goal implementation. Coaching is reported to provide both professional and personal benefits for clients.
Coaching For Performance Executive Workshop Ccsaravana kumar
This document provides an overview of a coaching program aimed at improving sales performance. The goals of the program are to improve up-selling and cross-selling abilities, ensure customer awareness of products and services, increase the value provided to customers, and increase CSR skills and knowledge. The program includes tools for sales tracking, call listening and analysis, and performance management. It describes a performance improvement model involving expectation setting, inspection, analysis, and coaching at each step. Coaching is defined as a dialogue to transform behaviors and improve performance. The benefits of building strong coaching relationships with employees are also outlined.
Communication is key to an effective coaching relationship. Assessments of communication style can provide insight for both coach and client to understand how each communicates and how to improve understanding between them. Examples of appropriate assessments include those measuring traits like listening skills, empathy, and approachability. Assessments allow coach and client to "take in" information about themselves and each other, increasing self-awareness and the quality of their interactions through a deeper connection and "acceptance" of each other's styles.
Communication is an opportunity to focus not only on self, but the person with whom you are communicating. Attunement is being focused on the other person so that you are aware - present and responsive in a respectful way. Self-attunement might be defined as the focus on self as to strengths (successful behaviors) sustainable actions and areas for development (unsuccessful behaviors). Examples of areas that would be acceptable for assessment in a coaching process might be: leadership, communication, emotional intelligence, personality (MBTI or DiSC), motivation, and resolving conflicts.
The document defines coaching as empowering others by unlocking their potential and helping them learn rather than teaching. Coaching draws out skills and talents within individuals to solve previously unsolvable problems. The underlying belief in coaching is that the coachee has the ability to effect positive changes when their knowledge and competence are drawn out through questioning and commitment to action. Coaching benefits organizations through improved financial and operational performance as well as developing executives and talent. Core coaching skills include rapport building, deep listening, effective questioning, insightful feedback, and focus on processes and results. The GROW model provides a framework for coaching conversations focused on goals, current reality, options, and commitment.
This document discusses the differences between coaching and therapy. It provides definitions of coaching and therapy from various sources. The main difference identified is intention - the intention of a therapist is to heal problems from the past/present, while the intention of a coach is to facilitate learning and development towards future goals. There is some overlap when problems from the past impact present goals. Tools can be used for both coaching and therapy depending on intention and the individual's readiness. Comments from coaches and therapists provide their perspectives and experiences with both approaches.
The document describes an integrated approach using internal coaching, management development, and leadership to foster results and organizational achievement. It involves building internal coaching capability, enabling business leaders to leverage talent, and reinforcing culture change. The Co-Active coaching model focuses on fulfillment, balance, and process to support the client's growth through a designed alliance and cornerstones/contexts approach. Co-Active coaching aims to enhance quality and results in organizations.
RAGMA, Feljone G. Coaching and mentoringFeljone Ragma
The document discusses coaching and mentoring. It defines coaching as short-term and job-focused, while mentoring is long-term and can cross job boundaries. The roles of a coach include focusing on performance, having a specific agenda, and drawing influence from their position. A mentor's focus is on the individual, they act as a facilitator without an agenda, and draw influence from their perceived value. Both coaching and mentoring help individuals achieve their potential by facilitating exploration of needs, setting goals, and encouraging commitment to action and growth. Effective coaching and mentoring maintain an unconditional positive regard and ensure the relationship does not create dependencies.
This document contains the table of contents and first few chapters of a book about becoming a dating coach. It discusses the basics of coaching and empowering others, including teaching people to take action, minimize negatives, and work as a team. It emphasizes the importance of being a good listener, helping people realize their potential, teaching goal planning, tracking progress, finding motivation, building self-confidence, tolerance, compassion, and teaching from experience.
Coaching is a powerful conversation that can stir a person to self-think their own solutions and achieve a lot in their life, this presentation is aimed at helping you learn more about how you can apply the same at your work-place!
This document discusses the differences between counseling and coaching. Counseling involves exploring past issues and resolving problems to improve mental health and well-being. Only certain licensed professionals can provide counseling legally. Coaching focuses on achieving goals and moving forward, with the coach providing advice, accountability, and motivation. While counseling addresses healing, coaching emphasizes strategies and plans for clients to reach their maximum potential. Key differences between the two include their styles, topics discussed, goals, and typical phrases used.
Coaching Skills Intro For Ministry Leadersjohn neufeld
Coaching is defined as a relationship-based process that uses listening skills to help people increase their awareness, expectations, and sense of responsibility. Coaching differs from mentoring and counseling in that it focuses on the future, strengths, and potential rather than the past or problems. Effective coaching requires skills like asking questions, providing feedback, and various types of listening. The coaching process typically involves establishing the relationship, exploring key issues, determining priorities and action steps, providing support, and reviewing progress.
Counselling provides a way for people to explore their thoughts, feelings, and behaviors with a trained counselor in order to gain a clearer understanding of themselves. It involves listening empathetically without giving advice. Counselling and mentoring services are needed by many students to help with issues like relationships, depression, anxiety, and personal development. Different types of mentoring relationships exist, including peer mentoring between similar-aged individuals and professional mentoring between those with large differences in life experience. Good mentors are approachable, share information openly, provide constructive feedback, and allocate appropriate time to mentoring. Both mentors and mentees benefit from the relationship.
The document provides an in-depth analysis of coaching and mentoring. It defines coaching and mentoring, outlines their key differences, and examines how organizations incorporate them. Coaching focuses on short-term tasks while mentoring emphasizes long-term development. Several companies are discussed that employ coaching and mentoring programs, including Coca-Cola, Deutsche Bank, Barclays Wealth, Tesco and Saint-Gobain. Surveys show benefits include retention and personal development, while challenges include poor matching and lack of support.
The document provides an overview of mentoring concepts and best practices. It discusses key topics such as the origin of mentoring, understanding mentoring, the mentorship process, skills needed for effective mentoring, and principles of mentoring relationships. Examples of famous mentor-mentee pairs are also listed.
This document provides an overview of coaching and mentoring approaches for managers and executive teams. It discusses implementing organization strategy and sustaining business performance through optimal people engagement. The approach is based on over 10 years of experience coaching over 100 managers and mentoring 20 management teams. Business mentoring and executive/team coaching are the two approaches covered. Business mentoring involves supporting strategy execution, while executive coaching enhances leadership skills and team coaching improves team effectiveness. The methodology involves assessment, setting goals, implementation, and evaluation of impact on both business results and intangible outcomes.
What is Workplace Coaching and why you should implement it?The Pathway Group
What is Workplace Coaching and why you should implement it? Workplace Coaching for Team Leaders and First Line Managers ILM Award Level 3. You should develop understanding and competence in coaching skills, including the role, responsibilities, behaviours and characteristics of the workplace.
Coaching is more about asking the right questions than providing the right answers. Coaching is essentially about using effective questioning to help individuals
This document summarizes Dr. Henry Campion's experience in the first three modules of the Advanced Executive Coaching Diploma Programme. Some key points:
- In module 1, he worked to strengthen his coaching model called ARC and gained insights into becoming less defensive when being coached.
- Module 2 focused on becoming aware of and managing his own assumptions. He worked on asking more open-ended questions.
- Module 3 covered different psychological models and the importance of helping clients challenge assumptions through increased self-awareness.
Presentation prepared for equipping Middle Management with the basic requirements to coach junior management, in order to guide them towards their development and growth
Just as the top athletes depend on their coaches, so coaching can help even the best managers to improve their performance at work. Roderic Gray explains what coaching is and how it can help
Flash Mentoring: Transferring Knowledge and Experience in a Busy World - ASTD...Scott Derrick
Information on Flash Mentoring presented at the American Society for Training and Development ASTD 2009 International Conference and Exposition in Washington, DC
A guide on the principles to developing an easy, non intrusive mentoring framework, with a user friendly template, as an example, that can be adapted or borrowed for use.
Coaching focuses on improving current job performance and future goals, while counseling addresses past psychological issues. Coaching uses models like GROW to set goals, discuss current reality, brainstorm options, and make action plans, whereas counseling analyzes past problems. Both aim to help individuals, but coaching does so through skills training and professional development, while counseling facilitates personal change.
1. The document discusses performance coaching and outlines an 8-step coaching model used by Indo Group to improve employee performance through coaching.
2. The 8-step model includes establishing trust, defining goals, discussing impacts, creating plans, getting commitments, addressing obstacles, clarifying consequences, and ongoing support.
3. Effective coaching skills that build understanding and relationships include active listening, open-ended questions, clarifying, goal setting, and providing constructive feedback.
COACHING TAKES YOU FROM “HOW TO WOW”
You aspire to achieve specific goals and fulfil your dreams. But working towards goal is not that easy, as you may encounter several how, where, why, when, whom, which etc. questions en-route to success. The inspiration to find solution of these hurdles, odds and rough patches are available through Coaching. The down times can get really down and dishearten you.
Setbacks and disappointments are an integral part of life and there is no escaping them. While you cannot change your circumstances or bypass the hurdles, you can brace yourself up against the difficult times by maintaining a positive & constructive frame of mind and then determine to keep you going against all odds.
When the going gets tough and you are overwhelmed by the rough times, all you need is Coaching to encourage and keep you going. The showcase to inspire the winner in you will do, by unchaining your real potential. Coaching stimuli will lift up your spirits, make you feel high-n-confident and put you back on right action track.
The document discusses coaching and its benefits for employees and companies. It defines coaching as developing employees' skills and addressing issues before they become problems. Coaching can increase work performance, self-confidence, productivity, and profits while decreasing complaints and turnover. The document outlines different types of coaching, who can be coaches, and how to structure an effective coaching program.
The document describes an integrated approach using internal coaching, management development, and leadership to foster results and organizational achievement. It involves building internal coaching capability, enabling business leaders to leverage talent, and reinforcing culture change. The Co-Active coaching model focuses on fulfillment, balance, and process to support the client's growth through a designed alliance and cornerstones/contexts approach. Co-Active coaching aims to enhance quality and results in organizations.
RAGMA, Feljone G. Coaching and mentoringFeljone Ragma
The document discusses coaching and mentoring. It defines coaching as short-term and job-focused, while mentoring is long-term and can cross job boundaries. The roles of a coach include focusing on performance, having a specific agenda, and drawing influence from their position. A mentor's focus is on the individual, they act as a facilitator without an agenda, and draw influence from their perceived value. Both coaching and mentoring help individuals achieve their potential by facilitating exploration of needs, setting goals, and encouraging commitment to action and growth. Effective coaching and mentoring maintain an unconditional positive regard and ensure the relationship does not create dependencies.
This document contains the table of contents and first few chapters of a book about becoming a dating coach. It discusses the basics of coaching and empowering others, including teaching people to take action, minimize negatives, and work as a team. It emphasizes the importance of being a good listener, helping people realize their potential, teaching goal planning, tracking progress, finding motivation, building self-confidence, tolerance, compassion, and teaching from experience.
Coaching is a powerful conversation that can stir a person to self-think their own solutions and achieve a lot in their life, this presentation is aimed at helping you learn more about how you can apply the same at your work-place!
This document discusses the differences between counseling and coaching. Counseling involves exploring past issues and resolving problems to improve mental health and well-being. Only certain licensed professionals can provide counseling legally. Coaching focuses on achieving goals and moving forward, with the coach providing advice, accountability, and motivation. While counseling addresses healing, coaching emphasizes strategies and plans for clients to reach their maximum potential. Key differences between the two include their styles, topics discussed, goals, and typical phrases used.
Coaching Skills Intro For Ministry Leadersjohn neufeld
Coaching is defined as a relationship-based process that uses listening skills to help people increase their awareness, expectations, and sense of responsibility. Coaching differs from mentoring and counseling in that it focuses on the future, strengths, and potential rather than the past or problems. Effective coaching requires skills like asking questions, providing feedback, and various types of listening. The coaching process typically involves establishing the relationship, exploring key issues, determining priorities and action steps, providing support, and reviewing progress.
Counselling provides a way for people to explore their thoughts, feelings, and behaviors with a trained counselor in order to gain a clearer understanding of themselves. It involves listening empathetically without giving advice. Counselling and mentoring services are needed by many students to help with issues like relationships, depression, anxiety, and personal development. Different types of mentoring relationships exist, including peer mentoring between similar-aged individuals and professional mentoring between those with large differences in life experience. Good mentors are approachable, share information openly, provide constructive feedback, and allocate appropriate time to mentoring. Both mentors and mentees benefit from the relationship.
The document provides an in-depth analysis of coaching and mentoring. It defines coaching and mentoring, outlines their key differences, and examines how organizations incorporate them. Coaching focuses on short-term tasks while mentoring emphasizes long-term development. Several companies are discussed that employ coaching and mentoring programs, including Coca-Cola, Deutsche Bank, Barclays Wealth, Tesco and Saint-Gobain. Surveys show benefits include retention and personal development, while challenges include poor matching and lack of support.
The document provides an overview of mentoring concepts and best practices. It discusses key topics such as the origin of mentoring, understanding mentoring, the mentorship process, skills needed for effective mentoring, and principles of mentoring relationships. Examples of famous mentor-mentee pairs are also listed.
This document provides an overview of coaching and mentoring approaches for managers and executive teams. It discusses implementing organization strategy and sustaining business performance through optimal people engagement. The approach is based on over 10 years of experience coaching over 100 managers and mentoring 20 management teams. Business mentoring and executive/team coaching are the two approaches covered. Business mentoring involves supporting strategy execution, while executive coaching enhances leadership skills and team coaching improves team effectiveness. The methodology involves assessment, setting goals, implementation, and evaluation of impact on both business results and intangible outcomes.
What is Workplace Coaching and why you should implement it?The Pathway Group
What is Workplace Coaching and why you should implement it? Workplace Coaching for Team Leaders and First Line Managers ILM Award Level 3. You should develop understanding and competence in coaching skills, including the role, responsibilities, behaviours and characteristics of the workplace.
Coaching is more about asking the right questions than providing the right answers. Coaching is essentially about using effective questioning to help individuals
This document summarizes Dr. Henry Campion's experience in the first three modules of the Advanced Executive Coaching Diploma Programme. Some key points:
- In module 1, he worked to strengthen his coaching model called ARC and gained insights into becoming less defensive when being coached.
- Module 2 focused on becoming aware of and managing his own assumptions. He worked on asking more open-ended questions.
- Module 3 covered different psychological models and the importance of helping clients challenge assumptions through increased self-awareness.
Presentation prepared for equipping Middle Management with the basic requirements to coach junior management, in order to guide them towards their development and growth
Just as the top athletes depend on their coaches, so coaching can help even the best managers to improve their performance at work. Roderic Gray explains what coaching is and how it can help
Flash Mentoring: Transferring Knowledge and Experience in a Busy World - ASTD...Scott Derrick
Information on Flash Mentoring presented at the American Society for Training and Development ASTD 2009 International Conference and Exposition in Washington, DC
A guide on the principles to developing an easy, non intrusive mentoring framework, with a user friendly template, as an example, that can be adapted or borrowed for use.
Coaching focuses on improving current job performance and future goals, while counseling addresses past psychological issues. Coaching uses models like GROW to set goals, discuss current reality, brainstorm options, and make action plans, whereas counseling analyzes past problems. Both aim to help individuals, but coaching does so through skills training and professional development, while counseling facilitates personal change.
1. The document discusses performance coaching and outlines an 8-step coaching model used by Indo Group to improve employee performance through coaching.
2. The 8-step model includes establishing trust, defining goals, discussing impacts, creating plans, getting commitments, addressing obstacles, clarifying consequences, and ongoing support.
3. Effective coaching skills that build understanding and relationships include active listening, open-ended questions, clarifying, goal setting, and providing constructive feedback.
COACHING TAKES YOU FROM “HOW TO WOW”
You aspire to achieve specific goals and fulfil your dreams. But working towards goal is not that easy, as you may encounter several how, where, why, when, whom, which etc. questions en-route to success. The inspiration to find solution of these hurdles, odds and rough patches are available through Coaching. The down times can get really down and dishearten you.
Setbacks and disappointments are an integral part of life and there is no escaping them. While you cannot change your circumstances or bypass the hurdles, you can brace yourself up against the difficult times by maintaining a positive & constructive frame of mind and then determine to keep you going against all odds.
When the going gets tough and you are overwhelmed by the rough times, all you need is Coaching to encourage and keep you going. The showcase to inspire the winner in you will do, by unchaining your real potential. Coaching stimuli will lift up your spirits, make you feel high-n-confident and put you back on right action track.
The document discusses coaching and its benefits for employees and companies. It defines coaching as developing employees' skills and addressing issues before they become problems. Coaching can increase work performance, self-confidence, productivity, and profits while decreasing complaints and turnover. The document outlines different types of coaching, who can be coaches, and how to structure an effective coaching program.
MSL 665Coaching & Conflict Resolution Belhaven Univers.docxroushhsiu
MSL 665
Coaching & Conflict Resolution
Belhaven University
Unit 7
Fruitful Coaching
1
Unit 7 Introduction
Unit Seven of the Coaching & Conflict Resolution
course calls students to put what they have
learned into practice with someone who may not
understand the coaching process-providing future
coaches with a perfect opportunity to practice.
Review the past units and be prepared by planning
effectively.
2
Unit 7 Topics
Generative Moments
Coaching
Brainstorming Forward
Conducting a Coaching Session
Handling Client Challenges
3
Course Level Competencies
Objective 1.2: Evaluate and research performance
problems and make recommendations for change.
Objective 3.2: Practice effective conflict resolution skills
through use of role play.
Objective 4.1: Articulate and evaluate effectiveness of
coaching practices in motivating others.
Objective 4.2: Apply methods for identifying perceptions,
emotions, and non-verbal communication in the workplace.
Objective 5.1: Demonstrate professional conduct in oral
communication, written communication, presentation skills,
and punctuality.
4
Unit 7 Objectives
MSL 665
Coaching & Conflict Resolution
Belhaven University
Unit 7.1 Lecture
Generative Moments
Coaching
Brainstorming Forward
5
Begin to think about coaching a coworker
through change. What needs to take place?
6
Coaching & Conflict Resolution
https://www.susannemadsen.co.uk/blog/seven-essential-coaching-questions
Defining the Generative Moment
Generative moments can be thought of as the
peak of a coaching session. A generative
moment can be filled with the high energy that
comes from being ready to do something new or
the peaceful calm that comes with a new way of
thinking.
Generative moments occur when clients are
aroused along the path of change and growth.
7
Coaching & Conflict Resolution
Generative Moment, cont.
We call these “generative” because they inspire
clients to generate new ideas, perspectives, or
insights. They may also uncover capacities, which
can lead to bold actions that can positively alter a
client’s future (Bushe, 2007). Generative moments
are mini transformations that energize both coach
and client and catalyze the next stage of the
client’s progress.
8
Coaching & Conflict Resolution
Generative Moment, cont.
One way to think about generative moments is that
they emerge as things that clients want less of
(aversive indicators), things that clients want more
of (attractive indicators), or some combination of
the two. The former are generally accompanied by
increased resistance, whereas the latter by
increased readiness to pursue transformational
change.
9
Coaching & Conflict Resolution
Emotional Indicators for Generative
Moments
Sometimes, generative moments emerge when
clients are still considering change—for example,
when they are in the precontemplation or
contemp ...
This document discusses various coaching models that can be used in business coaching. It begins by explaining the importance of observation and listening skills for business coaches. It then outlines several coaching models that are explored in more detail later in the chapter, including nested-level models, four-quadrant models, circular models, and the U-process model. Finally, it distinguishes between coaching tools, which are used directly in conversations, and techniques, which are the skills used to apply the tools.
115C H A P T E R F I V EExploring and understanding .docxaulasnilda
This document explores and explains several coaching models that can be used in business coaching. It begins by discussing the importance of observation skills for business coaches. It then provides an outline of the chapter which explores models like the Purpose, Perspectives, Process model; four-quadrant models; circular models; and the U-process model. The document discusses that coaching models provide structure for the coaching conversation and journey, but should not be too prescriptive. It defines coaching tools as what is used in conversations, while techniques are the skills used to apply the tools. Several models are then explained in more detail including how they can be applied.
115C H A P T E R F I V EExploring and understanding .docxRAJU852744
115
C H A P T E R F I V E
Exploring and understanding
coaching models
Listening and observation are key skills for the business
coach. Developing the skill of observation is partly to develop
the ability to be ‘inside’ the coaching conversation, and to be
‘observing’ the conversation. It is to take up a meta-position,
while never leaving the micro level of being present for the
client (Stout-Rostron, 2006c:152).
CHAPTER OUTLINE
• Models
• Coaching tools and techniques
• How many models to use?
– Purpose, Perspectives, Process model
• The coaching conversation and the coaching journey
– Nested-levels model
– The expert approach
– “You have all the answers” approach
– Learning level
– Ontological levels—being and becoming
– Learning
116 B U S I N E S S C O A C H I N G I N T E R N AT I O N A L
• Learning conversations
– Three levels of intervention—behaviour, underlying drivers,
root causes
• Four-quadrant models (Hippocrates)
– Insights four-colour model
– Domains of Competence model (Habermas)
– Ken Wilber’s four-quadrant Integral Model
– Questions in the four quadrants
– GROW and CLEAR models
– EQ model
– Kolb’s Experiential Learning Model
– Using Kolb’s four modes of learning
– Hudson’s Renewal Cycle model
• Other circular models
– I-T-O (Input, Throughput, Output)
• The U-process
– Scharmer’s U-process
• In conclusion
• Coach’s library
Models
Today, coaches are trained in an eclectic range of coaching mod-
els. This chapter explores a cross-section of models that influence
the work of business and executive coaches worldwide. I highlight
the work of Daniel Goleman, John Whitmore, David Lane, New
Ventures West, David Kolb, Frederick Hudson, Thomas Cummings
and Christopher Worley, and Ken Wilber.
Coaching models help us to understand the coaching interven-
tion from a systems perspective, and to understand the need for
“structure” in the interaction between coach and client. Models help
us to develop flexibility as coach practitioners. They offer structure
and an outline for both the coaching conversation and the overall
coaching journey—whether it is for 20 hours, six months, a year
or more. However, although models create a system within which
coach and client work, it is imperative that models are not experi-
enced as either prescriptive or rigid.
The coaching conversation is about the client, not the coach. If the
model is too prescriptive, it means the coach has their own agenda to
E X P L O R I N G A N D U N D E R S TA N D I N G C O A C H I N G M O D E L S 117
fulfil, rather than attempting to understand the client’s issues. In this
chapter, I discuss four-quadrant models, circular and U-process
models. I explore the flexibility you have to combine models and to
construct your own if you so wish.
A model represents a system with an implied process. It is a
metaphor or analogy used to help visualize and describe the jou.
The document summarizes responses from clients and coaches on their perspectives on business and personal coaching. Clients value coaches with industry expertise who can act as mentors. Coaches should provide feedback to help clients improve their performance. Coaches should have relevant experience to issues faced by clients but not try to be experts in all areas. Coaching is valuable for gaining different perspectives on challenges and looking inward at one's skills, behaviors and thought patterns. Coaches ask powerful questions to help clients discover their own solutions.
Coaching tools were discussed including Appreciative Inquiry, NLP Rapport, and affirmations. Appreciative Inquiry focuses on identifying strengths through positive questioning to help clients achieve goals. NLP Rapport uses mirroring techniques to match communication styles and build rapport. Affirmations are positive self-statements that can be used regularly to develop a growth mindset and overcome limiting beliefs.
Katrice Bottoms
Grand Canyon University- LDR- 612
2/21/2018
Self-Reflection Log
During your coaching and mentoring experience, you are required to complete a self-reflection log of your experiences and obstacles. This log will be a helpful component to evaluating and modifying the overall coaching/mentoring experience. Please respond to each response with a minimum of 100 words.
Topic 1:
1. Describe how you will use your personal qualities to contribute to your coaching or mentoring abilities. Some of my personal qualities I will contribute to coaching or mentoring my mentee are communication, approachability, compassion, fairness, ability to listen. These qualities will help me and my mentee establish a relationship where my mentee will be able to approach me with any situation or problem she might have knowing I will not judge her but assist her in any way I can in helping her achieve her goals. The desire to succeed can be overwhelming for a senior in high school; dealing with peer pressure; and the feeling of leaving to go off to college.
2. How do these qualities serve as a value to your mentee? These qualities will serve as a value to my mentee as she progress through her senior year and hopefully she will see my qualities and adapt them as her own and utilize them throughout her life. As I communicate with my mentee I will be clear of the things that was taught to me from my mentor. I will make my mentee feel comfortable approaching me for advice and consultation. I want my mentee to feel comfortable approaching me with any situation, being open with your mentor brings value to your mentee mentor relationship.
3. How do you establish trust with your family? With your friends? With your coworkers? Is this an important factor to establish in the mentor/mentee relationship? Trust is a funny word it takes a lot for me to trust my family, associates, and co-workers. I work with a certain level of trust in each situation, with my family you need to be loyal to me in order for me to trust you, I do not have any friends, I have associates to establish trust with me through this bunch it is not reachable. With my co –workers trust is gained through me in an ethical way at work. For example, if a co-worker sees another co-worker violating a safety rule and do not report it, to me I cannot trust that co-worker.
Topic 2:
1. What personal qualities do you prefer in those individuals you seek to coach or mentor? Are there different qualities more suitable for coaching than mentoring or the vice-versa?
The personal qualities I prefer in my mentee is commitment my mentee needs to be a full partner in the mentoring or coaching process; flexibility in a mentee and mentor relationship it takes time to develop so there needs to be two way communication, I will need my mentee to listen and consider new options; openness I will need my mentee to know he/she can discuss their needs and objectives. My mentee will also need to list ...
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A presentation for discussion in INTAGIO Annual Gathering 2015 in St. Petersburgh, Russia where I was able to obtain some feedback for the thoughts and ideas contained herein.
Benefits of Coaching - Human Resource Executive MagazineMichael Slade
Executive coaching can help employees at all levels successfully deal with work challenges and accomplish organizational goals. Coaching provides fresh perspectives and enhances skills like decision-making, effectiveness, and confidence. While coaching benefits are extensive, many organizations are unaware of coaching due to its private nature between coach and client. Coaching helps individuals maximize their potential by focusing on learning rather than teaching, unlocking new ways of thinking to achieve personally relevant goals.
The Different Types of Coaching Styles | Issac QureshiIssac Qureshi
Issac Qureshi is known for being a determined and persistent individual who works hard for his clients. After graduating from Liverpool University with a degree in Social & Economic History, he pursued a postgraduate degree in Marketing at Canterbury University in 2003.
Through his extensive experience in various areas of business, including negotiation and team management, Issac has been able to achieve highly effective results. He also has a deep understanding of the financial risks involved in running a business. His work experience in the stock market has led to him becoming a founding partner of both Hemingway UAE and Ogilvy & Haart.
Tonya shirelle | Life Coaching And Personal Coachingtonyashirelle
Life coaching can be effective in many situations, for example in helping a person's career direction and development, or for personal fulfillment or life change more generally.
This brief overview of coaching programs is for those who want a new job, new career, or a new way to flourish in today's hectic workplace. As well as high-performers who lost their way in this economy.
If you are a stay at home mom or dad and looking for a suitable career we are here to help.
The document outlines a proposed store manager mentoring program. It discusses what mentoring is, who a mentor is, and the importance of a mentoring program. It then describes the process of mentoring as building a relationship, setting goals, observation, analysis, feedback, action planning, and review. The mentoring steps are listed as finding mentees and mentors, setting up meetings, discussing problems and goals, creating an action plan, implementing it, and evaluating progress. Finally, it discusses the stages of mentoring as initiation, cultivation, separation, and redefinition of the relationship. The overall purpose is to develop store managers' skills and accelerate their career growth through a structured mentoring process.
This program teaches managers how to convert their conversation into coaching conversation. Imbed it in their day to day conversation with teams to ensure high performance, ownership and engagement amongst the team.
This program focuses on What, Why and How of Coaching. Easy to learn, understand and apply.
Coaching can be applied in various contexts to help individuals improve performance, develop skills, advance their careers, and achieve personal goals. Some key applications of coaching include:
1) Performance coaching to enhance an individual's effectiveness and productivity at work through methods from business and sports psychology.
2) Skills coaching focused on developing the core abilities needed for an employee's role through tailored, adaptive programs.
3) Career coaching to provide feedback and support career exploration and goal-setting.
4) Personal or life coaching to facilitate significant life changes by exploring aspirations and needs.
Coaching and mentoring can inspire and empower people, build commitment, increase productivity, grow talent, and promote success. They are essential elements of modern managerial practice. However, many organizations still have not established related schemes. By not doing so, they also fail to capitalize on the experience and knowledge that seasoned personnel can pass on.
PPT Student perceptions of tech use 2013Cathy Yang
The document summarizes the results of a survey about SUNY Potsdam students' perceptions of technology use by professors and themselves. Key findings include:
1) Students feel professors effectively use popular technologies like presentation software but could improve with technologies students desire, like mobile apps and social media.
2) Students believe training could help professors better adopt and use technologies in the classroom.
3) While students use technologies independently, they do not think their skills are improving in some areas through their coursework.
The document summarizes a study that examined SUNY Potsdam students' perceptions of the effectiveness of technology used by professors in the classroom. A survey of 238 students found that the most commonly and effectively used technologies were presentation software, Moodle, video streaming, digital media, and text processing software. While students felt skills did not improve much with less commonly used technologies, they acknowledged appropriate classroom uses of their own devices. The study concluded that SUNY Potsdam meets expectations for common technologies but that training could help expand effective use of other technologies.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
Spring 2012 faculty & student technology surveys reportCathy Yang
The document is a report summarizing faculty and student technology surveys conducted at The College of Saint Rose in Albany, NY. Key findings include that 69% of faculty feel technology is essential to their classes, and 96% are satisfied with technology support. For students, 80% are satisfied with classroom technology, 65% use technology as a learning tool, and 81% use Blackboard frequently. The report provides detailed response data and suggestions for improving technology services.
This document provides an overview of the DISC personality model, which categorizes personalities into four types based on dominance, inducement, steadiness, and compliance. It explains that individuals have a natural personality type as well as an adapted style based on how they behave. It also notes that most people have a blend of two high and two low DISC types and describes the key traits of each type, including that dominant types focus on results, inspiring types on interacting with people, supportive types on relationships, and cautious types on facts. The document encourages taking a DISC personality test to determine one's natural and adapted styles.
The author's leadership style quiz results identified them as a participative leader who prefers getting input from others and making decisions based on summarizing those inputs, while maintaining final decision-making authority. While participative leadership fits the author, they feel transformational leadership better matches how they lead. The key differences are that transformational leaders play a more important vision-setting role, require stronger communication skills, and inspire enthusiasm, while participative leadership emphasizes professionalism and avoiding emotional factors. Simon Sinek's philosophy of starting with "why" emphasizes inspiring followers through a clear vision, which aligns with the transformational model of leadership.
Technology Research Essay - Professor choose not to use technologyCathy Yang
The document summarizes research into the reasons why some professors do not use technology in the classroom. A survey of students found the top three reasons were that professors are unable to use technology, have strict preferences about what technology they use, and feel lessons are not compatible with technology. Other research identified the main barriers preventing professor technology use as lack of training, technical support, time, and hardware support at their schools. Addressing these issues could encourage more professors to integrate technology into their teaching.
Why professor choose not to use technology in classroom?Cathy Yang
1) While 73% of teachers report using technology for 40% or less of class time, indicating that many professors either do not use technology or only use it moderately in the classroom.
2) There are barriers preventing teachers from using technology as much as they want or need to experience its benefits.
3) The document seeks to understand the reasons why some professors do not use or only limitedly use technology in the classroom by examining the major issues and fundamental problems that create barriers to greater technology integration.
Simon Starling and Contemporary Art IntroductionCathy Yang
Simon Starling is a contemporary artist known for works that explore the relationships between objects and their histories. One of his most famous pieces is called Shedboatshed, which involved turning a shed into a boat and back again. The piece commented on themes of transformation and the passage of time. Another work called Burn-Times documented Starling riding a bicycle through the desert to produce water to paint a cactus, exploring humanity's impact on the environment and relationships between objects.
Kiosk project about baby sleep training introduction Cathy Yang
The document provides an overview of the Sleep Sense baby sleep training program. It discusses that the program can be used for babies over 3 months old and aims to help babies sleep through the night. The main steps of the program are to eliminate sleep props, establish a bedtime routine, get the baby to bed early, use a lovey or stuffed toy, use consistent phrases, and do controlled crying for 3-5 minutes if the baby cries. Following the program results in babies sleeping longer at night and taking longer naps, allowing both babies and parents to get better rest.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Coaching Model Essay
1. Introduction
about
my
Coaching
Model
Essay
BY
HONG
YANG
Before
I
introduce
my
coaching
model,
I
would
like
to
introduce
and
compare
two
existing
model
as
below:
DESCRIPTION
OF
PEER
COACHING
MODEL
Peer
coaching
model
involves
three
basic
roles:
coach,
client
and
stakeholders.
Similar
to
what
happens
in
other
models,
coach
helps
his
client
to
overcome
the
problem
he
encountered.
However,
one
most
prominent
difference
between
peer
coaching
and
other
model
is
that
in
peer
coaching
model,
each
participant
acts
as
both
coach
and
client
for
somebody
else.
This
means,
rather
than
an
one-‐to-‐one
relationship,
in
peer
coaching
model
everyone
is
a
node
in
a
big
network.
The
participants
communicate
with
and
help
each
other.
As
a
coach,
the
person
should
work
with
his
client
to
review
the
client’s
condition
objectively
and
provide
solutions
and
suggestions,
as
well
as
follow
up
the
progress.
To
measure
the
success,
peer
coaching
model
introduce
the
role
of
stakeholders.
A
person
who
works
as
a
coordinator
or
“Executive
Coach”
would
choose
stakeholders
and
ask
them
for
surveys
of
the
performance
of
each
client.
Stakeholders
are
persons
who
have
relationship
with
the
client
and
can
give
fair,
honest
and
responsible
opinions
about
his/her
behavior.
With
all
the
survey
results
from
stakeholders,
either
the
Executive
Coach
do
individual
review
with
each
participants,
or
the
coach-‐client
pair
do
this
review.
No
matter
which
form
is
taken,
the
goal
of
such
reviews
should
always
be
doing
analysis
objectively,
calmly
and
revising
the
action
plan
accordingly.
One
important
thing
to
notice
is
that
in
the
review
process,
instead
of
“Feedback”,
which
summarizes
the
past
wrongdoings,
“Feedforward”,
which
focuses
on
how
to
improve
in
the
future
is
proven
to
be
more
acceptable
by
the
target
and
efficient
in
promoting
the
improvement.
To
make
continuous
improvement,
a
regular
review
session
is
necessary.
In
peer
coaching
model
this
is
called
“Daily
Questions”.
Coaching
peers
should
prepare
some
questions
they
want
to
ask
each
other
everyday
and
keep
exchanging
the
answer
to
these
questions
in
a
daily
manner.
This
force
each
person
to
frequently
review
the
progress
they
have
made
as
well
as
the
goal
they
need
to
achieve,
helping
them
making
the
maximal
progress.
2. 2014/04/22
2
The
core
process
of
peer
coaching
is
an
iteration
of
● Peer
review
● Set
up
goals
and
daily
questions
● Daily
followup
● Periodic
stakeholder
survey
DESCRIPTION
OF
COGNITIVE
COACHING
MODEL
Cognitive
coaching
model
consists
of
only
coach
and
client.
In
cognitive
model,
a
coach's
job
is
not
to
teach
his
client
the
method
of
solving
concrete
problems.
Instead,
his
job
is
to
help
the
client
to
develop
skills
of
planning,
problem-‐solving
and
decision-‐making.
A
cognitive
coach
is
like
a
Socrates.
He
never
tells
his
client
the
answer
to
the
problem
they
are
facing,
but
uses
questions
and
discussions
to
reveal
to
people
the
correct
methods
to
solve
them.
To
achieve
this,
a
good
cognitive
coach
should
be
able
to
work
efficiently
with
persons
of
different
personalities,
learning
styles
or
philosophies.
Comparing
to
other
models,
cognitive
coaching
model
emphasizes
most
on
the
coach’s
talking
skill.
The
coach
should
always
be
the
one
who
lead
the
talk,
but
never
be
the
one
who
decide
the
topic.
This
is
not
a
self-‐contradiction.
A
coach
should
make
sure
what
is
happening
is
always
professional
talks
rather
than
social
dialogues.
But
it
should
be
the
client
who
decide
what
the
most
important
problems
he
is
facing
and
the
proper
approaches
to
solve
them.
The
coach’s
job
is
to
induce
his
client
to
talk
and
summarize
the
content,
rather
than
decide
its
topic.
To
achieve
this,
a
commonly
used
trick
is
to
use
“Open-‐Ended
Question”
followed
by
“Narrowing
Question”.
An
Open-‐Ended
Question
often
has
a
wide
collection
of
possible
answers,
such
as
“What
where
some
of
the
things
that
you
felt
went
well?”
Based
on
the
client’s
answer,
the
coach
should
be
able
to
determine
the
problems
his
client
is
now
facing
and
throw
out
narrowing
questions
such
as
“What
did
you
do
to
reinforce
students’
knowledge?”
By
repeatedly
using
these
questioning
skills,
a
coach
can
lead
his
client
to
discover
the
root
cause
of
the
problems
they
are
facing
and
find
the
key
to
them.
SIMILARITY
OF
PEER
COACHING
AND
COGNITIVE
COACHING:
We
can
find
many
similarities
between
peer
coaching
method
and
cognitive
coaching
method.
3. 2014/04/22
3
The
first
thing
we
can
notice
is
that
both
methods
encourage
reflective
talk
practice.
Instead
of
directly
asking
client
what
kind
of
help
they
want,
coaches
that
adopt
these
models
will
ask
the
clients
questions
that
objectively
reflect
their
situation,
such
as
the
problem
they
are
facing,
their
goals
or
get
feedback
about
the
clients
from
peripheral
environment(e.g,
coworkers).
They
will
then
derive
from
the
response
they
get
the
profile
of
the
client,
the
hidden
problem
they
have
and
give
their
suggestions
to
the
client.
This
indirect
questioning
technique
is
important
and
extremely
useful
especially
when
we
consider
the
situation
that
most
clients,
who
are
not
professional
in
the
coaching
field,
may
not
be
able
to
clearly
summarize
their
problems
and
describe
the
trouble
they
have.
With
expertise,
coaches
can
better
understand
the
situation
their
clients
face
and
give
professional
suggestions
based
on
their
objective
description
to
the
situation.
Another
similarity
is
that
they
are
both
professional
talks
rather
than
social
dialogues.
Though
both
can
be
done
in
some
informal
environments,
and
we
actually
encourage
coaches
to
do
so
to
make
their
clients
relax,
the
direction
of
their
talk
should
always
be
clear
and
aim
to
the
final
goal.
For
example,
in
peer
coaching
model,
we
mention
about
FeedForward
method,
which
focus
on
the
client’s
future
plan
and
the
goal
they
want
to
achieve.
A
coach
should
always
lead
the
talk
and
guide
clients
to
describe
what
they
want
to
improve.
Any
other
unrelated
topics
and
information
will
be
misleading
to
both
coaches
and
their
clients.
Similarly,
in
a
cognitive
coaching
talk,
a
coach
will
need
to
learn
from
the
answers
what
the
most
important
problem
his/her
clients
have
and
keep
the
subsequent
questions
focusing
on
the
description
to
that
problem.
Any
practice
that
introduce
too
many
topics
at
one
time
is
distracting
and
should
be
avoided.
In
both
models,
to
ensure
their
clients
focus
on
the
talk,
coaches
should
keep
each
question
short
and
simple,
with
exact
information.
Short
and
accurate
question
is
more
likely
to
get
realistic
answers.
For
example,
if
a
client
is
asked
“How
is
your
relationship
with
coworkers?”,
he
or
she
would
probably
answer
“Not
bad.”
and
the
coach
cannot
get
much
useful
information
from
this.
But
if
we
change
the
question
to
be
“when
did
you
last
time
look
for
suggestions
from
your
coworkers?”,
we
may
get
a
more
concrete
answer
like
“10
minutes
before”
or
“Last
week”,
which
more
clearly
reflect
the
situation
the
client
faces.
One
last
similarity
I
want
to
mention
in
both
methods
is
that
they
all
have
an
evaluation
step,
in
which
the
feedbacks
are
collected
and
further
adjustments
are
conducted.
Feedback
and
evaluation
is
always
important,
in
which
a
coach
not
only
need
to
do
adjustment
to
the
target
he
set
for
his
client,
but
also
to
review
the
communication
skill
and
efficiency
with
specific
clients.
Coaching
is
a
skill
of
communication.
To
make
sure
they
communicate
well,
it
is
the
4. 2014/04/22
4
coach’s
responsibility
to
review
their
talks
and
do
regularly
adjustment
to
maximize
the
efficiency.
DIFFERENCE BETWEEN THE TWO MODELS
However,
the
differences
between
these
two
methods
are
also
obvious.
The
first
difference
we
should
notice
is
the
participants.
While
in
cognitive
coaching
the
only
participants
are
the
coach
and
the
client,
in
peer
coaching
model
the
role
of
stakeholder
is
introduced.
As
observers,
stakeholders
will
give
their
opinions
about
the
client,
as
well
as
providing
feedback
to
the
effect
of
the
model.
Introducing
of
stakeholders
allows
coaches
that
use
peer
coaching
model
to
collect
more
objective
observation
result
from
peripheral
of
the
client,
which
can
be
most
of
the
time
more
accurate
and
objective
than
the
feedback
directly
from
the
client.
I
think
the
introduction
of
stakeholder
role
is
essential
to
the
success
of
peer
coaching
model.
The
importance
of
the
roles
of
coach
in
two
models
is
also
different.
In
peer
coaching,
the
peering
person
is
a
supportive
role
while
in
cognitive
coaching;
the
coach
plays
a
more
important
role
as
a
leader
of
the
talk.
This
is
possible
also
because
the
existence
of
the
role
of
stakeholder
in
peer
coaching
model,
which
provide
essential
information
to
the
background
of
the
client.
In
this
case,
coach
no
longer
needs
too
many
questions
to
retrieve
information
from
the
client.
However,
in
the
cognitive
coaching
model,
with
the
absence
of
the
stakeholder
role,
a
coach
has
to
primarily
rely
on
his
own
questions
to
fetch
related
info.
Another
thing
to
notice
is
that
peer
coaching
focus
on
a
persisting
relationship
(feedforward
or
daily
task)
while
cognitive
coaching
doesn’t
have
such
requirement.
To
keep
tracking
the
progress
and
make
necessary
adjustment
to
the
strategies
in
time,
a
regular
update
is
necessary
to
both
the
coach
and
the
client.
In
this
sense,
the
method
used
by
peer
coaching,
especially
the
daily
task
update
can
better
trace
the
progress
and
drive
the
coaching
behaviors
to
the
right
direction.
This
is
one
non-‐neglectable
advantage
of
peer
coaching
method.
However,
cognitive
coaching
also
has
its
advantages.
The
success
of
peer
coaching
highly
relies
on
the
credibility
and
honesty
of
stakeholders,who
are
most
of
time
lack
of
expertise
to
provide
accurate
and
unbiased
information.
On
the
contrast,
in
cognitive
model,
with
their
professional
knowledge
and
training,
coaches
are
often
more
likely
to
achieve
success
by
properly
arrange
their
questions
based
on
their
understanding
to
the
clients
and
the
problem
they
are
facing.
5. 2014/04/22
5
COACHING
MODEL
THAT
I
WILL
USE
IN
MY
WORK
My
work
is
related
with
e-‐commerce.
Within
our
team,
there
are
five
members,
from
time
to
time,
I
need
to
do
some
coaching
to
improve
the
team’s
working
skills.
In
my
work,
I
would
like
to
use
a
special
coaching
model.
My
coaching
model
could
be
divided
into
two
Phase.
See
figure
1.
Figure
1
In
this
coaching
model,
during
phase
one,
there
will
be
a
coach
and
two
(or
three)
Clients.
The
coach
will
use
the
Cognitive Coaching methods.
After
the
coach
help
the
clients
devise
a
basic
solution
to
reach
his
own
goal,
the
phase
one
will
end
and
the
coaching
procedure
will
move
to
phase
two.
During
phase
two,
Client
One
and
Client
two
will
do
peer
coaching.
The
team
leader
will
act
as
stakeholder
to
observe
the
clients
performance
and
give
necessary
feedback
of
the
peer
coaching.
Then
the
peer
review
pair
will
set
up
a
daily
followup
to
review
their
progress
or
improvement.
The
reason
why
I
design
this
model
is
because
I
want
to
utilize
the
advantage
of
the
two
coaching
model
as
well
as
avoiding
their
weakness.
6. 2014/04/22
6
The
Cognitive
Coaching
is
an
effective
way
to
help
the
team
member
set
up
a
specific
goal
and
then
reach
the
goals
fast
and
steady.
Before
I
began
to
coach
my
team
member,
I
will
do
lots
of
preparation
and
research
in
specific
field.
Then
I
will
help
my
team
member
set
up
a
goal,
then
I
will
teach
them
how
to
find
and
use
different
resource
and
study
tools
to
reach
this
specific
goal.
After
they
have
the
basic
concept
and
skills
for
pursuing
their
new
goal,
I
will
let
them
do
peer
coaching
on
a
daily
base.
The
peer
coaching
has
two
advantages.
First,
the
participants
in
a
peer
review
pair
could
communicate
and
help
with
each
other.
In
this
relationship,
they
will
have
multiple
roles
to
play,
for
example,
advisor,
teacher,
learner,
etc.,
not
only
just
acting
in
the
learner’s
role.
This
will
give
them
more
motives
to
improve
their
skills,
apply
what
they
learned
into
real
working
practice
and
achieve
their
target
that
specified
in
the
first
phase
of
coaching.
Second,
the
review
process
in
peer
coaching
is
more
efficient
and
easier
to
tracking.
As
I
mentioned
in
previous
paragraph,
feedback
information
retrieved
by
peer
coaching
model
is
more
reliable
and
has
a
better
coverage
than
the
information
provided
by
only
the
team
member
himself.
In
the
meantime,
peer
review,
daily
questions,
daily
follow-‐up,
periodic
surveys
will
force
each
team
member
to
frequently
review
the
progress
they
have
made
as
well
as
the
goal
they
need
to
achieve,
helping
them
making
the
as
much
progress
as
they
can
in
their
daily
practical
work.
This
will
maximize
the
overall
work
output
within
the
whole
team.
Those
are
three
main
reasons
that
I
want
to
combine
the
two
existing
coaching
model
into
my
own
coaching
model.
By
deviding
the
coaching
procedure
into
two
phases,
my
new
coaching
module
could
save
the
executive
coach's
energy
and
time,
and
trigger
the
inner
motive
of
each
team
member
to
purse
the
biggest
progress
in
their
daily
work
by
doing
effective
peer
coaching
and
review.
WHY
I
USE
THIS
CUSTOMIZED
MODEL?
The
reasons
I
design
this
coaching
model
is
that
the
model
fits
my
temperament,
personality
type,
leadership
style,
and
generations
in
the
best.
This
model
fits
my
temperament
in
the
job
setting.
7. 2014/04/22
7
According
to
the
book
“What
Makes
You
Tick
&
What
Ticks
you
off”,
my
dominant
temperament
is
water,
which
could
be
described
in
the
following
keywords:
An
Advocate;
Agreeable;
Friendly;
Caring;
Personal;
Harmonious;
Compassionate;
Concerned;
Benevolent;
Sensitive.
Because
of
these
characteristics
in
my
temperament,
my
coaching
model
could
give
me
the
biggest
chance
to
train
the
team
member
in
person,
to
caring
them
and
to
support
them.
The
phase
two
of
my
coaching
model
are
very
friendly
to
the
team
member,
I
will
sit
side
to
help
them
discover
the
potential
of
themselves
and
marching
to
their
target.
I
didn’t
have
a
code
and
ruthless
temperament,
so
I
don’t
want
to
dominant
everything
just
by
myself
in
my
coaching
model.
This
model
fits
my
Personality
Type
in
the
job
setting.
According
to
the
DISC
test
result,
I
have
a
blend
of
both
Cautious
and
Supportive
traits
in
my
personality.
My
personality
tends
to
have
these
merits:
critical
thinking,
careful,
committed
to
quality
and
helpful.
Also,
I
am
reserved.
I
prefer
individual
or
small
group
interaction
to
large
social
settings.
I
like
to
work
with
one
or
two
other
people
on
projects
and
tasks
using
proven
practices
and
focused
on
quality.
So
in
my
coaching
model,
during
phase
one,
I
chose
to
only
work
with
2-‐3
clients
at
one
time,
by
this
way,
I
could
commit
to
quality
and
try
my
best
help
the
team
member.
This
model
fits
my
leadership
style
in
the
job
setting
My
test
result
on
the
website
http://psychology.about.com/library/quiz/bl-‐leadershipquizb.htm
indicate
that
my
predominate
leadership
style
is
PARTICIPATIVE.
From
the
explanation
of
this
kind
leadership
style,
you
could
easily
understand
why
I
introduce
the
peer
coaching
in
my
coaching
model
in
phase
two.
Because
I
want
all
the
team
member
to
really
participate
in
to
the
whole
coaching
process
and
try
to
find
and
solve
problem
by
themselves.
By
this
way,
they
will
be
encouraged
and
motivated
to
be
creative
and
spontaneous
in
their
routing work.
Participative
leaders
accept
input
from
one
or
more
group
members
when
making
decisions
and
solving
problems,
but
the
leader
retains
the
final
say
when
choices
are
made.
Group
members
tend
to
be
encouraged
and
motivated
by
this
style
of
leadership.
This
style
of
leadership
often
leads
to
more
effective
8. 2014/04/22
8
and
accurate
decisions,
since
no
leader
can
be
an
expert
in
all
areas.
Input
from
group
members
with
specialized
knowledge
and
expertise
creates
a
more
complete
basis
for
decision-‐making.
-‐-‐-‐
from
http://psychology.about.com/library/quiz/bl-‐leadershipquizb.htm
This
model
fits
my
Generations
in
the
job
setting
All
my
team
members
are
born
between1982
to
2000.
People
who
were
born
in
this
period
often
are
labeled
as
“Millennial
Generation”
or
Generation
Y.
Most
of
the
media
agree
that
this
generation
could
be
described
by
these
positive
adjectives:
confident,
self-‐expressive,
liberal,
upbeat
and
open
to
change.
And
they
also
have
unrealistic
expectations
of
working
life.
So
the
peer
coaching
in
my
coaching
model
will
give
my
team
member
freedom
to
speak
and
space
to
discover.
Since
they
have
much
confident
in
themselves,
they
will
always
have
chance
to
express
themselves
in
the
peer
review
and
make
adjustment
based
on
the
review.
The
daily
questions
in
the
peer
coaching
will
break
the
unrealistic
parts
of
their
thought
and
force
them
to
focus
on
the
real
working
practice
and
skills.