21 Apr To complete your Assignment, compose a cohesive document that addresses the following: See Attachment for detailed instructions? No plagiarism? 7-8 pag
To complete your Assignment, compose a cohesive document that addresses the following: See Attachment for detailed instructions
- No plagiarism
- 7-8 pages total to include Plan of action
Assignment: Expanding Your Coaching Skills
In order to be an effective coach, it is imperative that you consistently take the time for self-evaluation to identify those areas where you are performing well, and reflect on those areas where change is needed. As you consider your role as a future coach or mentor, what are your strengths and weaknesses?
Assess yourself and your abilities as a coach and then develop an action plan (1–2 pages) to improve on those areas where change is needed.
To prepare for this assignment,
Review this week’s Learning Resources, especially:
· What is Leadership Coaching? Strengths and Weaknesses. (jgdb.com)
· Coaching in the Workplace (gptchb.org)
· https://www.compasspoint.org/sites/default/files/…
· The Role of Coaching and Reflection | edCircuit
· Reflection as a Coach Development Tool | Coach Growth (wordpress.com)
This action plan should include three sections:
· Current Reality
· A Description of the Current Reality
· Hindrances to Improvement
· Intended Outcomes
· The Plan of Action
· Skills to Practice
· Network of Support
· Time Frame
Be honest and thorough in the process, as the exercise is designed to develop your introspective skills. The time and reflection you put into the analysis and plan development will determine how useful and meaningful it will be for you in expanding your skills as a coach.
To complete your Assignment, compose a cohesive document that addresses the following:
· Apply self-development process to identify your coaching strengths and weaknesses.
· Evaluate your coaching strengths and weaknesses.
· Develop an action plan that focuses on improvement of your coaching weaknesses.
· Defend how your action plan will support continued development of strengths and improvement of weaknesses.
· 3–4 pages in length, including your action plan.
· No plagiarism
· APA citing
,
Copyright © Patient Safety Coaches Academy, LLC 2018
1
The Flow of Coaching James Flaherty in Evoking Excellence in Others describes a 7-step Flow of Coaching1 process from first establishing the relationship between the coach and individuals on the team to observation, assessment, providing feedback and reaching agreement on future steps. The following is a summary and elaboration of the Flow of Coaching model:
1. Establish the relationship – for coaching to work, the relationship must be genuine and based on mutual trust, mutual respect, and mutual freedom of expression. The coach must facilitate open communications where information is exchanged without defensiveness or argumentation. Freedom of expression is grounded in openness, listening, and confidentiality.
2. Recognize the opening – an “opening” is an event or an occasion that makes the individual or team more approachable for coaching, for example, a process breakdown, a need for enhanced competency, or the introduction of a new process or technique.
3. Observe and assess performance – in addition to observing immediate concerns, the coach should observe and assess how the team is meeting its commitments, working toward its identified future outcomes, and maintaining a constructive mood, while also assessing the level of competence in the group and individual behaviors.
4. Enroll the team for a coaching session – the coach and the team should make explicit what they aim to accomplish together, discuss potential barriers, identify desired outcomes, reach mutual commitment, and identify possible obstacles to success.
5. Conduct the coaching conversation – during the initial session, the coach should clarify the desired outcome of the coaching session, observe the team’s performance, set up communication expectations, and plan a follow-up session. During the next session, the coach reports on observations, addresses breakdowns, discusses new behaviors, and assigns new practice. During the third session, the coach reports on the observations of the new practice, results of the new behavior, effects of newly acquired competence, and suggests recommendations for the future. The coach should acknowledge positive results and progress and ask the
1 Flaherty, J., Evoking Excellence in Others, Elsevier, 2010, p. 25
Copyright © Patient Safety Coaches Academy, LLC 2018
2
team to reflect on what they have learned from their own observations of their performance.
6. Provide feedback – the feedback should provide time for the team to reflect on the coach’s observations of their performance and on their own observations. By conducting a self-assessment, the team will better understand the corrections in behavior needed for sustained improvement.
7. Agree on future steps – the coach and team members should agree on the focus of future coaching conversations, practice sessions, and new behaviors to master.
,
Praise for the Second Edition of Coaching
“In Coaching: Evoking Excellence in Others, James Flaherty brilliantly dissects both the art and science of coaching—one of the more difficult and least understood roles in organi- zations. Beginning with theories, concepts, and models, he shows their application to prac- tice and empowers any aspiring coach to be more effective in helping people achieve their goals. A better book on this subject just doesn’t exist.”
—Jerry I. Porras, Lane Professor of Organizational Behavior and Change Emeritus,
Graduate School of Business, Stanford University and Co-Author, Built to Last
“As the field of coaching finds its way to becoming a mature discipline, James Flaherty’s dedicated field research, study, and sound articulation offers a definitive ground and a sensibility of genuine care. At the core, this book offers a way of thinking about human beings that makes action and practice central to learning. This is a no-nonsense, generous, pragmatic book that belongs on the shelf every coach, novice or veteran.”
—Richard Strozzi-Heckler, Ph.D., Founder of Somatic Coaching and author of
The Anatomy of Change and Holding The Center
“At long last, a book on coaching that moves beyond ‘advice from the sidelines.’ James Flaherty convincingly shows that the only way to truly help people grow is to help them in developing new practices and new language, and that the only way to coach effectively is to enter into a reciprocal relationship where ‘coach’ and ‘coachee’ engage in a dance of mutual influence and growth”.
—Peter M. Senge, MIT and Society for Organizational Learning
“This extraordinary book clearly represents James Flaherty’s ability to insightfully enable the self-generating and self-correcting capacities of his clients. His clarity and candor engage the reader to more deeply examine the opportunities to live a more integrated and holistic life.”
—Michele Goins, Vice President and Chief Information Officer, Imaging
and Printing Group, Hewlett-Packard Company
“James Flaherty focuses on the commonly overlooked fact that a coachee is a ‘human- being.’ He effectively emphasizes that this is the most important aspect that a coach should always have in mind, something that many of us tend to forget. It was this tact that he applies toward coaching, as well as many other brilliant insights, that helped me make the decision to publish Coaching in Japanese and apply its lessons in my practice.”
—Mamoru Itoh, President, Coach21 Co., Ltd., Tokyo, Japan
“James Flaherty frames deep questions about how humans operate across a series of inter- connected domains such as the mind, body, and emotions, which will give both new and experienced coaches pause to reflect. He frames crisp distinctions about the coaching process which will generate new perspectives on the role of the coach. He leaves a trail of deeply researched threads that the reader can explore after reading to deepen their knowl- edge and understanding. All of this is done in a crisp and quietly elegant dialogue which makes you believe he is present as you are inspired to explore, with profound curiosity, your own beliefs on what we are as human beings and how we should show up as coaches. As you read and digest his coaching metaphors, analogies and questions, there are inex- plicable possibilities that crystallize, fresh insights that emerge and a renewed commitment to explore oneself and the coaching we strive to master.”
—Craig O’Flaherty, Director, Centre for Coaching, Graduate School of Business,
University of Cape Town, South Africa
Coaching
Evoking Excellence in Others
second edITIon
James Flaherty
AMSTERDAM • BOSTON • HEIDELBERG • LONDON NEW YORK • OXFORD • PARIS • SAN DIEGO
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Elsevier Butterworth–Heinemann
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Copyright © 2005, James Flaherty. All rights reserved.
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Recognizing the importance of preserving what has been written, Elsevier prints its books on acid-free paper whenever possible.
Library of Congress Cataloging-in-Publication Data
Flaherty, James.
Coaching : evoking excellence in others / James Flaherty.—2nd ed.
p. cm.
Includes bibliographical references and index.
ISBN 0-7506-7920-4 (pbk. : alk. paper) 1. Mentoring in business.
2. Employees—Training of. 3. Employees—Counseling of. 4. Executive coaching.
I. Title: Evoking excellence in others. II. Title. HF5385.F55 2005
658.3¢124—dc22
2005011184
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
ISBN 13: 978-0-7506-7920-6
ISBN 10: 0-7506-7920-4
For information on all Elsevier Butterworth–Heinemann publications visit our Web site at www.books.elsevier.com
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To Stacy and Devin
in appreciation of the love and dignity you bring to life
“Talent neglected or misguided, investigations into the nature of things not completed, what is right understood but not acted upon, and the lack of energy to rectify what is wrong—these are the things which pain my heart, which I exist to remedy.”
—Kung-Tzu (ConfucIus)
Contents
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Preface to the Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviii
Limits of the Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi
Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxv
1 The Foundation for Coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Why Coaching Now?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
What Is Coaching? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Operating Principles of Coaching . . . . . . . . . . . . . . . . . . . . . . . 10
2 Basic Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
What Is a Human Being? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Language, Observation, and Assessment . . . . . . . . . . . . . . . . . . 30
3 The Flow of Coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Stage One: Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Stage Two: Openings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Stage Three: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Stage Four: Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Stage Five: Coaching Itself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4 The Coaching Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Mutual Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Mutual Respect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Mutual Freedom of Expression . . . . . . . . . . . . . . . . . . . . . . . . . 53
vii
5 Openings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Social Identity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Openings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
6 Assessment Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Model One: Five Elements Model . . . . . . . . . . . . . . . . . . . . . . . 74
Model Two: Domains of Competence. . . . . . . . . . . . . . . . . . . . . 83
Model Three: Components of Satisfaction and
Effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Using These Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Applications of the Models to Our Case . . . . . . . . . . . . . . . . . . . 92
7 The Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Centrality of the Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Coaching the Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Principle 1: Creating an Observer of the Body . . . . . . . . . . . . . 102
Principle 2: The Breath . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Principle 3: Body and Character . . . . . . . . . . . . . . . . . . . . . . . 105
8 Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
9 Coaching Conversations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Types of Conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Type One: Single Conversations . . . . . . . . . . . . . . . . . . . . . . . . 127
Type Two: Several Conversations . . . . . . . . . . . . . . . . . . . . . . . 131
Type Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Assessment Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Self-Observation Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Practice Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
10 Stuck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Client Being Stuck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Program Being Stuck. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
11 Track Two: Working with Ourselves . . . . . . . . . . . . . . . . . . . . . 175 Truing Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Self-Development Process for Coaches: Skills and
Qualities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
The Process: Working with Yourself . . . . . . . . . . . . . . . . . . . . . 181
The Process: An Example. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
viii
Contents
Contents ix
Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
How Bob Turned Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Appendix A: Self-Observations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Appendix B: Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
About the Author. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
On its surface, James Flaherty’s book looks to be a how-to text for a rapidly emerging set of disciplines and practices called Coaching. Don’t be misled. This book is a lot more than that, although you can read it for no other reason, and it will help you improve your practices as a coach (or as a coachee, a customer of coaching).
Not long ago, coaching meant training athletes, performers, and stu- dents. Recently, the use of the term has been extended into the worlds of management, leadership, entrepreneurship, and performance in other domains of life. I remember my initial reaction to hearing Fernando Flores propose in the early 1980s to bring the skills of basketball coaches to man- agement teams and the boardroom. I was surprised at this unexpected appropriation; and, it made a lot of sense. In retrospect, I think that it made particular sense to me because of what I knew about how difficult it is to learn the practices of managing and leading. It is extraordinarily difficult to observe and improve one’s own performance in the challeng- ing roles people face in taking responsibility for the future—especially managing and leading.
The discipline of coaching puts the center of its attention on the ques- tion of how a person can help other people develop new capabilities, new horizons, and new worlds of opportunity for themselves and those around them. Put this way, we can begin to see that this role—coaching—will be especially relevant for the coming era. This book is about building rela- tionships among people who are continuously learning about the chang- ing environments in which they live and work, intervening in and moving to set aside ineffective and counter-productive habits, and building new skills, practices, habits, and platforms for collaborating in this ever- changing world.
In the 20th Century, we built enormous organizations around the world in which people were employed as special kinds of irritating and expen-
xi
Foreword
xii Foreword
sive interchangeable parts. Those organizations changed the face of the planet, bringing both valuable and wasteful practices everywhere they touched. To get more efficient and effective we centralized, decentralized, cut costs, outsourced, down-sized, right-sized, and automated. We coor- dinated manufacturing and logistics through “ERP” systems and dealt with our customers with “CIS” and “CRM” systems. (Don’t worry if you are not familiar with those acronyms; that underscores my point.) Coaching was not an essential capacity in that world; it was not necessary to re-shape the skills of most individual employees. People were trained to perform in roles that had been designed to serve the purposes of the enterprise, and they adapted or they were replaced. We trained people to remember and repeat “information” and follow rules. It was only in the last decades of the 20th Century that various features of the world began to call for the kinds of capacities to deal with the continuously changing environments that this new kind of coaching was invented to address.
James has put the client in the center of his interpretation of coaching in a way that is worthy of our attention. One reviewer says that James does not forget that those who are coached “are human beings.” What does he mean by this? No one would dispute the proposition that coaches work with human beings. But James has very particular interpretations about the kinds of beings he is training to coach, and about the beings that they, in turn will coach. He has worked for many years to develop these inter- pretations, and they are fundamental to what is so helpful about this book. There is no way to sum them up; you must read the book and make your own sense of what James is doing. However, I want to point to three inter- pretations that James is writing from that I would not want the reader to miss.
Human beings create themselves in language, continuously shaping and re-shaping the narratives in which they make sense of their worlds. If you would make sense of another human being, pay close attention to the language and narratives in which s/he interprets him/herself.
Human beings are biological creatures all the way down. They invent, carry, and express their moods, what they care about, and how they understand the world in their bodies. If you would make sense of another human being, pay close attention to their body, and to how they attend to it themselves.
Human beings are paradoxical, at once far more creatures of habit than most of us like to think, and at the same time far more mal- leable. For James this paradox is a bottomless source of wonder,
Foreword xiii
appreciation, inquiry, and amusement. This is a serious book, but you will see James’s humor here too.
These distinctions arise from James’s study of many disciplines. For example, it will be obvious to the reader that he has thought deeply about human language and the ways that we invent ourselves and our worlds in language. This is one of the most distinctive features of the book. In this, he stands on the shoulders of great philosophers and shares their work with the reader. Finally, he includes learnings from his Buddhist practices, the biology of Humberto Maturana and Francisco Varela, and his work as a Certified Rolfer (which he did before becoming a coach and developer of coaches) and makes what he has learned available to the reader in direct and indirect ways.
In the book, James presents ingenious maps for thinking about the multi-dimensional space in which two human beings come together to produce a shift in the world(s) of one or both. He calls them “models.” The models that the commonsense world gives us for thinking about these questions are, for the most part, bad maps. On her College Board Test, for example, my daughter is asked to write about this question: “Are people more often motivated by money or fame, or by personal satisfaction?” On reflection, it is easy to see that this is a bad question that shares the struc- ture of the old joke, “When did you stop beating your wife?” Don’t be misled when James says that the models he presents are not terribly impor- tant. He warns against mistaking maps for territories, and calls those who would label people using models, simply, “lazy.” Here he is speaking in the philosophical tradition of Wittgenstein, who said, “My propositions serve as elucidations in the following way: anyone who understands me even- tually recognizes them as non-sensical when he has climbed out through them, on them, over them. (He must, so to speak, throw away the ladder after he has climbed up it.)”1 In the end I agree that you will be wise to discard the models James offers, but before that, they are enormously useful as “ladders” to access new terrain.
At this turning point of history, far too many of our leaders, managers, designers, and others in positions of responsibility for our communities and enterprises have come to take for granted that it is possible to manage and lead other people without attending to questions that sit in the middle of this book: how to intervene in situations in which people are “stuck” in
1 Proposition 6.54 from the Tractatus Logico-Philosophicus. See http://www.public- domain-content.com/Philosophy/Ludwig_Wittgenstein.shtml and http://pd.sparknotes. com/philosophy/tractatus/section13.html
xiv Foreword
old habits and badly understood situations, how we observe the world around us, and how people learn.
When I am training designers, I often remind them that if they are not skilled and confident in their capacity to diagnose and intervene in the human messes of the world, they will make important mistakes. They will design features for a new world constrained by the limits of their own ability to understand the capabilities of people. Similarly, confidence in your own capacity to be an effective coach is an essential ingredient for making a better team, business, service, and world. As you read Coaching: Evoking Excellence in Others and begin to practice what it offers, I predict you will find yourself experiencing expanding possibilities for yourself and those you interact with, along with growing ambition and confidence that you can take on and succeed at projects and goals that before were not possible.
Chauncey Bell Managing Partner
BABDI—Bell+Associates, Business Design for Innovation
Alameda, California
xv
Preface to the Second Edition
Since I originally wrote this book, the world of coaching has changed and stayed the same. It changed in that more disciplines are being woven into coaching: it is now possible to do somatic work and send clients out with self-observation exercises in a business setting. It stayed the same in that many coaches still have not sufficiently questioned their assumptions about people and themselves to do any powerful interventions. This revised edition of my book includes new chapters on working with the body and what to do when we find ourselves stuck in our coaching efforts. These chapters are meant to expand the coach’s repertory and readiness to step into wider areas of engagement with clients. As usual, these chap- ters have annotated bibliographies at their conclusion that will assist the reader in continuing his or her study. I hope that this book encourages you in your development as a coach and helps you in the important work of supporting others. Please read it and use it with that in mind by folding it into what you know and folding what you know into it until you arrive at a new, powerful place from which to do your work.
Preface
Probably what’s at the core of working with people as a manager, teacher, coach, or parent is our basic understanding of people. Do we believe that human beings are attempting above all else to avoid pain and seek plea- sure? Have we concluded that everyone is trying to get ahead himself, regardless of what happens to others? Do we think that people are bio- computers that have been programmed by life circumstances and have very limited possibilities for change? Do we imagine that people are small particles in a vast, unstoppable mechanism of historical forces that leave the individual as helpless as a cork in the ocean? Or do we have the oppo- site view, that the individual is the captain of his fate, one who can fully determine what happens, bend circumstances to his will, overcome all cir- cumstantial obstacles? Until we can reveal to ourselves what we understand human beings to be, we cannot coach them. Without this understanding, it’s as if we are attempting to build a structure with materials that we aren’t familiar with. We don’t know what will bear weight. We don’t know what will be water resistant. We can’t tell what might be insulating. Probably no intelligent person would go ahead with such a project unless forced to by circumstances. But many of us go ahead and work with people without coming to grips with this fundamental question.
In fact, many authors and experts do not address the topic at all and work instead with an assumed theory that is never revealed. Perhaps this is because there doesn’t seem to be a need to t
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