COACHING: EVOKING EXCELLENCE IN OTHERS

BY JAMES FLAHERTY

Book Summary

Overview

“Coaching: Evoking Excellence in Others” by author, coach and leadership development professional, James Flaherty, is an in-depth, philosophical work that speaks to the practice of coaching.

Practicing coaches and those interested in the professional practice of coaching will find this book to be an insightful read.

Summary of Presentation

This presentation offers:

Chapter-by-chapter overview

Highlights and key points

“Coaching: Evoking Excellence in Others” is a complex and nuanced book, rich with examples, activities and resources.

Chapters

Chapter

Chapter Topic Chapter

Chapter Topic

1 The Foundation for Coaching

7 Assessment Models

2 Basic Principles 8 Enrollment

3 The Flow of Coaching

9 Coaching Conversations

4 The Coaching Relationship

10 Stuck

5 Openings 11 Getting in Condition for Change

6 Assessment Models

12 Track Two: Working with Ourselves

Chapter 1 – The Foundation for Coaching

Coaching aims to produce excellent performance and support self-generating and self-correcting behavior.

Coaching supports individuals in becoming more competent and better able to contribute and to find fulfillment in their activity.

It is the job of the coach to intervene and support clients in learning new ways to interpret the world.

“In other words, it’s not events, communication, or stimuli that lead to behavior, it is the interpretation an individual gives to the phenomenon that leads to the actions taken” (7).

Chapter 2 - Basic Principles

Flaherty challenges the reader to consider “What is a human being?” and explores complex concepts of what it is to be human.

Consider what is “truth.”

What is the role of language and time in shaping our interpretations and understandings?

How does our relationship with death form our perspectives?

Chapter 3 - The Flow of Coaching

Overview of the five stages in the coaching process

The five stages are presented in a linear fashion, but our lived-lives are not as straight-forward, nor is the flow of coaching

Chapter 3 - The Flow of Coaching

5 Stages In The Coaching Process

Stage One - Relationship Mutual trust, respect and freedom of expression are

key. “Relationship remains the beginning point of coaching and its foundation” (p. 33).

Stage Two - Openings Openings occur when there is a change.

Stage Three – Assessment Determine client’s competency. Understand how the client makes sense of the world. Work to understand the whole of the client’s situation.

Chapter 3 - The Flow of Coaching

5 Stages In The Coaching Process

Stage Four - Enrollment Active dialogue Outcomes and commitment

to the outcomes are clarified.

Stage Five - Coaching Itself Coach determines the scope

of the project.

Chapter 4 - The Coaching Relationship

Coaching relationship is the first stage in the

coaching process

The relationship between the coach and the client is at the heart of the coaching work

The coaching relationship is based on a shared commitment

Chapter 4 - The Coaching Relationship

Essential Elements Of The Coaching Relationship

Mutual Trust Trust is something we chose to offer to others; trust is

extended, not “earned”

Mutual Respect “The essence of respect is accepting a person for what

they are and what they present themselves to be” (p. 42).

Mutual Freedom of Expression Combination of openness, listening, and confidentiality

Chapter 5 - Openings

Timing is essential to the flow of coaching.

Individuals do not seek coaching until there is a disruption in their life.

There has to be a driving factor, an event that creates an opening to make a client ready to receive coaching.

“Probably the biggest opportunities coaches will have with their work is when the client is experiencing an interruption in her ability to fulfill a commitment” (p. 55).

Chapter 6 - Assessment Models

Overview Of Assessment Models Used In Coaching

The Five Elements Model Domains of Competence Components of satisfaction and Effectiveness

“I urge the coach to remember that human beings in every case will exist beyond the borders of whatever model is used to describe them; that a model is at best a well-focused snapshot; and that human beings are living, changing, adapting, and self-interpreting” (p. 60).

Chapter 7 - How Things Really Get Done

Communication is at the heart of the coaching practice and it is communication that insights action.

“Things move in the human world when someone speaks” (p. 83)

Chapter 7 - How Things Really Get Done

Key Principles of Theory of Communicative Action

When someone speaks they are bringing forth a commitment, they are offering up something they are willing to stand behind.

Speaking always reveals the speaker.

“Her cares, concerns, commitments, her world are revealed every time she opens her mouth and says something” (p. 84)

Chapter 7 - How Things Really Get Done

Key Principles of Theory of Communicative Action

Speaking and listening always arise simultaneously.

Even when listening we are in dialogue with our self.

These two phenomena cannot exist apart from one another, so it is vital that a speakers become good listeners.

Chapter 8 - Enrollment

Client and Coach Make a Commitment

Client and the coach make a commitment and clarify the goals, outcomes, and possible barriers.

“In enrollment, both the client and the coach make explicit what they are committed to accomplishing in the coaching program” (p. 107).

It is essential that the coach listen carefully and, in collaboration with the client, make clear the intended outcomes and address potential hindrances to the success of the coaching program.

Chapter 9 - Coaching Conversations

Coaches Support Clients in Developing New Perspectives

The job of the coach is beyond simply speaking and listening; the coach works to communicate so that the client sees or understands something in a new way and then is inspired to take action.

Coaching allows clients to see and understand things in a different way and liberates clients to try to different approaches or new actions.

“So another part of the answer is that the coach speaks in a way that frees the client to take action” (p. 115).

Chapter 9 - Coaching Conversations

Three levels of coaching conversations are highlighted in this chapter.

Type One - Single Conversations: aimed at building or sharpening a competence.

Type Two - Several Conversations: complex conversations held over several sessions.

Type Three - Profound Conversations: intended to bring about fundamental change.

Chapter 10 - Stuck

Reasons why the client may feel stuck

Understand what a client means when they indicate they are stuck (not learning anything new, feeling bored. not being able to accomplish goals).

Sense of rootlessness is at the core of the stuck feeling.

“My feeling is that they all share a common root. The root is feeling unheld by the world. By this I mean that they do not feel in their body - and consequently in their emotions and thinking - that they have a place in the world” (p. 151).

Chapter 11 - Getting in Condition for Change

Understanding Client’s Capacity for Being Coached

Clients have full lives with competing priorities

Coach’s responsibility of the coach to understand the reality of a client’s life and not build a program that places undue stress on a client or sets a client up to fail.

Understanding a client’s readiness for change and capacity for coaching is essential for a successful coaching program.

“One of the most important contributions coaches make is having a wide perspective on the client’s situation” (p. 158).

Chapter 11 - Getting in Condition for Change

Understanding Clients Capacity for Being Coached

Questions that a coach may use as prompts in assessing a client’s readiness for change. Is the client feeling financial, relationship or

employment pressure? How many hours of sleep does the client get? What is the client’s support network? How stable is the client’s relationship? How does the client cultivate their creativity?

Chapter 11 - Getting in Condition for Change

Assess Readiness

Questions that a coach may use as prompts in assessing a client’s readiness for change:

Is the client feeling financial pressure?

How many hours of sleep does the client get?

What is the client’s support network? How stable is the client’s

relationship? How does the client cultivate their

creativity?

Chapter 12 - Track Two: Working with Ourselves

Ongoing Development for Coaches

Value in ongoing personal and professional development for coaches; opportunity to continue to build their skills and qualities.

Self development skills that are of value to

coaching: speaking listening resolving breakdowns patience creativity

Chapter 12 - Track Two: Working with Ourselves

Step-by-Step Process for Working with Yourself

Assess Yourself - Create a scale and assign value to behaviors.

Document Current Reality – Note actions you are taking and barriers.

Describe Intended Outcomes – Clarify goals and objectives. Design a Path – Outline plan to go from current reality to

desired outcomes. Build a Network of Support – build relationships and share

experiences.

“No one has ever mastered anything on their own” (175). Engaging a network will provide you with encouragement and support.

Chapter 12 - Track Two: Working with Ourselves

Step-by-Step Process for Working with Yourself

Assess Yourself - Create a scale and assign value to behaviors.

Document Current Reality – Note actions you are taking and barriers.

Describe Intended Outcomes – Clarify goals and objectives. Design a Path – Outline plan to go from current reality to

desired outcomes. Build a Network of Support – build relationships and share

experiences.

“No one has ever mastered anything on their own” (175). Engaging a network will provide you with encouragement and support.

Questions / Discussion

Summary

James Flaherty non-fiction book, “Coaching: Evoking Excellence in Others,” is an in-depth, philosophical work that speaks to the practice of coaching. . While this book may be read cover to cover, it is written so that

it could be used dynamically and as a reference tool, with each chapter able to stand alone.

The author has incorporated numerous charts, lists, questions, exercises and suggested readings to aid the reader.

“Coaching: Evoking Excellence in Others” will easily become a book that those interested in the practice of coaching will reference again and again.

Citation: Flaherty, James. (1999). Coaching: Evoking excellence in others. Burlington, MA: Elsevier.