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Module 2:The Coaching Process

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Certificate IV in Workplace and Business Coaching (22174VIC)

Module 0:Introductory Workbook

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Certificate IV in Workplace and Business Coaching (22174VIC)

Module 0:Introductory Workbook

Table of contents

© Open Door Coaching Technologies Pty Ltd, Version 1.0 02/19© Open Door Coaching Technologies Pty Ltd, Version 1.0 05/14

Module 2 - Page 3 of 31

Table of ContentsTHE OPEN DOOR COACHING GROUP................................................................................................................2

TABLE OF CONTENTS.............................................................................................................................................3(2-1) WELCOME TO MODULE 2!...............................................................................................................................5

LEARNING OUTCOMES..................................................................................................................................................5ASSESSMENTS..............................................................................................................................................................5

(2-2) WEBINARS.............................................................................................................................................................5(2-3) THE COACHING PROCESS...............................................................................................................................7(2-4) IDENTIFYING THE NEED FOR COACHING.................................................................................................8

THE COACHEE INITIATES THE COACHING CONVERSATION:..........................................................................................8MANAGER AS A COACH INITIATES THE CONVERSATION:.............................................................................................8HOW TO RESPOND TO THE NEED?................................................................................................................................9

(2-5) SEEKING PERMISSION....................................................................................................................................10(2-6) CREATING THE SPACE FOR COACHING...................................................................................................11

DIFFERENT CONTACTS WHERE COACHING CAN HAPPEN............................................................................................11PREPARING FOR A COACHING CONVERSATION AS THE COACH..................................................................................12PREPARING FOR A COACHING CONVERSATION AS THE COACHEE..............................................................................12COACHING PARAMETERS...........................................................................................................................................13

(2-7) WHAT TO FOCUS ON?......................................................................................................................................14(2-8) WHAT IS ACTIVE LISTENING?.....................................................................................................................16

RECITING VERSUS FOCUSING.....................................................................................................................................17REFLECTING BACK AND PARAPHRASING AND SUMMARIZING....................................................................................17THE GIFT OF ACTIVE LISTENING.................................................................................................................................18

(2-9) ABOVE THE LINE AND BELOW THE LINE................................................................................................20

REFRAMING.............................................................................................................................................................21(2-10) LOOKING AT BASIC QUESTION STRUCTURE........................................................................................23

OPEN QUESTIONS.......................................................................................................................................................23WHY QUESTIONS........................................................................................................................................................23CLOSED QUESTIONS...................................................................................................................................................24

(2-11) COACHING NOTES..........................................................................................................................................26(2-12) TIME TO GO AND COACH!............................................................................................................................28

YOUR SUMMARY AND REFLECTIONS.............................................................................................................30

Chapter 1Introduction



Chapter 1Introduction



Chapter 1 - Introduction

“Never become so much of an expert that you stop gaining expertise. View life as a continuous

learning experience.”Denis Waitley

(2-1) Welcome to Module 2! Learning outcomes

In this module we introduce you to the Coaching Process and also to Above the Line/Below the Line and Reframing. These tools lay the foundation for your coaching and you’ll have many opportunities to practice.

We hope you are enjoying discovering the online modules and other resources in the secure site and most importantly starting to enjoy your coaching!

Assessments

(10535NAT) Certificate IV in Workplace and Business Coaching

If you have enrolled in the (10535NAT) Certificate IV in Workplace and Business Coaching qualification, you need to complete all the questions and activities in this workbook to achieve partial assessment and competency in the unit(s):

WBCCIT403A – Coach individuals and teams in the workplace.WBCRIT402A – Develop rapport with individuals and teams in the workplace

You can download the workbook from the online portal and your completed workbook needs to be submitted via the Open Door Online portal.

If you require further information on the unit of competency including the performance criteria and any assessment tasks, please contact [email protected]

(2-2) Webinars When you go to the Open Door online portal you can:

Watch webinars to refresh the content

Take a look at other resources that we post for you on the topic including coaching demonstrations.

Chapter 2The Coaching Process




Chapter 2 – The coaching process



“It’s no longer about ‘managing upwards’. Coaching culture is about everyone having the

necessary skills and commitment to coach upwards, side wards and every-which way.”

Heather-Jane Gray, Synergy Global(2-3) The Coaching ProcessWe start this module with the coaching process that you can use each time you have a coaching conversation in the workplace. Depending on the type of conservation you are having you may skip over some of these steps. In a casual conservation, you are likely to just start asking questions naturally, perhaps missing the steps of seeking permission and locating space. In a more formal coaching conversation you are likely to follow each step below.





(2-4) Identifying the need for coaching “The goal of good coaching isn’t just to help

employees achieve a certain specific goal. One success engenders another and instills the self-

confidence that leads to high levels of performance and productivity in all tasks.”

Marshall CookIt is important to identify the need for coaching because this becomes the focus of your coaching conversations. This may happen in a number of ways according to your organisation processes, as described below.

The coachee initiates the coaching conversation:

Ideally the person will identify some areas of development or performance that coaching can assist them with and come and ask you for your help. We call this being in a resourceful state – they have a good level of self-awareness, are taking responsibility for their own outcomes and performance and are utilising the resources available to them in a positive way.

For example, you might be asked by someone to give them some coaching when they:

Have a vision or a goal that they would like to achieve and need assistance, support and encouragement to get there.

Are achieving great results and don’t want anything to get in the way.

Would like to be held accountable for following through on actions.

Realise that they have untapped potential and want to take an area of their work performance “to the next level”.

They discover the need to change a behaviour, attitude or approach to a situation.

Manager as a coach initiates the conversation:

You may also find in the workplace that some of your team members are unaware of a development need that you have identified to improve their performance. In this instance seeking permission, framing the conversation and skilled questioning are key skills you will need to create awareness and readiness to focus on the issue.





Or you may find that people have a need for coaching when they are demonstrating unresourceful behaviours or attitudes. By unresourceful, we mean that they are not utilising all their skills, ability and the resources that are around them.

For example, you may identify that they could need coaching because they are:

Stuck, procrastinating or unable to move on an issue, topic or take action.

Using disempowering language and they say things such as “I really should…I wish I could….”

Involved in a conflict situation or sweeping things under the carpet.

Feel tension, worry or anxiety related to the need for change.

Under-performing or not meeting their goals.

Sometimes part of your role as a coach is to assist the person to realise that their situation is not as they would like it to be and to become accountable for making changes. Once they discover this need for change, then they can be open to coaching. They may then use language such as:

There’s a topic, issue, burning thought that I’d like to work on/address

There’s something that has been playing on my mind

I wonder if I can chat to you about…

How might you identify when a person could need coaching?

How to respond to the need?

As a coach you cannot assume that a person will be aware of a need or want to be coached even though you think that they could benefit from it! This is where your communication and open conversation style becomes really important (and we discover more about this later in the workbook!)

These thoughts are neatly summarised by McKenna and Maister1:

“Coaching is an activity, not a title or position. It is the process by which you help another person fulfil his or her potential. It requires that you judge when to intervene, and when to stay away.”

Sometimes once a need has been identified, the coach needs to listen carefully and make a judgement call as to whether they wish to engage in coaching. As a coach, don’t feel that you have to coach everyone on every topic!

1 McKenna, P.J and Maister, D.H, First Among Equals, The Free Press, 2002, page 60.





(2-5) Seeking permission

“If you want to win a person’s permission to be coached, you must see the potential in that person

and be able to express your confidence in what you believe they are capable of achieving”

Patrick McKenna and David Maister

Most coaching conversations start with the coach asking the coachee for permission to coach. Asking for permission can be as simple as saying:

Can I ask you some questions about that?

How can I help you?

Would you like to talk about that further?

Would you like me to coach you on that?

I’d like to talk about the project you’re working on, would you be prepared to sit down with me

for 20 minutes to discuss this?

Asking these questions treats the coachee with respect and gives them the ability to engage in a conversation or not. In an ideal situation they have the accountability decide the direction of the coaching. This is not to say that you “need permission to talk to them”. Or that “You can’t talk to me unless you seek permission”. What we are really saying is that these simple questions open up the opportunity for a conversation.

What question feels right for you to ask?





(2-6) Creating the space for coaching “You need to be a catalyst to push individuals to

stretch and grow, and then provide safe opportunities for them to refine their skills.”

Patrick McKenna and David MaisterBoth the coach and the coachee need to create some space for coaching conversations and this means:

Booking time for coaching so that there are no interruptions.

Choosing an appropriate, private location, again to avoid interruptions.

Simple things like turning off the mobile phone.

Turning 100% focus upon the coaching – for the coachee this means focus on self and for the coach, focus on the coachee.

What sort of environment is conducive for coaching?

Different contacts where coaching can happen

As coaching becomes more normal in the workplace, coaching conversations can happen in many different contexts; within team meetings, during performance reviews, induction programs, even the water-cooler and lift lobby. The key is to focus your attention on the person you are talking to and really listen and ask great questions.





Preparing for a coaching conversation as the coach

In a more formal setting a coach may prepare for a coaching conversation by:

Reviewing the notes from previous coaching conversations, or any background information to the coaching conversation.

Becoming 100% present and focusing on the coachee, this means clearing all the clutter in your head so that you can focus on the coachee.

Confirming the date/time with the coachee.

Thinking of any appropriate material or information that might support past coaching conversations and the coachee’s goals.

How might you prepare for a coaching session?

Preparing for a coaching conversation as the coachee

In a more formal setting the coachee may prepare for the coaching conversation by:

1. Listing topics of conversations goals or burning thoughts.

2. Spending some quiet time before the coaching conversation to focus on themselves.

3. Arriving on time.

Remember: Don’t coach if you are not in the right head-space or the right environment.





Coaching Parameters

There are a set of parameters that must be managed by the coach around the coaching interactions and communicated to the coachee (where appropriate). The parameters that are particularly relevant in a workplace and business coaching environment are:

Matching the coach to the coachee – based on rapport, skills and background

Confidentiality – the extent that information is shared with the coachee’s manager or not

Stakeholder management – the extent that reporting is provided to stakeholders on the

outcomes of the coaching program

The medium for coaching – whether the coaching will be conducted face to face, telephone,

virtual

Number of coaching conversations and frequency

The nature of the coaching conversations and scope of work– agreement around the needs that

are included and whether professional and personal topics are included.

Date/time and location

The agreed goal and outcomes for the program

Escalation or referral procedures (if required)

Legal requirements and organisational policies

Keeping coaching notes/records of the conversations

Operating according to the International Coach Federation Code of Ethics.

How would you typically communicate the coaching parameters to a coachee?





(2-7) What to focus on? “You must be the change you wish to see in the

world”Mahatma Gandhi

What areas should you focus on for the coaching conversation? The answer to this question is something that the coachee discovers and determines from the outset.

Coaching is about what the coachee wants to work on!

A coaching conversation may be used to develop, inspire, motivate, take action, seek clarity or take things to the “next level”. A conversation might be used to clear “blockages” or barriers in the mind of the team member or to overcome beliefs and thoughts that are not serving them.

Coaching conversations are also used to deliver effective feedback and assessment.

Ways of deciding what to focus on include:

Conducting a needs analysis

Reviewing development plans or action plans

Reviewing team feedback

Simply asking the person

Using tool such as the “Wheels”

In instances of courageous conversations, it may be what you have identified in terms of observable

behaviours, or the achievement of performance goals and KPIs. Remember to focus on improving the

individuals thinking for longer lasting performance improvement.

How might you identify areas to focus on?

Chapter 3Active listening




Chapter 3 – Active listening



“I like to listen. I have learned a great deal from listening carefully. Most people never listen.”

Ernest Hemingway

(2-8) What is active listening? Active listening is listening to a person without thinking up stuff in your head to say whilst they are talking, or letting yourself be distracted by other things. In the early days of learning how to coach, we often observe the coach trying to solve the coachee’s problem, rather than just listening. They jump in and start making suggestions or ask questions that start to lead the coachee down a certain path. Whilst they mean well, they are not fully listening.

If you are trying to come up with another question, solve the coachee’s problem or jump in with a solution you are not listening.

Active listening is being 100% present for a person.

Most of us think that we are great listeners! But we may have had a colleague suggest that we are not listening or times when a colleague says, “Thanks for listening”.

Active listening is about listening to a person without need to actually throw your thoughts, feelings or opinions into the space. As coaches, much of our time is spent listening, it may be the first time a person has actually been listened to. We also call this ‘staying out of the space’.

Consider two people talking and the space between them as an area that is “filled” with conversation. When one person talks, it is as if they throw information into the space and then the other person returns with conversation. Over time this space fills up. If two people are not listening, the space fills up quickly and just becomes an over-crowded mess. There is no means of effectively communicating because the space is completely crammed. The same situation occurs in an argument when neither party is listening; both parties are just trying to fill the space.


© Open Door Coaching Technologies Pty Ltd, Version 1.0 01/19 Module 2 - Page 17 of 31

Allowing the person that you are listening to, totally own the space, for as long as they like.

You respond with short, encouraging words or phrases and encourage the other person to continue. When the person has finished, you may encourage them to continue.

Active listening does not require you to respond, unless the other person seeks a response from you. Often when people are time poor and you are seen to be an expert yourself and others may expect a response to be provided. This approach may assist in the short term; however, getting the best out of people means we need to create space.

Traditionally, we put pressure on ourselves to respond with solutions or answers to any issue.

In a coaching conversation, it is about listening and then asking the questions that come to mind.

Reciting versus FocusingHave you ever had the experience where you were accused of not listening, but you were able to repeat almost word for word what the other person said? Or perhaps you had a sense that the person was not listening so you asked the question and to your amazement, they actually repeated back what you said.

Here’s an important point: Reciting back what a person says is not listening! Just because you can quickly recall from your short-term memory what the person said, doesn’t mean you were listening.

Active listening as we have described, is about being 100% present and that takes 100% focus on the person, their physiology, tone and the words that they are using. Once again, if you are thinking about something else, then you are not listening, you are just faking it!

One of the most important ways of establishing rapport and relationships and truly communicating is to be actively listening. The speaker feels validated and understood that you care.

Reflecting back and paraphrasing and summarizing

Reflecting back, paraphrasing and summarising are useful ways to demonstrate to the coachee that you are listening, and also to highlight to the coachee the words that they are using. When reflecting back, paraphrasing or summarising it is important to use the coachee’s own words – don’t change the words because you may change the meaning.

Reflect back by saying “so what I am hearing you say is…” or “let me just reflect back what I have just heard you say...”

Paraphrase by picking up the last words that the coachee has used.

Summarise by picking the key points that the coachee has used and string these together in a summary sentence…again use their words.





The gift of active listening

Active listening could be described as a gift, because so many people have never actually had a person truly listen to them. Active listening is listening without judging, needing to express an opinion, jumping into the space, in any way. It will make a big difference to the effectiveness of your communications.

What are your thoughts about your listening skills and what you need to improve?

Chapter 4Introducing Above the Line and Reframing



Chapter 4Introducing Reframing

Chapter 4 – Introducing above the line and reframing



We are all aiming for a culture in the workplace that is ‘above the line’.

(2-9) Above the Line and Below the LineThrough our coaching we are trying to encourage and create a culture within the workplace that is 'above the line'. An above the line culture is one where people are taking responsibility, being accountable and looking for options, possibilities and solutions.

The opposite is true when people are being 'below the line'. When a person goes 'below the line' they are often blaming others, being defensive, using negative language and over time this drags down the culture of the workplace.

As you consider the diagram below, think about the comments you hear in the workplace that are above the line or below the line.

1. What ‘above the line’ comments do you hear?

2. What ‘below the line’ comments do you hear?

Chapter 5Putting it into practice!




ReframingReframing is a simple tool to check language, feelings and actions and to identify the need for coaching. Team members can benefit from coaching on either side of the line, however we are often using reframing to bring a person up above the line.

Reframing involves taking the key negative statement responding with the positive question.

You are reframing a negative statement by changing it into a positive question to prompt a change in thinking by the coachee.

Steps to reframing:

1. Identify the negative word in the statement. For example, “hard”.

2. Think about the opposite (positive) word. For example, “easy”.

3. Now ask a question starting with how, who, what, when, where and use the positive word. For example, “What would make it easier?”

Once you master reframing as a skill, it becomes part of your normal way of communicating.





Take a look at the reframe examples and then come up with your own examples!

Comment Reframe

This is too hard! What would make it easy?

I can’t do this! What can you do?

This will never work! What will make it work?





(2-10) Looking at Basic Question Structure Open questions

In coaching we are focussed on making sure that most of our questions are open questions. Open questions leave room for many options and for the coachee to explore their own answers. They normally start with WHAT, WHO, WHERE, HOW, WHEN?

Why questions

We want to avoid WHY questions in this context because ‘why questions’ tend to cause a defensive response.

Why questions are those that start with “why” or have the word “why” as emphasis in the question even if the sentence starts out “nicely”. For example:

Why did you do that?

I’m just wondering why you did that?

In response to the above two questions, a person will often start to search for an explanation or an excuse and in many cases seeks to defend themselves or seek to justify themselves, starting the response with “Because….”

It gets even worse, when the person who is responding shifts blame back to the person who is asking the question as their primary source of defence.

Question: Why did you do that? Response: Because you said….



Closed questions

Closed questions are generally asked to elicit a yes or no response. They can be used effectively to elicit factual information, to refocus or narrow down a discussion or to confirm the coachee’s intentions, for example: So will you do it?

However, use closed questions with caution.

Too many times in the workplace closed questions have the effect of eliciting “one word answers” – yes, no, maybe or probably. You actually often get limited information by asking closed questions and your questions become just a guessing game.

For example:

Did you go to meeting? No.

Did you go to lunch? No.

Did you go to talk to Bob? No.

Then what did you do?

The open question “what did you do?” is asked last, when it would have been better to ask at the beginning, rather than asking all the other questions. Asking closed questions often continues until you guess the right answer and that just causes frustration.



Rather than asking the closed question ‘did you do it?’ simply put a HOW, WHAT, WHO, WHEN or WHERE in front of the question and see what a difference it makes:

How did you do it?

What did you do?

When did you do it?

Where did you do it?

Closed questions can often sound judgemental too! For example: Do you think that’s a good idea? If the person is judging, then they are listening to hear yes or no and expecting the coachee to agree with them. In this instance the tone of your voice in asking the question makes a big difference.

Rather than saying “Do you think that’s a good idea?”, you could ask “What’s the best thing to do here?” and this leaves the question open, options can be generated and the coachee is really thinking!

Unfortunately, closed questions are often stated in a manner whereby the person asking the question has already set up the expected answer. For example:

Did you do the task on time?

You didn’t do the task on time, did you?

Are you coming to the meeting tonight?

You are coming to the meeting tonight, aren’t you?

Again, as before, beware of nicely framed closed questions also, for example:

I’m just wondering whether you are coming to dinner tonight or not?

Do you think that you will get that report to me by 5:00pm tonight?

It seems redundant to have to write the following, but it is included to state the obvious and as a gentle reminder:

Communication is more likely to be effective if it is open, rather than closed and evokes positive feelings, rather than defensive ones.

However, we do use closed questions in the “nail down” to ensure commitment!

What happens when you ask closed questions?



(2-11) Coaching Notes There are many different ways to capture coaching notes. However, the most important thing is to capture the record of the coaching conversation, such that you are confident in what happened when you come to do a review.

Some thoughts on coaching notes:

You can use the GROW model to capture your notes, including a reflection on the previous period and documenting action items, are all key elements that you might consider.

Consider whether you provide the coachee with a summary of your notes or you may suggest the coachee take the notes. This is a matter of personal preference.

Keep your coaching notes safe and confidential and ensure that the coachee knows that this is the case.

Remember to seek permission from the coachee prior to taking notes.

Don’t let note taking get in the way of good listening and building rapport.

Keep up-to-date with your notes and have a good filing system.

What kind of coaching notes work for you?



Chapter 5Putting it into Practice!




Chapter 5 – Putting it into practice



(2-12) Time to go and coach! Now that you have been introduced to what coaching is and the principles of coaching, and the coaching process - it’s time to pair up or find a person to have a coaching conversation with!

You need to practice (using any of the tools you have learned so far) by coaching someone and also being coached yourself.

Perhaps even try a coaching session that involves reframing?

You need to record your reflections on your coaching below.

Coaching conversation where you coach a person

Date:

Name of Coachee: What are your key learnings as a coach?

Get some feedback on your coaching:

What was great about your coaching?

What can be improved?





Coaching conversation where you receive coaching

Date:

Name of Coach: What were your key learnings from being coached?

List a key action:




“Give a lecture to a thousand people. One walks out and says “I’m going to change my life.”

Another one walks out with a yawn and says “I’ve heard it all before.” Why is that? Why wouldn’t

both be affected the same way? Another mystery of life.”

Jim Rohn

Your summary and reflections Think about your key learnings from this module and capture your reflections in Open Door online to finalise your module.

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