Results Coach Certification
Core Unit 2: Coaching Engagements
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Results Coach Certification
Core Unit 2: Coaching Engagements
© NeuroLeadership Group 2012, all rights reserved.
This manual and the techniques described in it, is copyright NeuroLeadership Group International, and
allows participants of the program to utilize the models and tools within this manual for personal use only.
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Core Unit 2: Coaching Engagements
Table of contents
Table of contents ................................................................................................................................... 3
Program information.............................................................................................................................. 6
Personal details .................................................................................................................................... 6
Three things I want from this unit: ......................................................................................................... 6
Results Coach Certification: Core Unit 2 Outline ................................................................................... 7
Module 1: Setting up the coaching engagement .................................................................................. 8
Establishing the coachee’s needs ......................................................................................................... 8
Explain what coaching is ....................................................................................................................... 9
Structure of the coaching engagement ................................................................................................ 11
Expectations of the coaching engagement .......................................................................................... 13
Establishing the fee structure .............................................................................................................. 14
Establishing creditability ...................................................................................................................... 15
Setting expectations with stakeholders ................................................................................................ 16
Getting the coachee’s commitment ..................................................................................................... 17
Module 2: Goal setting I ....................................................................................................................... 19
Underlying structure of coaching engagements ................................................................................... 19
Goals............................................................................................................................................... 19
Strategies ........................................................................................................................................ 20
Actions ............................................................................................................................................ 20
Setting primary goals .......................................................................................................................... 21
Primary goals worksheet ..................................................................................................................... 23
Step 1: Mining..................................................................................................................................... 24
Steps for mining............................................................................................................................... 24
Step 2: Refining .................................................................................................................................. 27
Steps for refining ............................................................................................................................. 27
Module 3: Goal setting II ...................................................................................................................... 31
Step 3: Defining .................................................................................................................................. 31
Steps for defining ............................................................................................................................. 31
Requirements of primary goals ........................................................................................................ 34
Possible goals .................................................................................................................................... 37
Step 4: Shining ................................................................................................................................... 41
Module 4: Session one ........................................................................................................................ 44
What happens in session one ............................................................................................................. 44
Session one worksheet ....................................................................................................................... 45
Session one in detail ........................................................................................................................... 46
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Preparation ...................................................................................................................................... 46
Step 1: Set up the time and space ................................................................................................... 46
Step 2: How the session will go........................................................................................................ 46
Step 3: Clearing the space ............................................................................................................... 47
Steps 4-6: Goal setting .................................................................................................................... 48
Step 7: Completion about the goals ................................................................................................. 49
Step 8: Finalise coaching session .................................................................................................... 49
Step 9: Completion .......................................................................................................................... 51
Step 10: Book the next session ........................................................................................................ 52
Coaching agreement........................................................................................................................... 53
Example terms and conditions ............................................................................................................ 54
Primary goals...................................................................................................................................... 56
Session worksheet .............................................................................................................................. 57
Secondary goals ................................................................................................................................. 58
Why do we have secondary goals? .................................................................................................. 58
How do we work with secondary goals? ........................................................................................... 58
Secondary goals worksheet ................................................................................................................ 59
Preparation questionnaire ................................................................................................................... 60
Why do we have a preparation questionnaire? ................................................................................. 60
How to use the questionnaire ........................................................................................................... 60
Preparation questionnaire worksheet .................................................................................................. 62
Personal checklist ............................................................................................................................... 64
What is the purpose a personal checklist? ....................................................................................... 64
How to use a personal checklist ....................................................................................................... 64
Personal checklist ............................................................................................................................... 65
Module 5: Strategies and actions ........................................................................................................ 68
Strategies ........................................................................................................................................... 68
Why do we set strategies? ............................................................................................................... 68
Steps for setting strategies .................................................................................................................. 70
Requirements of strategies ................................................................................................................. 72
Sample strategies ............................................................................................................................... 73
Common strategy frameworks ............................................................................................................ 74
Strategies worksheet .......................................................................................................................... 76
Actions ............................................................................................................................................... 77
Setting actions during a coaching session ........................................................................................ 77
Tools for setting actions ...................................................................................................................... 80
Module 6: Session two ........................................................................................................................ 83
Preparation for session two ................................................................................................................. 83
Session two worksheet ....................................................................................................................... 84
Session two steps ............................................................................................................................... 85
Step 1: Clearing the space ............................................................................................................... 85
Step 2: Relationship to the goals ...................................................................................................... 85
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Possible relationships to the goal ..................................................................................................... 87
Step 3: Set the context..................................................................................................................... 88
Step 4-6: Setting the strategies and actions ..................................................................................... 90
Step 7: Review additional actions .................................................................................................... 90
Step 8: Coachee to read out the actions for the week....................................................................... 91
Step 9: Completion .......................................................................................................................... 91
Step 10: Book next session.............................................................................................................. 91
Module 7: Managing the coaching engagement ................................................................................. 92
Session worksheet .............................................................................................................................. 92
Ongoing session steps ........................................................................................................................ 93
Preparation for ongoing coaching sessions ...................................................................................... 93
Step 1: Clearing the space ............................................................................................................... 93
Step 2: Review relationship to the goals ........................................................................................... 93
Step 3: Creating the context for the session ..................................................................................... 93
Steps 4–6: Working on each primary goal ........................................................................................ 93
Step 7: Review any additional actions for the week .......................................................................... 99
Step 8: Coachees to read out their actions ....................................................................................... 99
Step 9: Completion .......................................................................................................................... 99
Step 10: Book the next session ........................................................................................................ 99
Emotional journey ............................................................................................................................. 100
Typical coaching program checklist ................................................................................................... 101
Module 8: Completing the coaching engagement ............................................................................ 103
Completion session .......................................................................................................................... 103
Preparation for the final session ..................................................................................................... 103
Completion session worksheet .......................................................................................................... 104
Running the final session .................................................................................................................. 106
Follow these steps: ........................................................................................................................ 106
Completion report ............................................................................................................................. 110
Acknowledgements........................................................................................................................ 110
Relationship to the goals ................................................................................................................ 111
Context for the session .................................................................................................................. 111
Goal outcomes .............................................................................................................................. 111
Coaching report ................................................................................................................................ 112
Appendix: ICF coaching competencies ............................................................................................ 113
1. Meeting Ethical Guidelines and Professional Standards ............................................................. 114
2. Establishing the Coaching Agreement ........................................................................................ 114
3. Establishing Trust and Intimacy with the Client ........................................................................... 114
4. Coaching Presence ................................................................................................................... 115
5. Active Listening ......................................................................................................................... 115
6. Powerful Questioning ................................................................................................................. 115
7. Direct Communication ................................................................................................................ 116
8. Creating Awareness................................................................................................................... 116
9. Designing Actions ...................................................................................................................... 117
10. Planning and Goal Setting ....................................................................................................... 117
11. Managing Progress and Accountability..................................................................................... 118
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Program information
Personal details
Name: ____________________________________________________________________________
Telephone: _________________________________________________________________________
Date program commenced: ____________________________________________________________
Lead trainer: _______________________________________________________________________
Three things I want from this unit:
1 ________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2 ________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3 ________________________________________________________________________________
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Core Unit 2: Coaching Engagements
Results Coach Certification: Core Unit 2 Outline
Number
Content
Module 1
Setting up the coaching engagement
Module 2
Goal setting 1
Module 3
Goal setting II
Module 4
Session 1
Module 5
Strategies and actions
Module 6
Session 2
Module 7
Managing the coaching engagement
Module 8
Completing the coaching engagement
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Module 1: Setting up the coaching engagement
Establishing the coachee’s needs
The first thing to establish with the coachee is what they need and the reasons they want to explore
coaching as an option to support them. This is also an opportunity for them to experience you as a coach,
as you ask questions to support them to get clear on their needs and desired outcomes.
Some questions you could ask to establish the coachee’s needs and/or expectations include:
What attracted you to coaching?
What outcomes would you like to achieve during the coaching?
What goals do you have in mind that you would like to achieve?
What areas could coaching impact the most?
What expectations do others have about what you should achieve in the coaching? (E.g. manager)
What are your reasons for seeking out coaching?
What do you expect to achieve in the coaching?
Sometimes the coachee might be unclear on what they need and just have a vague idea of the
areas they want to impact. This can be a great opportunity for the coachee to experience some
coaching first hand, and for them to get clarity on what they want to achieve through the coaching.
Sometimes it might become clear at the end of the pre-coaching conversation that they actually need
some other type of support, for example mentoring, counseling or a different style of coach. Make sure
you are honest with the coachee about what you can deliver and the needs you can meet. If you cannot
meet what they want or it is not a good fit, then it is best to refer them to someone else.
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Explain what coaching is
As part of the pre-coaching conversation it is important to establish with the coachee what coaching is and
your approach to coaching. Many potential coachees come to coaching without an accurate idea of what
coaching entails. It is important that you help them clearly understand what coaching is about.
As a first step in this process you could ask them what they think coaching is.
“Before I outline my approach to coaching, I would like to hear about your experience and
understanding of coaching.”
You can then work with them to clarify their understanding and add on your own interpretation to explain
what coaching is about.
Here are some of the important elements to include:
Self-directed: coaching is about having you come up with your own answers, rather than me
giving advice.
Solution-focused: in this process we will focus more on solutions than problems.
Stretch: I will be stretching and challenging you so you get the most learning from your coaching.
Positive feedback: we will focus on your learning, strengths and growth.
Structure: this is a structured process that ensures you stay on track and progress towards your
desired outcomes.
It can also be useful to mention some of the links to the neuroscience in your explanation.
Example: ‘Coaching is self-directed because neuroscience has shown that no two brains are
even remotely alike. In other words, how you think is completely different to the way I think. So it
is important that you make your own connections and create new wiring yourself, based on your
own experience.’
Example: ‘We use the same structure in each session as neuroscience research tells us that the
brain needs certainty. When you know what to expect from each session, you are far more able
to focus on what you are learning and what you need to do in order to achieve your goals, rather
than wondering what is going to happen next.’
When you give your version make it real for them by choosing powerful, succinct examples from your
own coaching that the coachee can relate to.
You can write your own script with examples to describe your coaching approach, or you can use the
following dialogue and examples to explain coaching, replacing with your own examples where possible.
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“Coaching is a synthesis of elements from business, personal development and sports. It’s like having
a mentor who really believes in you and helps you set big goals for yourself, a manager to break down
the goals into logical steps, a personal trainer to keep you on the path and a sports coach to give you
feedback that will help improve your game. Let me explain what I mean in more detail.”
Mentor: “In the first session with your coach, it is like having a mentor, someone who believes in you
and helps you create a big vision for yourself and set big goals.
For example, (or own example) a coachee had thought about setting up a new business for seven
years. With a coach he had the business up and running in under 12 weeks. Having someone who
believed in him made all the difference.”
‘However, there is a difference between a mentor and a coach. Whereas a mentor is more likely to give
advice based on their experience, a coach doesn’t focus on giving advice. Instead a coach will facilitate
you to do the thinking and come up with your own solutions.”
Manager: “Once we have some goals worked out, a coach becomes a bit like a manager. A manager
helps you set strategies to do work, sets deadlines with you, and keeps you accountable. Without a
manager you may take three weeks to do something that could be done in one week. As your coach I’ll
be like that.
For example, (or own example), I had a coachee who wanted to move to another organisation in a
higher position. Part of the strategy towards his goal was to apply for two jobs per week. He was in a
new position by week 7.”
Personal trainer: “A coach helps you set big goals, then work out how to attack them. And then they
also keep you ‘on the court’, focused on the goals, which is a bit like having a personal trainer. If you
take on a personal trainer you might swim 20 laps three times a week. Without one you might just swim
once in a while. So a trainer really keeps you in action. It’s the same with a coach. Where you might
normally stop or give up, I will help you to keep going.
For example, (or own example) one coachee had been thinking about taking on a major strategic
project within his organisation for the past year. With a coach he set a plan, got together a project
group and finished the project in three months.”
Sports coach: “Finally, you might have these great goals, know how to get there in principle, be really
giving it all you’ve got, but still not be getting the result you want. So that’s when a coach is also like a
sports coach. A sports coach can see things to improve in your game that you can’t. Let’s take a tennis
coach. Just one small change in your thinking on the court can make a huge difference to your game.
As your coach, I’ll be providing you with that kind of objective perspective: observation that can really
make a difference to your performance.
For example, (or own example) a coachee complained that his organisation was losing a large amount
of sales. The coach pointed out that he didn’t devote specific time in his week looking at the strategic
direction of the organisation. The result of this insight was a fourfold increase in sales during the
coaching series.”
“So having a coach is like having your own mentor, manager, personal trainer and sports coach all
rolled into one, but it is also a lot more. As a coach I am 100% committed to you achieving your goals,
without my own agenda. There is almost no other structure in life that gives you this benefit.”
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Structure of the coaching engagement
This is where you let the coachee know about the structure of the coaching engagement. In other words,
how the process will work.
You might decide to have a specific structure, for example 12 sessions over 12 weeks or 12 sessions over
6 months, or 6 sessions over 3 months etc. Explaining this structure clearly before the first session is
important for setting expectations.
Here is an example of explaining the structure might look something like this:
1: Placement
‘Now I’d like to explain how the coaching engagement is structured.’
2: Explain the structure of the coaching engagement
‘We work together over x weeks/months, either in person or on the phone, for an hour every week. In the
first session we set three goals, which we call primary goals. These are really inspiring goals that are
generally much bigger than the type of goals you would normally set for yourself.
‘In the second session we develop a plan for how we will achieve each goal. We then work with this plan
each session for the next x weeks/months, working our way through them, dealing with the challenges
and developing insights along the way.
‘Then the final session is a completion session where we acknowledge and celebrate everything you have
achieved over the x weeks/months.’
3: Ensure this structure suits their needs
‘How does this structure for the coaching engagement sound to you?
Do you feel this structure will support you to achieve what you want from the coaching?’
Alternatively, you might decide to tailor the structure to suit the coachee’s needs and expectations.
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Here is an example of the dialogue to discuss the structure that would work best for them:
1: Placement:
‘I would now like to discuss the coaching structure that might best suit your needs.’
2: Clarify what the coachee wants from the coaching:
‘We can do 12 sessions over 3 to 6 months or less sessions depending on what you would like to get from
the coaching. What structure do you think would best suit you’re needs?’
It is also possible that the coachee needs to go through the process of setting goals in the first session
before you can both determine what structure would work best. This first session usually brings out clearly
what structure will best support them to achieve their desired outcomes.
It may be necessary to adapt your usual coaching structure to align with the needs of the workplace
and/or the desired coaching outcomes from stakeholders, such as managers.
Workplace clients expect adaptability, so you need to make sure you can think about how to tailor
coaching to meet the needs of both the individual and the organisation.
Some ideas for flexibility for workplace coaching:
The coachee and/or the organisation might want to you to set two work goals and one personal
goal. This balance works well as it covers a broader area of the coachee’s life, however the
organisation may require all three to be workplace goals.
You might need to focus the discussion on work areas more than the personal areas. Ensure
you use placement when bringing in the personal goal areas i.e. explaining the benefit to their
work when they achieve success in these other areas.
The coachee may only want to work on one area and thus only needs a few sessions. Make
sure you adapt to what the coachee needs.
The coachee might already have goals and a strategic plan in place and need support to follow
through on the plan. Check to see where they are at with developing the plan for their goals.
Many organisations have a formula for developing strategies so take time to familiarise yourself
with systems that are already in place.
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Expectations of the coaching engagement
Setting clear expectations with the coachee prepares them for the coaching engagement and ensures
they’re fully committed. It can prevent them from entering into something that they’re not ready for, or
committed to completing.
Part of setting the expectations is achieved by talking about what coaching is and the structure. It is also
useful to talk about what coaching may feel like and the commitment that is required.
An example of setting expectations:
1: Placement:
‘I would now like to talk about what you can expect from the coaching.’
2: Set clear expectations:
‘To achieve the goals you set, you will probably have to do a few things differently. Doing things differently
can be very challenging at times. In fact, if you are not challenged, I am probably not doing my job.
Having a coach requires a much bigger commitment than people are normally willing to make. There are
actions to be done between the sessions, there is someone to answer to for what you say you will do each
week. Having a coach really is a commitment and quite challenging, but the good news is most people
find the times they have a coach to be incredibly personally rewarding, and they get really fantastic
results.”
3: Check they are aligned:
‘Does this sound ok to you? Is there anything else you need to know about the coaching process?’
Other points you can include when setting expectations might include:
Confidentiality agreement
Signing a contract
Work to be completed between sessions
Scheduling of sessions e.g. regular time every week
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Establishing the fee structure
This section is for those that will be doing external coaching and charging a fee for their services.
You can either establish the fee structure in the pre-coaching conversation or you can do this at the end of
session one. Sometimes it isn’t clear what structure is required until the end of the first session, so
postponing the fee discussion until then will allow you to have a clear idea of what the appropriate fee
structure would be for this coachee.
Most coachees however want to know up front how much the coaching will cost. So it is important to
determine what your fee structure is and be able to communicate it clearly.
An example of setting a fee structure:
1: Tell the coachee what you are going to do next:
“I would like to move on to discussing my fee for coaching.”
2: Propose the fee:
“My fee is...”
3: Check that the coachee is happy with the fee:
For example:
“Does that fee sound appropriate to you?”
“That is my proposed fee. Does that feel right for you?”
When setting the fee structure you might like to negotiate your fee depending on the coachee’s needs and
circumstances or you might like to include a payment plan, for example, the coachee pays monthly. You
could also set an hourly fee or a fee for the whole coaching engagement. Make sure you find a structure
that works best for you and that suits the coachee’s needs.
The main point to remember when setting the fee is to be clear about what your fee
structure is before entering into the pre-coaching conversation. This will support you to
clearly communicate the fees to the potential coachee and avoid any confusion.
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Establishing creditability
In the pre-coaching conversation give the coachee a brief background on yourself and your involvement in
coaching. The purpose of this is to deepen the trust between the coach and the potential coachee. It may
also answer questions that the coachee has about you in the back of their mind. You might also decide to
send this information to the coachee to read before having the conversation.
Some points to remember are:
Each point is brief and clear.
Each point adds something of value to the coachee.
Each point leaves them more comfortable with you as a coach. You do not want the coachee to
have even more questions about you.
Following is a structure that works well for explaining your background. We suggest you use your own
words within the format below:
1: Share your current occupation or training other than being a coach
For example: ‘I have a background in marketing’ or ‘I currently work as the sales director for an
international telecommunications company.’
2: Tell them of your experience with coaching
For example: ‘I have been coaching for two years’ or ‘I have been an internal coach for my organisation
for the past year’ or ‘I am starting as a coach after ... months of training.’
3: Tell them why you coach. Make one point only.
For example: ‘The reason I coach is that I really enjoy working with people to achieve challenging goals.’
4: Tell them what they can expect from you as a coach
Tell the coachee three of your strengths that you think they will relate to positively.
For example: ‘My strengths as a coach are my understanding of business, my commitment and my
creativity.’
5: See if they could relate to any aspects of your background
For example: ‘Did any part of my background resonate with you?’
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This may give you an idea about what they would like to get out of the coaching. For example, a
connection with your strength of moving past challenges may indicate their interest in being supported in
this way.
6: Check to see if they have any questions
For example: ‘Is there anything else you would like to know about my background?’ or ‘Do you have any
questions about my background?’
Setting expectations with stakeholders
In a coaching engagement, sometimes there are more people involved than simply the coach and
coachee, such as the CEO, the coachee’s manager, human resources personnel, the business owner and
so on.
It is important to get clear on who the stakeholders are and what they require as part of the coaching
agreement.
When you negotiate a coaching contract with a coachee, establishing clear agreements upfront with both
management and the coachee can assist in preventing confusion or misaligned expectations down the
track.
It can be useful to set up a meeting with both stakeholders and the coachee to cover the following areas:
1. Confidentiality. This is critical to ensure the coachee knows they can express themselves freely in
the coaching sessions. It is best to agree with stakeholders that you will give them minimal
information regarding the coaching. Any information you do provide to them needs to be agreed
between you the coachee before providing the information. If you’re providing a report you can
ask the coachee to review it before sending it to the stakeholders. Or if it is verbal report then you
could ask the coachee to be present at the meeting.
2. Type of goals. Agree what will be set with the coachee. For example, aligning them with the
organisational goals, or setting two business goals and one personal goal. Get clear about any
requirements before completing the first session.
3. Sign contractual agreements. Even if there isn’t any payment involved it is important the coachee
agrees to the contractual agreements such as session times, postponing a session, work between
sessions etc. It might also be necessary to have stakeholders sign an agreement or at least agree
to certain parameters within the coaching agreement.
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4. Coachee commitment. This can waiver when an organisation is paying for the coaching. Ensure
the coachee and stakeholders understand the importance of the sessions and makes it a high
priority in their workday. It can be useful to regularly discuss with the coachee what they are
getting from the coaching, as well as the benefits in both their personal and professional lives.
Also, ensure the coachee and the coaching are being continually supported by stakeholders.
5. Notice period for postponement. Ensure you get clear agreements about how much notice they
need to give you to postpone a session and under what circumstances they can postpone within
24 hours e.g. personal emergency, illness etc This includes informing stakeholders so they
understand the implications if they ask the coachee to postpone a session.
6. Location of coaching sessions. Ensure stakeholders support the coachee to move away from their
desk or office to have these sessions. If possible ask for the sessions to be held either off site or
in a conference room away from distractions and interruptions. This will ensure the coachee gets
maximum benefit from the coaching.
Getting the coachee’s commitment
It can be challenging to get total commitment and buy-in from a coachee when their workplace has made
the decision for them to be coached. Even if they have volunteered for the coaching, it may have been
perceived as a ‘requirement’.
If a coachee has been pressured to have coaching, there are a number of things to keep in mind at the
beginning, and throughout the coaching engagement:
1. Clearly explain what coaching is and that you are there to support them to work towards goals that
they want to achieve. If stakeholders want the coachee to work towards the goals that they have
set for them, then before talking to the coachee explain to stakeholders that the coaching works
best when the coachee sets the goals. If they insist that the coachee work towards goals that are
different to what the coachee wants to work towards then you can suggest a meeting to work
towards a compromise and perhaps one goal being the coachee’s choice and the other 2 work
goals set by management. You will obviously need to use some great coaching skills to work with
both parties!
2. Be sure to acknowledge any hesitations they may have, and be prepared to acknowledge any
strong emotions or barriers. For example: ‘I understand it is a requirement to have this coaching.
How can I make it worth your while to be here for this session?’ or, ‘Would it be OK for me to
share an observation of our conversation so far? I get the feeling you are not sure about the
value of this coaching. Am I correct or is there something else on your mind?’
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3. Clearly explain the agreement and get the coachee’s feedback regarding the terms and
conditions.
Negotiate with them where possible.
4. Ask for feedback at the end of each session to ensure they are getting what they need from the
coaching.
5. Ensure you don’t fall into giving advice. Someone that is already resistant to coaching will respond
better to being asked questions and rather than being told what to do.
6. Be prepared to challenge their thinking if they are ‘testing’ you. Ask questions that require them to
really think about the answers (reflection) thus directing them to focus on their thinking and
performance, not your ‘performance’ as the assigned coach, then do some great clarification! For
example: ‘What would make your life easier in your current role? What changes need to happen
for that to occur? What role do you need to play in those changes? So I am hearing that you need
to [x]? Would that be a goal worth working on?’
7. Focus on strengths and positive feedback. Coachees that are resistant to coaching will likely be
more open and trusting if you focus on their strengths and giving them positive feedback, rather
than focusing on weaknesses and being critical. For example: ‘What do you feel are your
strengths in this role? What do you enjoy about this role? How can you build on these strengths?’
It is best to acknowledge and label any resistance the coachee might have to coaching right from the
beginning. Then work with them to find out what would work best for them and how the coaching
could benefit them.
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Module 2: Goal setting I
Underlying structure of coaching engagements
Goals
Having challenging goals builds a high level of commitment and motivation.
By going for big, inspiring goals you get more of the coachee’s attention and focus, which allows you to
make more of a difference. Having a focus on goals ensures the overall process is more solution-focused
and developmental, instead of remedial. Without specific goals people would be likely to focus on their
weaknesses, deficits and problems, as this is default mode for the brain.
Having stretch goals also builds in a degree of tension. The coachee will be more committed to the
process and more willing to step outside their comfort zone and try new things.
■
Having three different goals focuses the attention on the three areas of greatest development for
the coachee.
■
The goals are set without knowing how they will be achieved, just that they can be, within a
specific time frame.
■
The goals are set based on a series of processes and guidelines that ensure the goals are
appropriate and suitable.
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Strategies
Strategies perform several functions. They help the coachee see their goals as more possible by giving
them a step-by-step process to achieving them.
It also helps ensure the coachee has every chance of doing things differently. Without strategies the
coachee is likely to tackle a goal the way they always do rather than be open to new ways of thinking.
Strategies open up new possibilities.
The strategies are most obvious and clear when the goal is inspiring, visionary and achievable.
Actions
When the goal is right and you have a set of strategies that work, the actions you need to take become
almost obvious.
There is a flow between the three parts; a strong synergy between goals, strategies and actions that
drives the process forward.
Having this three-level process delivers significantly more value than just general conversations with
coachees. It gives the coaching a backbone and a clear, logical framework that allows coachee and coach
to be more comfortable with the process. If you have no goals, you risk being focused on problems. If you
have goals but no strategies that group actions together, you end up with a long ‘to-do’ list that can
become overwhelming.
The goals, strategies and actions are there to get the coachee to choose an area to work on, to take more
effective action. However the real value of the coaching journey tends to not be in the goals that are
achieved.
The real value tends to be in the emotional journey the coachee goes through, the new confidence they
develop, the new skills they learn and the new habits they build.
The goals, strategies, actions framework is really a tool for bringing about a rich journey of
discovery, learning and growth.
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The ultimate aim of coaching is to help people fulfill their potential.
Setting primary goals
The purpose in setting goals is to give people a big vision to work towards, a vision that inspires them into
action. Goals focus people on what is important, and help to keep them focused.
Primary goals are the three goals the coachee works on over the period of the coaching engagement.
Creating strong primary goals is fundamental to a successful coaching engagement.
Creating primary goals is a four-step process. Each step must be completed in its entirety before going on
to the next step. The steps are:
Mining: List all the areas of the coachee’s work and personal life.
Refining: Reduce the list to the three areas most appropriate for coaching.
Defining: Create a goal for each of the three areas with specific measures or success criteria identified.
Shining: Polish the wording of the defined goals into a succinct, inspiring goal statement that the
coachee really connects to and is motivated by.
Our analogy for the goal setting process comes from mining for gold. Mining is digging up all the dirt.
Refining is getting ore out the earth. Defining is smelting the ore to get pure gold. Then finally shining is
turning the gold into a piece of precious jewelry.
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On the next page is the primary goal worksheet that you can use to set goals with the coachee. Mining is
completed in the first column, refining in the second column, defining and shining in the third column.
You may also choose to create your own worksheet to manage this process.
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Primary goals worksheet
Possible work areas: sales, budgets, targets, profitability, costs, turn over, staff issues, relationships,
confidence, stress, planning, time management, communication skills, conflict resolution, personal
effectiveness, creativity, prioritising, managing people, strategic planning.
Possible personal areas: health, fitness, career, financial planning, job, income, family, social life,
friends, creativity, community, emotional life (like self-confidence or stress), hobbies, sports, living
environment, travel, education, spirituality.
MINING
REFINING
DEFINING & SHINING
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Step 1: Mining
The intention of this exercise is to uncover all the main areas in a coachee’s world; everything that is
important to them. We do not need to know anything about the particular areas, and we are not looking to
define the goals in any way at this stage. We are simply creating a list of all the areas that are currently in
someone’s work and personal life.
Steps for mining
1: Place the coachee in the whole goal setting process
‘Now we are going to move into the goal setting process. There are three phases to this process. Firstly, I
will get a list of all the different areas of your work and personal life. Secondly, we will narrow the list down
to the three areas that you think will be the most useful for coaching. And finally, we will create an
inspiring goal for you in each of these areas.’
2: Place the coachee in the first step of the process – mining
‘The first step of this process is to look at all the different areas of your life at the moment. We are going to
write a list of all the main things you are dealing with, which will probably be around 10-20 different things.
We’re not looking for the detail at the moment, just a list of the areas in one or two word headlines. And
we’re not just looking for problem areas, we are looking for everything, for example: your career
progression, time management, work life balance, your relationships, your health etc.’
At this point you can ask permission to bring them back to the headlines if you get more detail than
required at this stage in the process.
3: To get the coachee started
Start off with obvious areas you both know of.
For example: Work, health, family and relationships are always a good place to start. Or, if coaching is
completely focused on work start with different areas of their work such as sales, budgets or time
management.
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4: Prompt the coachee to give you the areas
Give the coachee clues but don’t make it too easy for them. Facilitate the process for them to come up
with the different areas, instead of telling them. If you offer a suggestion to the coachee and they agree
that it is a part of their work or life, ask them how they would say it in their own words and then add it to
the list.
5: Aim to end up with at least 12 areas
It is preferable to have 15-20.
6: When a coachee starts to go into detail
You will need to keep them on track, interrupting them as necessary.
For example: ‘We don’t need the details just yet, we’ll come back to that. What are some other areas?’
7: When ideas start to run out
Read the entire list you have written back to them aloud and say: “Is there anything else?”
You may find you do this a couple of times with some coachees.
8: Use the Primary Goals Worksheet as a prompt
There are references at the top of the Primary Goals Worksheet to prompt the coachee.
For example: ‘What about the area of...’
9: Encourage your coachee to be succinct and specific
Place them carefully, asking them to list areas, rather than inviting a conversation:
Ask succinct, focused questions like: ‘What else?’ or ‘What about time management?’
Rather than: ‘Let’s talk about what’s going on in your time management. Are there any issues?’
10: Mirror back the coachee’s words
To check you have listed exactly what they described.
If they mention: ‘My boss, Chris’, then list ‘boss’ or ‘Chris’, not ‘work colleague’.
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A slight change in words can imply a whole different meaning, and they may perceive a judgment that you
did not intend. Using the coachee’s exact words also shows you have listened, builds trust and rapport.
11: Keep the list succinct
Write a one or two word description like: ‘Career challenges.’
Rather than: ‘You’re feeling challenged in your career and want to change jobs.’
12: Encourage them to look more deeply
You may have covered every obvious area, yet you still feel like there is something they haven’t
mentioned.
Try asking:
‘What else do you want to achieve at work or in your life (perhaps if you had more time or resources
available)?’
‘What else have you always dreamed of doing?’
‘What would you like to see in your life that is currently not there?’
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Step 2: Refining
Refining is the second step in the process towards creating a series of inspiring goals with a coachee. In
refining you refer to the list of areas created in the mining exercise. The aim of refining is to reduce that list
to the three areas most appropriate for coaching.
Don’t try to get the actual goals at this stage, just reduce the list to the three most significant areas for
coaching.
Steps for refining
1: Explain to your coachee what you are about to do:
‘Now we have the main areas of your work and personal life, we are going to look for three areas that
would be the most suitable for your Primary Goals. We’re not going to try and get the actual goals at this
stage, we’re just looking to work out the areas that would be the best to focus on together.’
2: Explain the process of exclusion:
‘How we’ll do this is firstly by a process of exclusion, taking out those areas that are not appropriate for
coaching at this time. We have four ways that we exclude an area.’
Go through the methods of excluding an area.
Significant: The area must be significant and worthwhile.
‘Firstly it is important we choose areas that are significant and worthwhile, as we will be spending 10 – 30
minutes every week working on each primary goal together, plus the actions you’ll be doing between
sessions.’
Satisfaction: If the coachee is fully satisfied with an area, then there is probably no need for coaching.
‘Also there may be areas that are completely okay and really satisfying for you. If you aren’t really
interested in anything more in an area I obviously won’t coach you in it.’
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Structured: If a good structure is already in place in this area, then there is probably no need for
coaching.
If a good structure is already in place:
‘There is also not much point coaching you on an area if you already have a structure that’s working well.
Eg. if you are already working with a personal trainer on your fitness.’
Similar: If two areas are very similar then they could be combined.
‘It’s important that the three areas we end up with fit into completely different parts of your work or
personal life. We will combine any areas in the list that are obviously linked or common.’
3: Start excluding areas
Now that you have described how, start excluding areas.
‘So let’s have a look at the list. We will go through the list and mark each area as ‘yes’, ‘no’ or’ maybe’ for
coaching based on the criteria I just outlined. We will then come back to the yes’s and maybe’s and further
narrow down that list until we get 3 main areas for setting goals. Does that sound okay?’
“What about the area of... is that yes, no or maybe for coaching?”
Always start with the first area on the list and work down the list. Make sure that you check on every area
on the list. Listen carefully to the words and the tone of voice the coachee uses. If the coachee is unsure
whether they want to be coached in the area, leave it as a ‘maybe’.
There may be indicators to which areas could be combined. Find a way to indicate areas to be
combined that will be clear to you when you read over the list.
When combining areas, always ask permission and check whether combining areas would be correct in
each case. Work with them to describe the combined area succinctly. For example: “What would you like
to name this area that combines sales and marketing?”
Having excluded areas you should be left with three to eight possible areas. If you have three or less than
three areas, you should proceed to the ‘Defining’ stage. If you have four or more you should go on to
‘Reducing to the three areas for coaching’.
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4: Reducing to the three areas for coaching
Combine areas
Ask if any areas could be combined with others. Although you have already done this step, there could be
areas that are still common.
The three areas that you end up with must be in different parts of people’s work and personal lives. For
example: Health and fitness are too close, as are job and career.
The test for whether the areas are too close is whether you or the coachee thinks that setting a goal in
one area would result in the other area being taken care of.
‘Are your staff issues likely to be taken care of as part of the area of managing workplace relationships?’
Reduce to the most significant areas
Read the list of remaining areas and ask the coachee to choose which areas would have the least impact
or which areas are the most important.
‘Of these four areas, which would make the least difference to you if we worked on it together?’
‘Of these six areas, which would be the most important for coaching?’
Continue reducing
Read through the list again and continue reducing until you have three areas maximum. If you reduce the
list to two areas, move onto the ‘defining’ stage and come back to find the third area after working out the
first two goals.
Listen for what’s behind their words
Listen for any positive or negative emotional reactions to detect whether the area is really important to the
coachee. In other words, listen for what is behind the coachee’s words.
Check with the coachee that this is correct. For example: ‘Work/life balance sounds really important to
you. Is that right?’
At this early stage it can sometimes be difficult for a coachee to admit that they want coaching in a
particular area.
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“It sounds as if having work/life balance would be a really big thing in your life. Do you think that being
coached in that area could work for you?”
Sifting for more information
Ask the coachee to give you a brief sense of what is going on for them in each area. Ask them in a way
that will encourage the coachee to consider the significance of each area to their life.
Don’t just say: ‘Would you like a goal in that area?’
Example questions:
‘What is happening in that area for you? Just in a sentence or two.’
‘What about your budgets, is that an area that could be worth working on?’
‘What would it be like to spend 10 – 30 minutes every week working with me on your work/life balance?’
Secondary goals
When narrowing down the list you might notice areas that may not be suitable for primary goals, however
may fit into a secondary goal. Mention to the coachee that they have this option in the coaching.
Explain that secondary goals are usually smaller than the primary goals and require less focus e.g. getting
my tax complete, signing up for a leadership skills course. Let the coachee know that they can formulate
the goal before the second session and that you will be checking on the progress of secondary goals
every two to three sessions.
By including secondary goals in the conversation you may find it easier to narrow down the list.
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Module 3: Goal setting II
Step 3: Defining
Steps for defining
Defining is when you set the actual Primary Goals for the coaching engagement. The aim of defining is to
create three primary goals in the areas chosen in the refining exercise. Each primary goal statement
should be seven words or less and meet the requirements of measurable, achievable, challenging and
inspiring.
1: Explain what you are about to do
‘We now have three areas to work with. Let’s now work out the goal for each of those areas.’
2: Explain what kind of goals you will be setting
‘We are looking to set goals that are really inspiring, that would really challenge you, but that also are
achievable within the timeframe we have agreed. We also want each goal to have a measure so that we
both know when the goal has been achieved.’
3: Ask the coachee to select an area to start with
‘Which area would you like to set a goal in first?’
4: Start asking questions about the vision for this area
Before trying to figure out the wording of the goal, ask questions to get clear on the vision for the coachee.
You probably need to ask at least 5 to 10 vision questions before trying to get the goal statement. The
objective is to brainstorm lots of different ideas and words to describe the coachee’s vision.
Be careful not to ask planning or detail questions at this stage of the process. All you’re focusing on in this
session is the vision and the goal statement. Session two and onwards covers the planning and detail of
how the coachee will achieve the goal.
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Example vision questions:
‘So if you could have anything in x months in this area, what would it be?’
‘What is your vision in this area x months from now?’
‘What do you see as possible in this area x months from now?’
‘What could be an exciting goal in that area?’
‘What would you like to be different in that area x months from now?’
‘What is your vision for this area of your work or life in x weeks time?’
‘What do you see, feel and/or hear in this vision?’
‘What would happen if you achieved that?’
‘Is the goal about managing your team or about you being a better leader?’
Feedback exactly what the coachee says to you. Make sure you say what they said without adding your
own interpretations. This encourages the coachee to say more.
5: Support the coachee to develop a goal statement
The goal statement should be seven words or less and meet the goal requirements. Support the coachee
by asking questions and making suggestions based on what they have said so far in response to the
vision questions.
‘Can you pull all of those thoughts together into one sentence?’
‘Could the goal be...? How does that feel to you?’
‘How would it feel if the goal was around a whole new level of...?’
‘It sounds as if the goal could be around getting a new job. How would you say that in your words?’
Listen beyond the words and interact with them to formulate a goal statement that they sound energised
by.
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6: Check the goal statement meets the goal requirements
Check in with the coachee to ensure the goal meets the primary goal requirements (see next page for
more details).
‘How inspiring is the goal on a scale of 1 to 10, where 1 is not inspiring at all and 10 is very inspiring.’
‘Is the goal challenging but also achievable?’
‘What is your measure for success in this goal?’
‘How will we know when you have achieved this goal?’
Ensure that you are on track with the coachee. Check in regularly as they work towards the goal. For
example: “Does that feel right?” “Are we getting closer to hitting this goal 100%?”
7: Repeat the steps for the second and third goal areas
When the goal is right, you will both feel it. When this happens write the defined goal on the Primary
Goals Worksheet and move on to the next area and repeat steps 4 to 6 in this defining process. You will
end up with three primary goals on your worksheet.
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Requirements of primary goals
1: Inspiring and visionary
You and the coachee should be excited about the opportunity of working towards and achieving the goals.
At times you may have to step into the coachee’s world to be inspired about their goals yourself.
A goal may be about something inspiring, but just not written in a way that excites the two of you.
Suggest creative ways that the goal could be written to get the coachee thinking differently.
Primary goals are designed to move the coachee forward in their work and/or life in some way. A goal
should contain a vision for the coachee. The coachee should be directed to the future, toward what is
possible, not toward fixing something wrong.
For example (vision-focused): ‘Happily leaving work at 5 to see the family’
Instead of (problem-focused): ‘Stop being disorganized.’
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It could be a vision that they never thought possible; or a dream that they haven’t dared to follow through;
or something that they have given up on. You need to be visionary and insightful, to believe in the
coachee’s abilities and encourage them to look to their future.
2: Challenging and achievable
This is about working with the coachee to find the point where the goal is challenging without setting a
goal that is too daunting or unachievable in the set time frame.
Neither of you should feel that you know exactly how the goal will be achieved however the coachee
must have a sense that it is achievable within the time frame.
If you suspect that a goal is not challenging enough, increase the measure and listen for the coachee’s
reaction. As a coach you are there to challenge their limitations.
Questions to ask:
‘How much more stretch could there be in the goal and it still be achievable?’
‘Is this goal enough of a challenge for you in the timeframe?’
3: Measurable
The measure must be stated as a part of the goal. This is a key requirement of Primary Goals.
Some examples:
‘50% more confident’ is better than ‘more confident’.
‘Earn $5,000 a month in sales’ is better than ‘increase my sales’.
There are many ways to make things specific, such as linking a measure to dollars, or time, or a
person, or an object. At times you may use lateral ways of making a goal measurable.
Questions you could ask to make sure the goal measurable are:
‘How could we make that measurable?’
‘How will you know that the goal has been achieved?’
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4: Clear
You must be able to state the goal in one clear, simple and precise sentence of seven words or less.
For example: ‘Promoted to creative senior director.’
Instead of: ‘I want to strengthen my skills to get a promotion in the corporate division and get a pay
increase by June 30.’
Questions to ask:
‘How could you say that in seven words or less?’
‘How could you say that in one sentence?’
‘What would the newspaper headline be?’
5: One focus
The goal should be focused on one measure.
For example: ‘Empowering the team to 20% increase in productivity’
Instead of ‘Spend more time with my team and make sure they are being effective and happy’.
Questions to ask:
‘What’s the most important part of that goal?’
‘What part of the goal being achieved will take care of all the other factors?’
6: Distinct
The goal should be individual and not relate too closely to another primary goal. The design of the
coaching engagement is to impact three areas of each coachee’s work and/or personal life, thus giving a
broad range of benefits.
For example: The goal ‘get a pay rise’ may be too close to another goal like ‘save $5,000 in three
months’.
Questions to ask:
‘Is this goal too close to any of the others?’ or ‘Will this goal be achieved by going for any of the others?’
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Possible goals
Here are some examples of primary goals from different goal areas.
Workplace goals
Primary goal
Primary goal
Taken a leadership position in another division
Customer satisfaction survey nine out of ten
Presented a paper at the national conference
Staff educational seminar up and running
Team targets exceeded by 30%
Five new clients signed
All partners support my promotion
Every team member 20% more effective
All projects up to date
Division restructure a success
20% of my time on strategic planning
Sales up by a quarter
Relationships with team 50% better
2 of every 3 clients signing up
Empowering the team to 10% more productivity
Strategic plan for division implemented successfully
Project completed, on time and on budget
Billable time up 15%
Work/life balance goals
Primary Goal
Primary Goal
Relaxation consistently nine out of ten
Hit the gym at 6am every weekday
Home by 6.30pm three days a week
Home at 6 to spend time with the kids
On the ‘mum’s reading roster’ at school
Best ever family holiday booked
Career goals
Primary Goal
Primary Goal
Started my new $100,000 career
Won ‘employee of the month’
Earning $2,000 more per month
Career plan for my dream job
Plan set for my career transition
Promoted to senior consultant
Health goals
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Primary Goal
Primary Goal
Be twice as fit as I ever have been
Fit into my new designer jeans
Swim a kilometre in 25 minutes
Team as motivated as Christmas
Be energised 80% of the time
Trekking through China for 10 days
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Business goals
Primary Goal
Primary Goal
Turn over $50,000 per month
Double sales
30% profitability achieved
My team as motivated as Bob’s team
Receive 10% return from sale of business
Effective support systems in place
Financial goals
Primary Goal
Primary Goal
Halve my debts
Have $10,000 for wealth creation
Mortgage at $150,000
$1,000 a month from investments
$20,000 as deposit for house
Ready to start trading on the stock market
Relationship goals
Primary Goal
Primary Goal
Get married to my partner
Full and exciting social diary
Be in a committed loving relationship
As in love as when we first met
As close to my father as I am to my mother
The biggest family get together
Creative goals
Primary Goal
Primary Goal
Have an exhibition with 500 guests
Publisher secured for my book
Finish four pieces of furniture to sell
First draft of screenplay to agent
Land lead role in a musical
Prototype of a new game complete
Personal goals
Primary Goal
Primary Goal
Happiness level consistently at 9 out of 10
Have the most fun three months of my life
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Halve my stress levels
As confident as I was at 30
As fit as my brother John
Effective support systems in place
Community goals
Primary Goal
Primary Goal
Government authority accepts park proposal
Group vegetable garden in full bloom
$5,000 raised for the school
10% of time and money to charities
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Step 4: Shining
Shining is taking what are great goals from the defining stage and pushing them to a new level that
energises the coachee even more.
Shining a goal can add a lot of value by making the goal that much more inspiring and visionary.
Always aim to make the goals shine by the end of the goal setting process in session one. However,
shining can occur at the start of session two once the coachee has had time to reflect on the goals and
you have been in contact with a mentor or trainer and checked your primary goals with them against the
goal criteria.
Tap into their senses and emotions around the goal.
Notice words that energise and motivate the coachee.
Questions to shine the goal:
‘How can we transform this goal so that it inspires you every time you say it?’
‘How can you make this goal 10/10 inspiring for you?’
This is where as a coach you can start to open the coachee up to new possibilities within their goals.
To do this you need to really believe in each and every coachee 100%, to see them as bigger than they
see themselves. Go far and wide with your suggestions, as this is where you start to stretch the coachee’s
thinking around what is possible.
Shining goals creates a vision for the coachee every time they read the goal.
If the measure doesn’t seem to fit within the inspiring goal then you can also put the measure in brackets
after the goal.
For example:
‘Living the dream career’
(Measure: First step taken in my career transition plan)
Remember also to make sure the goal is still clearly worded, distinct from other areas and has one focus.
Your job as a coach is to support the coachee in setting clear, measurable, inspiring goals.
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Shined goals that meet all the requirements have people more in action, provide more focus and get
better results!
Below are some examples that show a strong goal, and then a goal that really shines.
Defined Goal
Shined Goal
Promoted to senior consultant
Handing out my new business card
Team happiness scale 9/10 consistently
Best work culture ever
$5,000 saved
Driving away in my brand new car
Business expanded by 20%
100 satisfied customers worldwide
Feel 100% more energised
Leaping out of bed every day
Relaxed everyday
Every day feels like a Sunday
My paintings on display in the gallery
Create a bidding war for my work
Lost five kilos
As fit as I was at my 30 birthday
Finished writing my story
See my book in the local bookstore
Money for the investment property saved
Unlock the door to my new investment
th
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Exercise: Re-work the following goals to make them more powerful and more specifically fit the
requirements for primary goals:
Goal
Shined Goal
Be more organised and efficient
Cut down on time in meetings
To have a happy and efficient team
Move to another division where I’m happier
Stop all office politics
To plan my next career
To have more energy
To generate a bigger turnover
Find more time to do the things I want to do
To be happy with my finances
Give back more to those in need
Spend more time with the family
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Module 4: Session one
What happens in session one
Setting up the right coaching relationship
As with all coaching sessions, session one takes the coachee on an emotional journey as well as a
practical journey towards their goals. This learning journey is facilitated by the coach and starts with
establishing a trusting relationship. This begins from the moment the session begins.
The coach takes responsibility for all of the logistics, and also sets the stage for what is expected of the
coachee during the coaching session, for example in Step 1: Setting up the time and space.
The coach then places the coachee so that they are comfortable with the session format, such as in Step
2: How the session will go.
Establishing trust and intimacy
Coaches should share themselves authentically, to establish trust and intimacy with the coachee. This
begins with Step 3: Clearing the space.
Inspiring
Excitement and inspiration is generated in Steps 4 to 6 with the goal-setting process. The way to generate
inspiration in the goal-setting process is to be inspired by the person sitting in front of you, by asking
yourself questions such as: What is their potential? Where could they be in x months time? What are they
sharing with you?
Remember that every moment in a coaching session is an opportunity for insight and acknowledgement.
Focus
Treat the goals like precious jewels. Say what you really feel about them. Imagine this person achieving
these things in their work and/of life and admire them just for declaring what they want.
Reassure the coachee that this is a first step, that the journey to the goals becomes clearer as you
move along, and you only need the vision for now.
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Session one worksheet
Coachee name:
Session number:
Date:
Location:
Coach:
Time:
Mins Completed
1
Setting up the time and space
2
2
How the session will go
2
3
Clearing the space
6
4
Setting primary goals – Mining (List all areas of the coachee’s work and/of life)
(Use Primary Goals Worksheet)
10
Setting primary goals – Refining (Reduce to 3 key areas)
(Use Primary Goals Worksheet)
10
Setting primary goals – Defining and Shining (Define the three goals)
(Use Primary Goals Worksheet)
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7
Completion on the goals
2
8
Finalise coaching agreement, coachee folder and actions for next session
4
9
Completion
3
5
6
10 Book next session
1
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Session one in detail
Preparation
Fill out the session one worksheet with the coachee’s name, date, location of the session and starting
time.
Work out what time each step should finish and put these times in the second column on the right of the
worksheet. Check off each section as you complete it.
Make sure that you have a ‘primary goals worksheet’ and a complete coachee folder and coach folder.
Prepare the surrounding environment by ensuring there are no distractions and that the session will be
uninterrupted. For example, turning off phones, letting others know you can’t be disturbed etc. It is
important that you won’t be disturbed for the entire session.
Step 1: Set up the time and space
Setting up the time and space creates the environment that ensures the session will be effective.
You need to ensure that you have the coachee’s complete attention for the duration of the session. If you
do not have their full attention, the coachee may not powerfully experience what having a coach could be
like for them. If there is anything that may disrupt the coachee’s attention see if they can deal with it now
or re-schedule the session. For example: ‘Are you comfortable?’ ‘Is your mobile phone turned off?’ ‘This
session will take an hour. Will you be able to focus completely on this session for that time?’
Step 2: How the session will go
Explain to the coachee what is going to happen for the next hour with a simple summary. This places the
coachee and starts to build trust.
‘How this session will go is we will do a focusing exercise, which we do at the start of every coaching
session to ensure we are both clear and focused. After that we will go through a process to develop three
inspiring goals that we can focus on during the coaching. After that we’ll finalise any remaining details for
the coaching. Feel free to ask questions as we go. I also just want to let you know before we get started
that this session is completely confidential. Are there any questions before we get started or is there
anything else you would like covered in this session?’
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Step 3: Clearing the space
Before going into the clearing the space exercise you will need to explain the purpose and benefits of the
exercise. By explaining the benefits of clearing the space they can choose to participate powerfully.
Clearing the space is an unfamiliar exercise for most people and you need to establish the framework so
that the coachee feels comfortable.
Once you have explained the benefits then it is important to model it powerfully so they understand how it
works.
1: Tell them what you are going to do
Now we will do a focusing exercise that we will do at the start of every session. It’s called ‘clearing the
space’.’
2: Use a real life example that the coachee can relate to
‘The best way to explain the exercise is with an analogy. Imagine you are driving during the day between
meetings. While you are driving you might be thinking about something someone said to you at your last
meeting, at the same time wondering if you’re going to be late to the next one, while being excited about
your plans for after work.
For most of us it’s fine to think of all these things at once. The only thing is we are not giving driving our
full attention. There are consequences to this. We might forget to turn where we need to and end up being
late to our next meeting. Or we might even miss someone braking in front of us. We are not focused, we
are not sharp.’
3: Explain the benefits of clearing the space
‘Consider that most of the time we have a lot of thoughts ‘in the background’, and that we are not really
conscious of them. These thoughts may be getting in the way of our productivity without us even knowing
it. Clearing the space is an opportunity to notice what is in the background, acknowledge it and put it to
one side. This exercise helps you to be focused and at ease in the moment which will allow you to get the
most value out of your coaching sessions. Research shows that as you label emotional states, you
dampen down the activation of the limbic system. In other words, you can get more calm and focused.’
4: Model the process first so the coachee understands how it works. Clear at least three times so they
get sense of the exercise.
‘I will go first so that you get a sense of how it works. What is in the background for me is...’
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5: Explain the steps for them to clear the space
‘So the format is to say the thought or event that is in the background:
‘What’s in the background for me is...’ Then pinpoint the emotion and say what it is:’
`
‘So the emotion is...’
Then say:
‘I’ll put that aside to focus on this session’. And really put it aside as an act of will right at that
moment.’
Then ask them: ‘Are you ready to clear the space?’
6: Interact with them so that they clear the space powerfully
You may need to coach them in the moment around staying succinct and specific, and help them to find
something that allows them to clear the space.
7: Let them know when the exercise will be used in coaching and that it can be effective elsewhere
‘We will do this exercise at the start of every session. You’ll also find it a really powerful tool for any
important event. It helps you focus on one thing at a time.’
Steps 4-6: Goal setting
At this stage you go through the goal setting process as outlined in modules two and three.
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Step 7: Completion about the goals
This exercise is done after you have defined as many of the primary goals as you can in the assigned
time. Completion provides understanding between coach and coachee and maintains partnership and
trust. You need to be honest.
1: Tell the coachee what you are going to do next:
‘I want to finish working on the goals now and move on to the next step.’
2: Share your feelings about the goals with the coachee:
‘I think the goals are really exciting, and I look forward to working with you to achieve them.’
‘We have three goals, but I think the third goal may need more work to make it really measurable...’
3: Ask the coachee how they feel about the goals. Make sure that the coachee has said everything
that they want to about the goals:
‘How do you feel about the goals?’
‘Is there anything else you want to say about the goals before we talk about the logistics involved in going
ahead?’
Step 8: Finalise coaching session
1: Finalise any remaining details of the coaching agreement
At this stage you might like to finalise any remaining details of the coaching agreement. It is useful to send
the coaching agreement to the coachee before the session to read. However, you can also give them
some time to read over in the session and ensure they are to the terms.
Some of the points to include are:
■
Confirming their commitment to go ahead with the coaching. It is possible that this session was a
trial session where the coachee experiences the coaching and then decides whether to go ahead.
■
Answering questions about the coaching agreement and signing off on the agreement.
■
Discussing the fee if not already addressed in the pre-coaching conversation.
■
Any other questions the coachee has regarding the coaching agreement or engagement.
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2: Hand them their coachee folder
Let them know they will need to have the folder with them for every coaching session. Go through the
folder and show them the appropriate sheet as you talk them through.
3: Primary goals worksheet
Explain the primary goals worksheet: ‘Here is your primary goals sheet. Your goals are .........Please write
these down now on your sheet exactly as they are.’
4: Session worksheet
Explain the session worksheet: ‘You will be using a session worksheet to track your actions and make
notes in your folder each week – there is one for each session already in your folder. Please write in on
the first sheet the date, the session number and the things you are doing for next session.’
At this stage you might set the following as actions with the coachee. These are all optional and you can
discuss with the coachee whether they would like to complete the actions and feel they are relevant.
5: Additional actions
Secondary goals
Explain secondary goals: ‘As well as the three primary goals there are secondary goals. We don’t focus
on these each week, although coachees find that they tend to get into action on these as a consequence
of their primary goals. We will check in on how they are going every once in a while.’
‘If you feel it is relevant for you, before the next session write down some secondary goals. The secondary
goals can be set in any area of your work and/or life, as long as they are completely separate to the
primary goals. It is okay if they aren’t as big as the primary goals, as long as they are still things that are
important to you. Refer to the notes at the top of the page and make sure the goals you come up with are
specific and measurable.’
Preparation questionnaire
Explain the preparation questionnaire: ‘This is a preparation questionnaire. This is a one off exercise that
will help me coach you effectively. Allocate some time to give it focus and please answer this as honestly
as you can and bring it back to the next session. If any questions don’t feel relevant then please also feel
free to leave them out.’
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The questions on the preparation questionnaire are a guideline. As a coach you can choose to include all
or some of the questions. You can also change the questions to something more relevant for you and your
coachees.
Personal checklist
Explain the personal checklist: ‘This is a personal checklist. It has many purposes, including seeing how
coaching is impacting your life, and distinguishing your strong and weak areas.’
You can either choose to you use this checklist or you can create your own checklist. It is usually
completed at the start of each new four-week period.
Additional actions
Often as part of the goal setting process the coachee might decide they want to take some immediate
action, so you can also ask them to list these down to be completed by next session.
Step 9: Completion
It is important that you and the coachee complete the session powerfully. Completion is the chance for
you both to acknowledge anything that happened in the session, declare anything that may have been
challenging, and reflect on how the session was for you.
The coach always completes first. It is also a chance to acknowledge the coachee, summarise the main
learnings from the session and make sure you’re both complete. Once the coach completes ask the
coachee to complete.
1: Explain completion:
‘That’s everything for this session. Before we book another session I want to introduce you to another
exercise we do at the end of each session. It’s called completion. Just like we clear the space so we don’t
bring whatever happens before into coaching, we complete so we don’t take anything that happened in
the coaching into things afterwards.’
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2: Complete on the session:
Make sure you complete the session in a way that is a contribution to the coachee by summarising the
learning and the goals, and acknowledging the coachee.
3: Ask them to complete:
Prompt the coachee until they have nothing more to add.
‘What would you like to say so that the session is complete for you?’
‘What has been your main insight or learning from the session?’
‘Is there anything else you need to say to be complete?’
Step 10: Book the next session
Book in a time for your next session together either on the phone or in person.
‘These are the days and times that I have available. What suits you?’
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Coaching agreement
Dated: ____________________________________________________________________________
Between: __________________________________________________________________________
__________________________________________________________________________________
(Coach – Name, Address and Postcode)
________________________________________________________________________ (“I” or “Me”)
(Email address, Phone and Mobile)
__________________________________________________________________________________
(Coachee – Name, Address and Postcode)
____________________________________________________________________________ (“You”)
(Email address, Phone and Mobile)
Recital: I agree to provide You coaching services to facilitate your achievement of specific and agreed
goals (“Coaching”) through a series of regular conversations or meetings with You (‘Sessions’) on the
terms and conditions below.
Agreement: You and I agree to be bound by the Terms and Conditions of Coaching attached and the
details relating to You personally, the Coaching and the Sessions specified below.
Period of Coaching is the elapsed time to complete a series of ________________Sessions (‘Period’)
Commencement date for Coaching:________________
Total Fee for 12 Sessions (if applicable): (fee) ________________ = $________________(“Fee”)
Payment arrangement (if applicable): __________________________________________________
Coach’s full name and signature:
Name: ____________________________________________________________________________
Signature: _________________________________________________________________________
Coachee’s full name and signature:
Name: ____________________________________________________________________________
Signature: _________________________________________________________________________
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Example terms and conditions
(Attachment to coaching agreement)
Sessions – A Session may be carried out over the phone or in person at mutually agreed places and times during the
Period.
Duration of Sessions – A Session will take place each week for approximately 1 hour throughout the Period or at
such other times as is agreed during the Period. You must be on time for all Sessions, whether these take place using
the phone or in person.
Session Times – Times for Coaching Sessions may only be changed by you if you give me no less than 24 hours
notice. If you cancel more than 3 Sessions during the Period then I may terminate this Agreement on notice to you
(and the provisions below relating to termination shall apply). A Coaching Session may be deemed to have taken
place if less than 24 hours notice is given. If I cancel a Session then the Session will be rescheduled at an agreed
time.
Engagement of Coach – I shall arrange to provide the Coaching to you during the Period at mutually agreed times
and places. I shall use my best endeavours to make myself available for the entire Period. I may in my discretion
arrange for a substitute duly qualified coach to replace me for all or any of the Sessions if I am unavailable for all or
part of the Period, and such coach shall thereafter be deemed to be me for the purposes of this agreement.
Training of Coach – I warrant that I have completed coach training with Results Coaching Systems, and reasonably
capable of performing the Coaching activities.
Preparation for Sessions – You agree to perform all actions forming part of the Coaching Sessions and also carry
out any act, matter or thing in preparation for future Sessions as determined by you. You agree to advise me as soon
as you become aware that these actions will not or cannot be performed. If you refuse to carry out such actions then
this agreement shall be terminable by me (and the provisions below relating to termination shall apply).
Coaching Methods – You acknowledge that the Coaching Sessions may be personally, emotionally and physically
challenging and that there may be occasions on which you will feel emotional challenges – including frustration,
annoyance or stress. You must make all efforts and schedule all Sessions at such times to ensure your peak physical,
mental and emotional state and condition necessary for the conduct of the Session and shall (if necessary) take all
steps to cancel any Session in the event that you are not well enough to continue. You will not hold me liable for any
loss or cost incurred by you (or any person related to you) in the event of mental, physical, emotional stress or
distress (or other ailment or condition) caused either directly or indirectly in relation to the Coaching Sessions. You
shall indemnify me in the event of any such claim.
No Warranties Given – I make no representation or warranty to you that any of the Coaching methods or the
Sessions will work for your particular circumstances. You will not hold me responsible for the failure (in whole or part)
to achieve any of your goals.
Intellectual Property Rights – You have no right to use or reproduce any of the processes, techniques,
presentations, methodologies, precedents and materials used by me in the Coaching activities (‘Materials’).
You must not at any time use or reproduce the Materials in any manner, shape or form (except for your own personal
use) and shall ensure that none of your servants, agents or any related bodies corporate use or reproduce the
Materials in any manner, shape or form. You shall indemnify and keep me indemnified in respect of any loss or
damage caused or sustained by me in the event of your breach of this paragraph.
Confidential Material – As part of the Coaching I may need to obtain your personal details or confidential material
relating to you personally. I shall use reasonable endeavours to ensure that such material shall not be disclosed to
any third party without your consent.
Coach is Independent Contractor – You acknowledge that I have been engaged by you solely as an independent
contractor. I act at all times as an independent contractor and have no authority to bind or represent any other party in
any way. You shall not hold any party liable for any act, matter or thing done or to be done by me in the course of the
Coaching or the Sessions.
Permission to include details on coaching log - In signing this agreement you acknowledge that I can include your
name, phone number and email address in my log of coaching hours for ICF credentialing. This information would be
treated in strict confidence and no other information about your coaching would be revealed.
Termination of Agreement – I may terminate this Agreement before the end of the Period on written notice to you if:
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You fail to perform or observe any of the terms of this Agreement and fail to remedy such breach within 5 business
days of a notice from me to remedy that failure;
1.
2.
3.
You fail to perform any term of this Agreement which is incapable of remedy;
An insolvency event occurs in relation to you (for instance, you become bankrupt or some arrangement or
court order is made or proposed in relation to all or any of your assets); or
Any cheque drawn or endorsed by you for the purposes of this Agreement has been dishonoured and you
fail to honour such cheque within 5 working days of a notice from me to honour the said cheque.
You may terminate this Agreement if the matters raised in paragraphs (i) and (ii) are applicable to me. Either I or you
may terminate the Agreement by agreement.
The following terms and conditions are only applicable in an external coaching agreement, where a fee is being
charged for the coaching:
Payment for Coaching – Payment for the Coaching shall be via an agreed upon method to suit both parties.
Procedure on Termination – If the agreement is validly terminated prior to the end of the Period then you must
immediately pay me the balance (if any) of the fee for the unexpired period of Coaching, together with any other
monies owed by you under this agreement. Upon termination I shall immediately cease to be liable to you in respect
of the Coaching and the Sessions.
Interest for late payment of monies – If you fail to pay the amounts owing under procedure on termination then you
shall in addition pay me interest at a rate of 10% per annum on all monies outstanding, calculated on and from the
date on which the monies were due to me. Such monies together with interest owing shall be a debt due from you to
me.
Coach Initial:
Coachee Initial:
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Primary goals
Notes to setting primary goals:
1
2
3
4
5
The goal must inspire both the coachee and coach.
The goal must not relate too closely to another primary goal.
The goal should be extremely challenging, but achievable within the coaching time period.
You must be able to state the goal in one sentence.
The goal needs to be measurable in some way, with the measure as a part of the goal.
Goal 1:
Goal 2:
Goal 3:
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Session worksheet
Name:
Date:
Session No:
Relationship to Goal 1: _______________________________________________________________
Relationship to Goal 2: _______________________________________________________________
Relationship to Goal 3: _______________________________________________________________
Context for the session: ______________________________________________________________
Actions by next session:
1 ________________________________________________________________________________
2 ________________________________________________________________________________
3 ________________________________________________________________________________
4 ________________________________________________________________________________
5 ________________________________________________________________________________
6 ________________________________________________________________________________
7 ________________________________________________________________________________
8 ________________________________________________________________________________
9 ________________________________________________________________________________
10 ________________________________________________________________________________
11 ________________________________________________________________________________
12 ________________________________________________________________________________
Insights from the session:
1 _________________________________________________________________________________
2 _________________________________________________________________________________
3 _________________________________________________________________________________
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Secondary goals
Why do we have secondary goals?
The secondary goals are included to give the coachee additional value over the coaching engagement.
How do we work with secondary goals?
1
Ask the coachee to send their secondary goals list to you by the start of session two, or to
bring it to session two if it is to be in person.
2
Review the secondary goals during ‘Review any additional actions for the week’ in session
two.
3
Tighten any goals that do not fit the requirements at the top of the secondary goals page or, if
a lot of them need to be reworked, let the coachee know what is missing and get them to redo this as an action for the following week.
The secondary goals should be things that are inspiring for the coachee and can also be things that are
relatively easy to achieve.
It is good to check in with how the secondary goals are going a few times during the coaching
engagement.
Later in the coaching engagement you can also use some of the secondary goals to set additional
actions if the coachee has achieved some of their primary goals already.
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Secondary goals worksheet
Notes to setting secondary goals:
These goals are a secondary focus of the coaching.
These goals must be distinct from the primary goals.
You must be able to state the goal in one sentence.
The goals need to be measurable in some way, with the measure as part of the goal.
Goal 1: ____________________________________________________________________________
__________________________________________________________________________________
Goal 2: ____________________________________________________________________________
__________________________________________________________________________________
Goal 3: ____________________________________________________________________________
__________________________________________________________________________________
Goal 4: ____________________________________________________________________________
__________________________________________________________________________________
Goal 5: ____________________________________________________________________________
__________________________________________________________________________________
Goal 6: ____________________________________________________________________________
__________________________________________________________________________________
Goal 7: ____________________________________________________________________________
__________________________________________________________________________________
Goal 8: ____________________________________________________________________________
__________________________________________________________________________________
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Preparation questionnaire
Why do we have a preparation questionnaire?
As the coach, the preparation questionnaire is a powerful tool for understanding the coachee very early in
the coaching engagement. The coachee’s answers give you information about what is really important to
the coachee, what they value and where they may get stuck in the coaching.
For the coachee, doing the questionnaire is a way of getting in touch with what is important to them.
It is a great exercise to do after having set three inspiring goals and it can deepen the coachee’s
commitment to their goals. Remember in session two to ask the coachee what they got out of doing the
questionnaire so that they have a chance to reflect on the value of the exercise.
How to use the questionnaire
Ask the coachee to send their completed questionnaire to you by the start of session two, or to bring it to
session two if it is in person.
■
Review the secondary goals during ‘Review any additional actions for the week’ in session two.
■
Be aware that people are exposing their inner thoughts and feelings and may feel quite vulnerable
giving you this information. Be sensitive about any feedback you provide.
You use the questionnaire a number of ways during coaching:
■
To better understand how to coach a coachee. Reading the questionnaire gives you insights into
the coachee’s world and is a useful aid in preparing for a session. From time to time during a
series, it is useful to look over the coachee’s strengths and weaknesses, when they were
happiest, and what inspires them about coaching as part of your preparation for the session.
■
To support coaching them effectively. For example: If you notice them sabotaging their efforts,
then you can refer to the answer they gave in the questionnaire around how they sabotage
themselves.
■
To set a context for a session. You may find that a really empowering context is needed to move
the coachee forward. The preparation questionnaire is a possible source for that context.
■
To inspire you about the coachee. The answers to the questionnaire give the coach a privileged
view into the world of a fellow human being. Perhaps the coachee has been courageous and set
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one of their goals around something they had given up on in life. Or maybe by reading what a
coachee wants the rest of their life to be about, or what they want to be remembered for after they
die, may give the coach something to relate to and be inspired by. The coach can acknowledge
this to the coachee in the next session.
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Preparation questionnaire worksheet
Please answer these questions honestly in the spaces provided and bring this form back to your next
session.
11 What do you want to get out of coaching?
__________________________________________________________________________________
__________________________________________________________________________________
12 What motivates you?
__________________________________________________________________________________
__________________________________________________________________________________
13 How do you tend to sabotage yourself?
__________________________________________________________________________________
__________________________________________________________________________________
14 How do you best learn? What is your learning style?
__________________________________________________________________________________
__________________________________________________________________________________
15 How do you release stress?
__________________________________________________________________________________
__________________________________________________________________________________
16 How do you enjoy yourself?
__________________________________________________________________________________
__________________________________________________________________________________
17 What do you do to look after yourself on a regular basis?
__________________________________________________________________________________
__________________________________________________________________________________
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18 What do you think are your weak points in life?
__________________________________________________________________________________
__________________________________________________________________________________
19 What are your strong points?
__________________________________________________________________________________
__________________________________________________________________________________
20 What have you given up on in life? (i.e. I’ll never be fit, or I’ll never meet a great partner.)
__________________________________________________________________________________
__________________________________________________________________________________
21 When were you happiest in your life? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
22 When were you unhappiest in your life? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
23 If you could have anything in the world what would it be?
__________________________________________________________________________________
__________________________________________________________________________________
24 What do you want the rest of your life to be about?
__________________________________________________________________________________
__________________________________________________________________________________
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Personal checklist
What is the purpose a personal checklist?
The personal checklist is an optional tool that you can use to add value in the coaching engagement.
There are two reasons for having a personal checklist:
For the coachee and coach to see where the coachee is weakest and strongest in their life. This
should enable them to take action in weak areas.
To help in measuring the value the coachee is receiving from coaching.
How to use a personal checklist
The personal checklist can be given at anytime during the coaching engagement. You might ask the
coachee to complete it at the beginning of the coaching engagement, every month, every fortnight, every
couple of months etc.
The way to deal with the personal checklist is to ask the coachee what they have learnt from completing it.
The idea is not to be ‘on the coachee’s case’ but to use this as a tool to support the coachee in having
their work and/or life in order. It can be hard for people to have successful lives if they don’t have a
strong base to work from.
If there is an area or point on the personal checklist that isn’t important to the coachee, then they don’t
need to answer that section. They could also create their own checklist if they feel that would be more
effective.
You may want to suggest they take on changing certain areas from mainly ‘false’ to mainly ‘true’ over the
period of the coaching.
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Personal checklist
Name:
Date:
Work
My work stimulates me
True | False
I am proud of what I do for a living
True | False
I feel appreciated in my workplace
True | False
I respect the people I work with
True | False
I know where my career is heading
True | False
I complete my work within reasonable hours
True | False
Work relationships
I acknowledge others everyday
True | False
I have a good working relationship with others
True | False
I have a good working relationship with my manager
True | False
I am trusted in the workplace
True | False
I am a good listener
True | False
I communicate clearly at work
True | False
I feel confident in my dealings with others in the workplace
True | False
I work in a collaborative way and find ways to contribute to others
True | False
Time management/organisation
I manage my time well
True | False
I delegate without guilt
True | False
I spend appropriate time on the important/non-urgent tasks
True | False
I set my priorities according to organisation and personal goals
True | False
I do not have a backlog of work
True | False
My desk is uncluttered
True | False
I am always on time for work and other commitments
True | False
I manage information and paper efficiently
True | False
I do not over commit
True | False
I set realistic time frames
True | False
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Performance
I have had the training to do my job well
True | False
I am proud of the quality of work I produce
True | False
I am satisfied with my level of productivity
True | False
I am confident in my ability to perform my role to the highest standard
True | False
I am innovative and creative in my approach to work
True | False
Health
I am happy with my current weight
True | False
I do some form of exercise at least three times a week
True | False
I have a balanced diet including lots of fresh food
True | False
I don’t smoke or drink alcohol excessively
True | False
I am up to date with all necessary medical and dental check-ups
True | False
I am happy with the sleep I get
True | False
I have appropriate clothes for my work and personal interests
True | False
I am not concerned about my stress levels
True | False
I feel generally well
True | False
Personal
I like myself
True | False
I have had a birthday party in the last three years
True | False
I have a life outside of my work
True | False
I have enough confidence to do what I want in life
True | False
I have adequate holidays each year
True | False
I don’t lie or exaggerate
True | False
I am comfortable saying ‘no’ when I need to
True | False
People know they can count on me to do what I say I will do
True | False
I can easily recall the last time I really laughed
True | False
I have a form of creative expression
True | False
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Finances
I have a budget that I use
True | False
I pay my bills on time
True | False
I know how much I owe and when it will be paid off
True | False
I have an active long-term financial plan
True | False
I am able to reward myself without feeling guilty
True | False
I use my credit card wisely
True | False
I have a will
True | False
My wallet is uncluttered
True | False
My tax affairs are up to date
True | False
Home environment
I am happy with my home
True | False
My home is generally clean and tidy
True | False
I surround myself with things that I love
True | False
I don’t acquire clutter
True | False
I recycle at home
True | False
My personal files are in order
True | False
My bed supports me having a good sleep
True | False
I have photos of loved ones on display
True | False
I am happy with my mode of transport
True | False
Relationships
I am happy with the level of intimacy in my life
True | False
My partner and I respect each other and are equals
True | False
I make amends easily with people I have had conflicts with
True | False
I trust the significant people in my life
True | False
I am on good speaking terms with my neighbours
True | False
I consider myself to be a good friend
True | False
I see people who are important to me regularly
True | False
My friends and family know how much I care about them
True | False
I am satisfied with my social life
True | False
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Module 5: Strategies and actions
Strategies
Strategies are the plan for achieving a primary goal. They are a series of steps that make it clear to the
coach and the coachee how each goal will be achieved, a high-level set of milestones that give the
journey some shape. We create strategies for each goal in session two once the three primary goals are
set and finalized. We review the strategies in some form every session.
Why do we set strategies?
Strategies provide a more practical understanding of how the goal can be achieved. Until there are
strategies, the goal may simply be a desire or dream. The strategies provide a strong sense of possibility
of achieving the goals.
For example: A goal of ‘Raising $5 million’ may seem impossible until you have broken it down into
strategies.
Strategies ensure that the coach and coachee work together to achieve the goals. If there were no
strategies, a coach might recommend actions that go against the approach the coachee wants to adopt to
achieve the goal.
For example: In a work/life balance goal, the coachee may think that they should try to find quality time
with their family, while the coach suggests that the coachee spends more time alone.
Without strategies it may not be clear that some actions need to be done before others. Working out the
strategies provides an order to follow before starting any action. The strategies should give the most
efficient path to the goal.
For example: You may develop plans to be submitted to a government authority that has no say over that
issue. If you had an earlier strategy of gathering information you may have saved weeks.
Strategies provide an overview that is not available in simply carrying out a sequence of actions. By
referring to the strategies the coach and coachee can see what has been achieved, whether the coachee
is moving fast enough towards the goal and if the direction the coachee is heading in is working. The
order of the strategies, or the strategies themselves, can be changed if the coach or coachee agrees on a
better approach.
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Strategies reduce the chance of coaching becoming a burden, by letting people take one step at a time. If
you set big goals, but don’t have a series of steps to follow, people will often draw up a series of action
steps that they need to follow, then get overwhelmed looking at this list.
Strategies inhibit people from doing things the way they automatically do, and improve the quality of their
thinking. When people set a goal, and then think about that goal, they are likely to write down a list of all
the things they ‘should’ do to achieve the goal. However this list is based on a coachee’s current
knowledge.
If you put strategies in place such as ‘really understand the Current Reality’, ‘research all options’ and
‘plan for success’, you hold a coachee back from rushing in and doing things the way they usually do.
This is perhaps the most significant benefit to developing strategies rather than just having goals and
actions.
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Steps for setting strategies
1: Tell them what you are about to do
‘Now we’re going to define the strategies for each goal. You don’t need to write any of this down.’
2: Explain what strategies are
‘Strategies are the plan for achieving the goal. They are the steps we will need to take to get there. We will
work with these strategies every session, to make sure we stay on track with the goals. What we’ll do now
is put together the strategies for each goal. We are looking for between five and eight strategies for each
goal.’
3: Start
For example:
‘Let’s start with the strategies for goal one.’
‘What are the steps we will need to take to get to the goal?’
‘Let’s start with the first step. What is the very first thing to tackle around this goal?’
4: Fine-tune their suggestions in order to meet the requirements for strategies
For example: ‘That’s great, what about...’
5: Make new suggestions, framed as a question
For example: ‘How about this one?’
‘To start with, do you think that we need to know where you are at now with this goal?’
6: Turn their ‘action’ suggestions into bigger themes
For example: ‘That sounds like something you’ll actually do. We call these actions. How would that look as
part of the plan itself? What would that be as a strategy?’
For example: If the coachee says ‘organize a team meeting to discuss the project and speak to my
colleagues about information they have on the project’, the strategy would be ‘gather information on the
situation’.
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7: Make sure they have ownership of the strategies
For example:
‘Does that feel right?’
‘Will these strategies get you to the goal?’
‘Is that how you would say that?’
8: Keep going until you have five to eight strategies
Ensure you are fulfilling all the requirements of strategies.
If you get stuck creating a strategy, try placing the coachee again by going back to the goal.
For example: ‘We are setting the strategies for goal (x). So far you have suggested... (read any strategies
that have been created) – what else do you think will be a step towards achieving this goal?’
If things aren’t progressing start on strategies for another goal and come back to it.
9: Once you have a list of the strategies, go through and order them into a logical sequence
Work with the coachee so they maintain ownership of the strategies.
For example: ‘in order to achieve goal (x), we will need to go through these steps...Which one would go
first?’
10: Rewrite the strategies on the front of the strategies worksheet
Record the strategies clearly and in the appropriate order.
11: Coachees don’t need to write the strategies down
It is important that the coachee focus on thinking through the exercise rather than focusing on taking
notes. Send the coachee a copy of the strategies afterwards.
12: You should have a minimum of five strategies for every goal and up to eight
Usually you’ll have around six.
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Requirements of strategies
1: Specific
You should be able to identify the parameters of each strategy so that you can tell when a strategy has
been completed and when to move on to the next one. Both the coach and coachee should know that
they are working within the same strategy.
2: Broad enough to deal with a variety of actions
Strategies should be written so that they could contain a collection of actions.
3: Clear
Strategies should be clear enough for both parties to understand each strategy and for another coach to
pick up and use them.
4: Logically connected to the next strategy
Each strategy should be connected to the previous strategy and to the next one. They should provide a
progression of steps towards the goal. There should be no hidden or unstated strategies.
5: Positive
Framed in a positive way. For example, instead of: ‘Identify things that will stop me.’ You would say:
‘Identify ways to ensure success.’
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Sample strategies
If the goal is: ‘Team effectiveness 9/10 consistently.’
Assess current team effectiveness
Create a vision of an effective team
Explore options for supporting the team to be effective
Create a plan for team effectiveness
Implement the team effectiveness plan
Monitor and assess the results
Celebrate with the team
If the goal is: ‘Sitting in the General Manager’s chair’
Access current abilities
Vision of being in the GM chair
Options for developing myself
Create a plan for success
Implement the plan
Monitor and review
Celebrate my success as GM
If the goal is: ‘20% of my time on strategic planning’
Calculate current time spent on strategic planning
Vision of spending more time on strategic planning
Options for carving out more time for strategic planning
Create a plan for success
Implement the plan
Monitor and review
Reward my success
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Common strategy frameworks
You may use a format along the following lines for strategies. It can be useful to start the process by
introducing this framework to the coachee and then working with them to make it their own. They could
rearrange the order, add their own words, leave out some of the strategies or add others in.
1: Define the starting point of the goal
One of the best places to start working towards a goal is to determine where the coachee is at right now.
Coachees get a lot of value out of really understanding and then dealing with the reality of their situation,
and you both get to know what you are working with.
2: Create an inspiring vision of what achieving the goal could be like
Fulfilling this strategy will give you and the coachee a clear picture of the end point of the goal. The
coachee gets to express what they really want in a form that will deepen their commitment to the goal and
serve as motivation throughout the series. This strategy also helps you identify how much of the goal you
achieve at the end, and check in to see you are on track with the vision as you go.
3: Explore options and choose the best way forward
This is where you get the coachee to go beyond their normal way of thinking. Set no limitations. Be
creative and lateral. Have fun with exploring all the possible options for achieving the goal. The list of
options then needs to be reduced to the best possible pathways.
4: Create a plan to achieve the goal
When the coachee has chosen the best way forward, then they can create a plan about how to achieve
what they want from the goal. This might actually be a written plan including timeframes, what they will be
doing, setting milestones, getting support to achieve their goal etc.
5: Implement the plan
At this stage, when they have the plan in place, then it is about putting the plan into action. This is about
actually following the steps created in the plan.
6: Monitor and review progress
This is reviewing the structures and the plan in each session with the coachee, responding to what the
coachee has discovered and possibly setting up new structures or adapting the plan to support them.
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7: Celebrate what has been achieved
It can be useful to include a strategy at the end to celebrate everything that has been achieved. It provides
the end point to the strategies and encourages coachee’s to acknowledge what they have achieved
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Strategies worksheet
Coachee name:
Coach:
Session No:
Date:
Goal one strategies: _________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Goal two strategies: _________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Goal three strategies: ________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Actions
Once you have a strong set of goals, clear strategies and the coachee’s commitment, it’s time to set
actions. It can be very tempting here to invent actions for them, suggest ideas or ‘give them’ their actions
– watch out for this.
It’s important that coachees come up with actions themselves.
There are several times that you might help a coachee set actions: directly in relation to a goal; through
something on their personal checklist or preparation questionnaire; or through general conversation.
Setting actions during a coaching session
The process goes as follows:
While working on each goal, read out the goal, then go over the strategies for that goal,
highlighting where you are currently in the strategies.
Go over what the coachee had as actions from last week.
Review the actions, looking for insights. Use the FEELING model to facilitate this process.
Consider with the coachee what actions they should take next to further the strategies.
For example: ‘What do you think is the next step to take this strategy forward?’
Acknowledge any actions the coachee comes up with. Ask the coachee to write down the action
and then also write it down on your worksheet. Put the number of the goal the action relates to
next to the action. Repeat the words you have written down from what the coachee said to ensure
you have written it down correctly.
For example: ‘Great. So that’s an action. What I heard you say is ‘Book appointments with ten
potential clients’. Is this correct? Please write this down on your worksheet.’
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Notes to setting actions
If a coachee’s suggestion doesn’t meet the requirements for actions then interact with them until it does.
In other words, interact with them until you have actions that are relevant to the goals and strategies
you’re working on and ensure that the action is likely to happen i.e. that the coachee is clear about the
deadline of the next session to complete the action and that it is clearly worded and specific.
For example: ‘That’s on the right track, but to me it sounds a little unclear – what do you think? How
about ‘Have six interviews with candidates?’ Yes? Okay then, enter ‘Have six interviews with candidates’
on your worksheet.’
The coachee will sometimes be unable to think of what to do next, or feel unable to carry out a particular
action. Allow yourself to think outside of the obvious next actions when coming up with suggestions.
Again these actions should be phrased as a question so the coachee feels able to disagree. If you
suggest too many ideas, the coachee might just agree with you to make things easy for
themselves, but not really be committed to the action.
Always make sure the coachee is completely aligned with doing an action. The best actions are the ones
that coachees create themselves. If you have to create them for them, make sure you get their agreement
on doing the action.
Get the coachee thinking by offering actions that have worked before with other coachees, or any
thoughts you are having during the session. For the coachee to maintain a sense of ownership, always
ask if they’d like to hear your suggestion before you offer it, and if they agree they would like to take the
action on, request that they put it in their own words.
It’s important that the coachee is making the connections, feels autonomous and is committed to the
action.
For example: ‘What you have just said about your experience with your client has given me an idea for an
action. I don’t expect you to take it on, it’s just a suggestion – would you like to hear it?’
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Sometimes you will encourage the coachee to set actions from the following:
Creating actions in preparation. Sometimes you might come up with some possible actions while
you prepare for the coachee.
For example: ‘I was working on your goals while I was preparing for you today, and I thought it
might be great for you to take on calling five people who know something about preparing
contracts for clients. This could be a great action to get the strategy of ‘gather information’ going.
What do you think?’
Creating actions around personal checklists. On occasions there are items on the personal
checklist that the coachee can deal with as an action e.g. seeing a doctor or a dentist, cleaning
their office environment, or writing a will.
For example: ‘I noticed on your personal checklist that you haven’t got a current will. Is that
something you’d like to have prepared by next session?’
Creating actions from secondary goals. Every two to three sessions check to see if there has
been any progress on the coachee’s secondary goals. After having set them, many coachees get
in action with these goals by themselves. Check in to acknowledge what has been achieved and
to see if there are any items from the list around which they could set a specific action.
For example: ‘You said you wanted to get all tax returns up to date. How about taking one step
towards this by next session?’
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Tools for setting actions
The following is a list of mini-skills that are useful for empowering coachees to design their own actions.
These help you move the coachee forward without giving them direct ideas or telling them what to do. The
list is roughly in order of how often you would use a tool, and how directive each skill is. As a coach you
should be able to work with any of these skills and sense intuitively which one is right to use at any time.
Silence
Once the coachee is used to the rhythm of a coaching session, there are times when you can elicit action
by holding back and not saying anything. Place the coachee by reading their goal and their strategy and
then fall silent.
Given space to talk things through, coachees naturally bring the conversation around to setting actions.
After they have invented their action, gently guide or stretch them where necessary. Once you have built a
strong relationship after a few sessions this is generally the best way to empower coachees to take
actions.
Empowering: giving responsibility back to the coachee
‘How could you come up with what to do next in this goal?’
‘I know you’ve got ideas about this, what’s the first thing that comes to mind?’
‘What could you do that would really leap you forward in this goal?’
Framing: imagining what they might do
‘If you were operating as a successful business person, what would you do this week?’
‘It sounds as if you are getting frustrated. How can we get past that frustration and move forward?’
‘Imagine your confidence was no longer an issue. What would you do differently?’
Hinting: gently suggesting they take action
‘Would you be prepared to take on any of those things as actions this week?’
‘Is there some way you could create that before our next session?’
‘What impact might it have if you did that this week?’
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Tickling: suggesting possibilities for action
‘There’s lots of possible ways you could do this. You might decide to make some lists, or ask some
colleagues for advice or place an ad. What would be a good action for you?’
‘You could make calls, send out an announcement, put up flyers, or something else like that. What do you
think?’
Bargaining: highlighting other benefits
‘What are you prepared to do here to make things a whole lot easier for yourself in the future?’
‘Can you imagine how relieved you would feel if you got that done?’
‘If you did that, could it give you the confidence to go even further?’
Reminding: linking back to an earlier commitment
‘When we set the strategies you suggested that you’d like to work on your time management. Is this the
time to do that?’
‘You said earlier that you’d like to do some more research. Would you like to set an action around that
now?’
‘In session one you told me you’d like to organize a team building day for your sales team. Are you ready
to do that?’
Stretching: taking the action further
‘That sounds like it could be an action, but how can we make sure that it really stretches you?’
“’s that enough of a challenge for you?’
‘If you were to stretch yourself even further, what would that look like?’
Requesting: asking them to take action
‘Would you be willing to do something right now about that?’
‘Can we work together now to come up with some ideas around actions for this?’
‘Our context today is ‘building momentum’. Can we look at what action you’ll take?’
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Suggesting: use sparingly only if other ways are not working
‘Would it be okay if I made a suggestion for an action around that?’
‘May I offer you an action to take?’
‘I have a suggestion. Would you like to hear it?’
Asking: the direct approach; another one to use sparingly
‘Do you think you’d be able to write a vision for yourself?’
‘Could you complete your list of habits this week?’
‘What about an action to read the first two chapters?’
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Module 6: Session two
Preparation for session two
Preparation is an essential part of providing effective coaching. Always prepare directly before a session.
Half an hour is the minimum time required to prepare powerfully when you are first learning to coach. This
might reduce down to 15-20 minutes over time.
1: Prepare the environment
Make sure that nothing can interrupt you for the next hour. Check that you and the client will be
comfortable and there will be no distractions i.e. phones turned off, notify others you’re unavailable etc.
2: Prepare your materials
Make sure you have: your coach’s folder including a worksheet for the session, two working pens, a clock
or watch, anything you need to give to the coachee, anything you agreed to send to the coachee before
the session and/or anything the coachee has sent to you.
3: Review the primary goals
Anchor yourself in the coachee’s primary goals and the intention of them. Put yourself in the coachee’s
place – what would it be like to have these goals?
4: Prepare yourself for doing strategies this session
Read over your notes on strategies in general and make any relevant notes on your worksheet in the
section for each goal.
5: Prepare the timing on your worksheet
Put the time you will take on each section in the first column on the right of the worksheet. Work out what
time each section should finish and put these times in. It should add up exactly to the full hour. Tick off
each section as you go during the session.
6: Prepare yourself
People pay you to bring energy and focus to these sessions. You may want to review what is in the
background and clear the space with yourself. Always be ready a few minutes before the session so you
are calm, organised and clear.
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Session two worksheet
Coachee name:
Session No:
Date:
Location:
Coach:
Time:
Mins
Completed
1.
Clearing a space to work
7
2
Review the three primary goals and check in on their relationship to each
4
GOAL 1
GOAL 2
GOAL 3
3
Creating the context for the session
1
4
GOAL 1 : Review the goal, set the strategies, set actions for the 1st strategy
15
5
GOAL 2 : Review the goal, set the strategies, set actions for the 1st strategy
14
6
GOAL 3 Review the goal, set the strategies, set actions for the 1st strategy
11
7
Review any additional actions for the week
(e.g. preparation questionnaire and secondary goals)
4
8
Coachee to read out their actions for the week (make sure they are clear)
1
9
Completion
2
10
Book next session
1
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Session two steps
Step 1: Clearing the space
Always remember to clear the physical space, making sure that the coachee will be comfortable, that any
logistics are taken care of and that they have everything they need. Then clear the mental space:
Clear the space yourself first, generating an open and safe environment.
Clear three to four emotions.
Tell the coachee you are ready to begin the session and ask them to clear the space for
themselves.
Interact with the coachee until you are certain that they are clear and ready to start. Since this is
only the second time they will have done this process you may still need to support them to get
clear about what’s in the background and the emotion related to the issue.
If the coachee refers to actions, strategies or goals during the clearing, do not coach them at this
time. Make a note of the point on your worksheet and return to it during the session.
Step 2: Relationship to the goals
Relationship to the goals is the declaration by the coachee of their emotions associated with the goals. By
declaring their emotions the limbic system in the brain is dampened and the limited capacity of the
working memory can be maximized. In other words, this declaration provides a clearing for concentrated
coaching on that goal.
This activity also brings the goal back into focus for the coachee at the beginning of the session. As well
as giving the coach information about where the coachee is at with the goal and how the session may
need to be structured to be effective for the coachee.
The whole process should take two to five minutes; it will become shorter as the coachee becomes more
skilled.
1. Ask the coachee to read goal one. Make sure they read the goal precisely as written on their
primary goals sheet, and that they are not reciting from memory or summarising the goal. This
ensures the coachee reconnects with the original vision of the goal.
2. Ask the coachee “What is your relationship to this goal?”
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3. Tell the coachee what you are looking for: “I want you to tell me your relationship to this goal.
Using one or two words, can you capture how you have been feeling or thinking about that goal
either right now or during the past week?”
4. Interact with the coachee to assist them in expressing their relationship to the goal in a couple of
words.
For example: ‘Inspired but fearful’, or ‘distant’ or ‘frustrated’ or ‘excited’
You may need to prompt the coachee with possible relationships. If so, use a wide range of emotions. If
the coachee chooses one of the words you have suggested, ask them if that is how they would express it.
Use your intuition. If the emotion doesn’t sound right to you, probe further. You will have that ‘clunk’
feeling when you get to the coachee’s actual relationship with the goal.
You may need to interrupt in order to coach the coachee to get the relationship. Ask permission to
interrupt.
Write down exactly what the coachee says their emotion is on your worksheet in the space allowed for the
goal.
Ask the coachee to write this down on their worksheet in the ‘relationship to goal one’ space.
Repeat the exercise for goals two and three.
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Possible relationships to the goal
Annoyed
Exasperated
Not committed
Already happened
Frustrated
Optimistic
Angry
Forgot about it
Overwhelmed
Ashamed
Fulfilled
Overjoyed
Bored
Freaked out
Panicked
Committed
Grateful
Pleased
Connected
Guilty
Powerful
Confused
Happy
Powerless
Conflicted
Hopeless
Pressured
Confident
Hopeful
Positive
Challenged
Indecisive
Possible
Curious
Imminent
Remote
Determined
In conflict
Relieved
Disinterested
Inspired
Relaxed
Discouraged
Keen
Removed
Daunted
Lazy
Satisfied
Distant
Lost
Scattered
Excited
Nervous
Stressed
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Step 3: Set the context
A context is an underlying commitment or intent that affects the way we approach any situation. It is the
mental environment in which thoughts and actions occur. We have a context for everything in life, for
every situation we find ourselves in. Most of the time we are not aware of the contexts we have, or how
they are affecting us. Your context will affect the experience you have of something, even when the
context is only on a subconscious level.
From a neuroscience perspective, creating context at the beginning of a coaching session means that
both coach and coachee have aligned their filters and are both working towards achieving the same
outcome in the conversation.
Creating a context gives the coachee an empowering framework that maximizes what they get from the
session. It creates a powerful focus for the session ensuring it is inspiring and positive. It is also an
opportunity for the coach and coachee to get aligned and clear about the outcome for the session.
The key to creating an effective context is to dedicate time and energy during your preparation to creating
possible contexts that might be relevant for this stage of the coaching.
The issues to consider when developing a context are where the coachee is at in the series, what
their last few sessions have been like, what kind of issues you are expecting to deal with today and
what kind of challenges they have been dealing with generally in their coaching series.
Prepare by thinking about where the coachee was in the last session with each of the goals. Next, think
about what would be the most effective context for them in this session. Sometimes you can pick up
intuitively what would be the most effective and useful context for the coachee. However, remember this
won’t necessarily be the context for the session, as you will need to make sure that it is appropriate for the
coachee by asking them.
The process of creating the context during a session takes less than a minute, over five stages:
1: Start with ‘This is session number x...which means...’
Then you fill in where they are up to this week, bringing the whole of the three months back into context.
For example: ‘This is session number six which means we are half way through the series.’
2: Ask the coachee what they would like the context of the session to be:
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For example: ‘What do you want to have as a context for this session?’ or ‘What is the overall objective or
theme for this session?’
The context needs to be a positive vision for the session, not just a statement such as: ‘To do the
strategies.’
You can also suggest (with permission) the context you prepared before the session.
‘Would it be ok to share a context that I thought might be useful and you can decide whether it feels right
for you? How would you feel about the context of being completely inspired about all the goals again?’
3: Work with the coachee to clarify the context in statement of 6-7 words:
For example: ‘It sounds like you would like to have some insights into what’s blocking you from achieving
your goals. How would a context of ‘Having a breakthrough’ work for you in this session?’
4: Check that they are aligned with the context:
For example: ‘Are you aligned with that?” Or “Is that okay with you?”’
5: Ask the coachee to write the context on their worksheet. The coach captures the context on their
worksheet as well.
Examples of other possible contexts
Have a breakthrough in goal two
Keeping up the pace
Get reinspired and back on track
Getting into some practical actions
Bring in some new directions for goal one
Get my planning in place
Think outside the box
Create insights to move forward
Bridge the gaps
Reconnecting to my vision
Start living my vision
Acknowledge my progress
Create support structures
Giving it everything I have this week
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Step 4-6: Setting the strategies and actions
1. Read the goal number and the goal.
For example: ‘Let’s start with goal one. The goal is ‘Promoted to senior consultant.’
2. Create the strategies and actions for the goal one. Work through to develop strategies for the first
goal. Then set actions for the first strategy of this goal.
3. Create the strategies and actions for the goal two. Work through to develop strategies for the
second goal. Then set actions for the first strategy of this goal.
4. Create the strategies and actions for the goal three. Work through to develop strategies for the
third goal. Then set actions for the first strategy of this goal.
Step 7: Review additional actions
You may have set actions separate from any of the goals in the previous session. For example, they have
set actions to complete the preparation questionnaire, secondary goals and personal checklist. Check in
with these at this point.
When reviewing the preparation questionnaire ask the coachee what insights they gained from doing this
exercise and clarify with them any points that might support the coaching
When reviewing the secondary goals, check that the goals meet the requirements and work with them to
refine them if necessary.
When checking in on the personal checklist, find out what insights the coachee had and clarify any
particular areas the coachee would like to work on over the coaching series.
For example: “What insights did you have from completing the personal checklist? Is there any area or
point that you would like to focus on for the next few weeks or set as a secondary goal?”
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Step 8: Coachee to read out the actions for the week
Ask the coachee to read out the actions they have agreed on. Listen to ensure that each action fulfills all
of the requirements for actions. Check that both you and the coachee have written down the actions
correctly.
Step 9: Completion
Remember to check whether there is anything else the coachee has to say about the goals before
completing.
To complete powerfully, pull the whole session together for the coachee by referring to the context
and whether it has been fulfilled, summarise the main insights from the session and acknowledge the
coachee for anything that has been achieved in the session.
Step 10: Book next session
Arrange the date and time for the next session. Try to make the session at a regular time if possible.
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Module 7: Managing the coaching engagement
Session worksheet
Coachee name:
Session No:
Date:
Location:
Coach:
Time:
Mins Complete By
i.
Clearing a space to work
2
ii.
Review the three primary goals and check in on their relationship to each
2
GOAL 1
GOAL 2
GOAL 3
iii.
Creating the context for the session
1
iv.
GOAL 1 Review the goal, strategies and actions, set new actions
15
v.
GOAL 2 Review the goal, strategies and actions, set new actions
15
vi.
GOAL 3 Review the goal, strategies and actions, set new actions
15
vii.
Review any additional actions for the week
5
viii.
Coachee to read out their actions for the week (make sure they are clear)
1
ix.
Completion
2
x.
Book next session
2
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Ongoing session steps
Preparation for ongoing coaching sessions
Always allow a minimum of half an hour of undisturbed preparation time for each session. Prepare your
physical space making sure that you are comfortable and have everything you need for the session.
Read through the coachee’s goals, look through the strategies and note where they are up to. Refer to the
actions set last session and review any work your coachee has sent you in regard to those actions. Look
for patterns and trends in their actions. Make a note of any insights or thoughts you’d like to share with the
coachee.
Step 1: Clearing the space
Always remember to clear the physical space, making sure that the coachee will be comfortable, that any
logistics are taken care of, and that they have everything they need.
Clear the space yourself first, clearing at least three issues. This generates an open and safe
environment. Then, ask them to clear the space and interact with them until you feel they are clear and
ready to start.
If the coachee refers to actions, strategies or goals during the clearing, do not coach them at this time.
Make a note of the point on your worksheet and return to it during the session.
Step 2: Review relationship to the goals
Get the coachee to read out each goal and ask them to tell you in one or two words their relationship to
the goals. Then, ask the coachee to write this in the appropriate space on the coachee’s worksheet. You
will also need to note this down the relationship to the goals on the coach’s worksheet.
Step 3: Creating the context for the session
Tell the coachee what session you have reached in the series and ask them what they would like the
context to be. Check to ensure that you have agreement on the context.
Steps 4–6: Working on each primary goal
1. Ask the coachee what goal they would like to work on first. Then, read out the goal.
For example: ‘Goal one is ‘Double my sales.’
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2. Then read out the strategies for the goal. Acknowledge the strategies that have been reached as
you read them out.
For example: ‘The strategies for the goal of ‘Double my sales’ were to first establish the status
quo, which you did a few weeks ago; second to research new options for creating more sales,
which you did last week with that list of 25 ideas and the other actions; third to choose one option,
which we will be working on this week, and then finally establish structures to keep you rolling.’
3. Go through the actions set in the previous session. Review each of the actions that were set for
this goal, one by one by using the FEELING model.
Actions the coachee completed
When the coachee completes an action the coach assists the coachee to become aware of the entire
value of their experience. Guide the coachee to articulate what they got out of completing the action.
For example:
‘What did you learn about yourself from taking that on?’
‘What did you get out of completing this action?’
‘How do you feel about yourself now that you have done this?’
‘How has completing this action made a difference for you?’
Interact with the coachee at this point to bring forward insights about themselves.
For example:
‘Where else in your life could you apply what you have learnt from doing this?”
‘It sounds as if you really did something big here – what do you think?”
‘What did you discover about yourself that you weren’t aware of before?”
If any insights are uncovered take a moment to write them down and invite the coachee to do the same.
Acknowledge the coachee for completing any actions – especially those that required them to stretch
themselves or take a risk.
For example:
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‘I get the sense that you really put yourself on the line this week – well done.’
‘Congratulations on taking such a big risk – would you like to set an action around rewarding yourself this
week?’
Actions the coachee didn’t complete
As a coach, part of our job is to make our coachees accountable for what they agree to do, but this isn’t
about making them wrong.
When a coachee doesn’t complete an action it gives us a chance to help coachees have breakthroughs.
What prevents a coachee doing an action is often the same thing preventing them from succeeding more
widely.
The key is to not just ask why the coachee didn’t do something, as you most probably will get an
excuse or people being defensive. Better to ask the coachee what they did do, and see if they have
any insights about what was missing.
If coachees don’t do actions consistently, you might look for patterns in the actions that aren’t being
completed:
For example: Is there one goal that isn’t being prioritized? Or, Is there a type of action that the coachee is
uncomfortable doing?
For example: ‘It seems that you keep on leaving your actions for goal three until the last minute. Have
you noticed that too?’
If you and the coachee agree that an action is still important, set it again for the next week. If you have set
the same action for two or more weeks and it hasn’t been done you must, either get the coachee to deal
with what prevented it, suggest a way around it or modify the action.
For example:
‘Are you willing to commit to getting that action done this week?’
‘Okay. We’ve agreed on this action for two weeks running and you haven’t started. What do you need to
do differently this week?’
What could we change about the action to make sure that you complete it this week?’
Dealing with actions that haven’t been completed is a great opportunity to look for insights with the
coachee, to help them learn about themselves.
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For example:
‘Where else in your life are you avoiding things?’
‘What did you get by not completing this action?’
‘I get the feeling that you are uncomfortable asking for help – what do you think of that?’
Both of you need to take note of any insights that come up.
4
Decide on the next actions to take
Once you have dealt with each action totally, move on to creating more actions to complete this strategy,
or else move on to the next strategy.
For example:
‘What do you need to do to complete that strategy?’
‘Is this strategy complete? Can we move on to the next one now?’
‘What can you see we need to do next for the next strategy?’
Ideas for new actions may come up as a consequence of discussing the action just completed. When
this happens, check that the new action fits in with the strategy you are up to and, if so, include it for
the next week.
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For example:
‘That sounds like a great idea. Let’s see if it will get you closer to the goal. The strategy we are working on
is ... what do you think?’
‘I realise that you got a lot out of speaking to people about your goal this week – will spending another
week on that give you information to move you further along?’
If the coachee cannot think of the next action to take, suggest a broad spectrum of ideas. Be creative and
think laterally. If the coachee wants to take on one of your suggestions, ask them to put it into their own
words.
For example: ‘We’re up to creating a list of options – you could survey people or check out a few best
selling books on the subject or ask an expert for ideas or have a brainstorming session with colleagues.
What do you think would work for you? Do you have any other ideas on what to do next? How would you
write that as an action for this week?’
5
Monitor the number of actions you set for each goal
Usually you will set between two to four actions for each goal in a session.
This will vary according to what is needed to fulfill each strategy, what each action involves, where the
coachee is at in the series and the time that the coachee has to commit to the goals each week. It is
important to balance the number of actions between stretching the coachee and moving them forward,
and not overwhelming them with the amount of work that is being set.
If you are unsure, check in with the coachee:
‘Do you think that these two actions will complete that strategy this week?’
‘We’re in the final month of coaching – can you stretch yourself to do more actions this week?’
‘Looking at the list of actions, do you feel confident that you can complete them all in this next week?’
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Coachees are often people who are used to working hard. Sometimes there is great value in coaching
them to make things easier for themselves by saying no to some actions or learning to pace themselves.
For example:
‘We’re only up to the second goal and you have already set eight actions – is there anything on the list
that you would like to put off until next week?’
‘I’d like to challenge you to cross off at least one action – what do you think?’
‘Would it be better to do these actions over two weeks?’
6
Check that the coachee is ready to move on to the next goal
You need to be aware of balancing the amount of time you allocate in a session to each goal with
ensuring that the coachee is happy to move on to the next goal.
‘Is there anything else you want to say about this goal before we move on to goal two?’
Do one thing at time. Stay focused on the context or desired outcome for the session. The way to prevent
being side tracked is to explain to the coachee clearly what you are about to do and why, in other words
do lots of placement.
Check your worksheet regularly during the session. Is there anything you thought of in preparation that
you would like to share with the coachee?
To coach powerfully you need to cover a large amount in a short time. You need to keep a clock close at
hand and easy to see. You may need to check where you are up to around every five to ten minutes. By
working out timings and having these written down in preparation, it’s much easier to quickly calculate if
you have time to linger or need to move on. You can always ask the coachee to pause while you reflect
on how the session is going and if you need to move on at any point.
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Step 7: Review any additional actions for the week
You may have set actions separate from any of the goals in the previous session. Check in with these at
this point. Deal with these actions in the same way as suggested above.
Step 8: Coachees to read out their actions
Ask the coachee to read out the actions they have agreed on. Listen to ensure that each action fulfils all of
the requirements for actions. It’s very common to adjust actions that were written down earlier at this
point, making them more specific or clearer for example, or making sure they stretch the coachee enough.
Also check that both you and the coachee have written down the actions correctly.
For example: “Could you read out the actions you have agreed to do for the following session for each of
your goals?”
Step 9: Completion
Check whether there is anything else on the goals before completing. To complete on the session
powerfully, pull the whole session together for the coachee by referring to the context and checking
whether it has been fulfilled. Mention any insights from the session to further embed these learnings. State
how you are feeling at this stage of the coaching and acknowledge the coachee for anything that has
been achieved in the session.
Step 10: Book the next session
Arrange the date and time for the next session. Try to make the session at a regular time if possible.
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Emotional journey
As the coaching conversation starts to deepen and the coachee works progressively towards their goals,
you will start to notice two types of journeys that the coachee takes during the period of coaching.
Action journey: This is what happens in the coaching series. The focus is on the goals, strategies and
actions that need to be set to get to the goals. In other words, the focus is on the structure and what the
coachee is DOING to achieve their goals.
Emotional journey: This part of the journey is like an undercurrent to the action journey. It involves
coachees developing awareness about themselves, their emotions, beliefs, values and choices. This is
about who they are BEING rather than what they’re doing. It is also about the underlying new habits they
develop as a result of the coaching process, such as acknowledging themselves more.
So, the coaching journey towards the goals is both practical and emotional.
One of the major ways we can move the coachee from the action journey to the emotional journey is by
assisting them to uncover powerful insights about themselves. These insights often provide the greatest
value of the coaching series.
From a neuroscience perspective, the emotional journey is how we uncover the new wiring and create
new maps. The action journey is how we embed those new maps so that they become habits.
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Typical coaching program checklist
Session
Content
Session 1
Follow session one format. Set three primary goals, complete contracts, set actions.
For next session:
Optional: Preparation questionnaire, secondary goals and personal checklist
Session 2
Follow session two format. Finalise goals (if not complete), complete all strategies, and set
actions for the first strategy of each goal. Review secondary goals, preparation questionnaire and
personal checklist.
For next session:
Actions for first strategy of each goal
Session 3
Follow session worksheet. Review goals, strategies and actions set from last session.
For next session:
Actions around the next few strategies.
Session 4
Follow session worksheet. Review goals, strategies and actions set from last session.
Review what the coachee is getting out of coaching. Do they need any changes in the coaching
style?
For next session:
Actions around the next few strategies.
Session 5
Follow session worksheet. Review goals, strategies and actions set from last session.
For next session:
Actions around the next few strategies.
Optional: New personal checklist.
Session 6
Follow session worksheet. Review goals, strategies and actions set from last session.
Check in progress so far in coaching series and check half way to the goals.
Review new personal checklist and acknowledge insights.
For next session:
Actions around the next few strategies.
Session 7,8
Follow session worksheet. Review goals, strategies and actions set from last session.
For next session:
Actions around the next few strategies.
Session 9
Follow session worksheet. Review goals, strategies and actions set from last session.
For next session:
Actions around the next few strategies.
Optional: New personal checklist.
Session 10
Follow session worksheet. Review goals, strategies and actions set from last session. Check in
with coachee about any gaps to achieving the goals and actions to complete by the end of the
coaching engagement. Review new personal checklist and acknowledge insights.
For next session:
Actions around the final strategies.
Session 11
Follow session worksheet. Review goals, strategies and actions set from last session.
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Session
Content
For next session:
Actions around the next few strategies.
Completion report.
Session 12
Follow session 12 format to complete on the three goals.
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Module 8: Completing the coaching
engagement
Completion session
The completion session is an opportunity to revisit all of the work that has been done during the coaching
engagement, giving the coachee maximum value from the experience of coaching. It is about completing
the whole coaching engagement in the most powerful and long-term useful way.
We do this by looking at the engagement at a high level, identifying patterns and reflecting on the
learning to more deeply embed insights. The focus is on acknowledgement, at many levels, both of
the coach to the coachee, and getting the coachee to acknowledge themselves.
Preparation for the final session
1. Read the strategies and note what was achieved.
2. Read the notes and actions for each session.
3. Make notes of what you observed.
4. Take time to reflect on the journey to the goals and make notes of any insights.
5. Consider the areas that the coachee has had breakthroughs in and make notes.
6. Reflect on what you could acknowledge the coachee for and make notes.
The preparation for the final session will take longer than normal. At first you may need to allocate one to
two hours for preparation.
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Completion session worksheet
Coachee name:
Date:
Location:
Time:
Mins Complete By
Clearing a space
2
Relationship to the goals
2
GOAL 1
GOAL 2
GOAL 3
Creating the context
1
GOAL 1
10
Review strategies and significant actions chronologically, finish with the last
session’s actions. Acknowledge what has been achieved and complete on what
hasn’t. Where is the coachee now in relation to the goal?
Complete on the goal_________%
GOAL 2
10
Review strategies and significant actions chronologically, finish with the last
session’s actions. Acknowledge what has been achieved and complete on what
hasn’t. Where is the coachee now in relation to the goal?
Complete on the goal_________%
GOAL 3
10
Review strategies and significant actions chronologically, finish with the last
session’s actions. Acknowledge what has been achieved and complete on what
hasn’t. Where is the coachee now in relation to the goal?
Complete on the goal_________%
Questions to deepen the experience of coaching for the coachee
What was the greatest block or breakthrough for you?
What were the significant turning points?
What new qualities or strengths have you uncovered in yourself?
How will you celebrate the completion of the journey/goals?
10
Opportunity for feedback on coaching
What were your expectations of coaching? Were they met?
Did you receive value from the coaching?
What did I do well and what do you think could have been better?
7
Coach to complete on session and the coaching engagement
6
Next steps - book in another session, organise a check in etc
2
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Running the final session
The coach uses the completion session worksheet.
Follow these steps:
Step 1: Clear the space
Step 2: Set the context along the lines of ‘acknowledgement and completion’
Step 3: Check the relationship to the goals
Steps 4–6
For each goal use the following process so that both the coach and the coachee are complete on the
series.
Review all strategies and significant actions chronologically
This part can be lots of fun as well as insightful. It is a chance for the coachee to see what they have
achieved, and also where they may have been challenged. Read through the strategies and note which
ones were completed and which ones were not, so that the coachee has an overview of what was done.
Then start at the beginning and spend 3–5 minutes reading out the significant actions the coachee worked
on for goal one. Use the actions and the notes you have made in the sessions for this.
For example: ‘In session one we set the goal of doubling your income. In session two we came up with a
set of strategies to achieve the goal. Then in week three you brought in all the information on the business
and we noticed that ... So for actions you took on ... In week four we decided to ... etc.’
Review the actions from the previous session
Reviewing the actions from last week helps to establish where the coachee is in relation to the goal. Ask
the coachee to estimate as a percentage their final position in relation to the goal.
Being clear with how far the coachee has come with a goal helps completion of the coaching engagement.
At times the actual percentage may not take into account the depth of the journey taken by the coachee.
You may suggest that they take into account momentum and energy gained.
For example: ‘So where do you think that you are now percentage-wise in relation to the goal?’ Or
‘Where do you feel you would rate this out of 100% considering the momentum you have gathered?’
Acknowledge and complete on the goal
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Acknowledge what the coachee has achieved. You can also acknowledge the coachee for things like how
far they have come with this goal, the barriers they may have pushed beyond, or the exciting parts of
coaching them on this goal. It is really a chance to say everything that needs to be said specifically around
this goal.
For example: “This was a very challenging goal. I was really excited when you had a breakthrough after
being blocked for three weeks. I haven’t coached in this particular area before so I also got a lot of
personal value. Thank you.”
Complete on what was not achieved for this goal
This is a chance to declare any concerns about the coachee, or your coaching on this goal. Otherwise
these concerns may be carried beyond the coaching engagement.
For example: ‘I know you have said that you don’t feel that you have achieved this goal 100% because
you spent a lot of time in the planning phase. However I can see that this has really set up strong
foundation in this area for you and it sounds like you’re feeling confident that you can achieve this goal
from here. Congratulations on the work that you did do in this area of your life. Having said that there is
nothing else for me to say and I am complete with this goal.’
Ask the coachee to complete on the goal
‘Is there anything you need to say to be complete with this goal?’
Declare the goal complete
If there is nothing else to be said by coach or coachee declare the goal complete.
Repeat this entire process for all three primary goals.
Step 7: Questions to deepen the experience of coaching for the coachee
This is an opportunity to see the bigger picture of coaching and the non-goal specific benefits to the
coachee. Use this as a way to acknowledge the emotional journey and focus on the coachee’s positive
personal growth. It is a chance to be present with the coachee.
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For example:
‘How did you surprise yourself through the coaching engagement?’
‘What was the thing you enjoyed the most?’
‘What do you see as the major insight or breakthrough of the series for you?’
‘What strengths can you see you have developed from the experience?’
‘How can you reward yourself for this effort?’
You may also choose to go through the coachee’s completion report at this stage. Ask the coachee to
complete this form before the session and bring it to the session to go through together.
Step 8: Opportunity for feedback on coaching
This is an opportunity for you to hear what worked well in the coaching series and what didn’t work well for
the coachee. This is a chance to develop your coaching skills by focusing on those areas of strength and
weakness in your own coaching.
Make sure you ask permission for feedback. Then place the coachee that all feedback is appreciated
including anything that didn’t work for them during the coaching series. Explain to them that this type of
feedback will benefit you in your development as a coach and others that you coach. Create a safe space
for your coachee to share honestly.
For example: “To benefit my own development as a coach and those I coach I would like to ask you for
some feedback on what worked well and what didn’t work in the coaching series. Would it be okay to
share this with me?”
Remember you need to be asking for feedback throughout the coaching engagement. So make sure
you’re asking for feedback every three to four sessions or whenever you feel it’s necessary to ensure
you’re on track.
Step 9: Complete on session and the coaching engagement
As the coach, complete on the session by restating the context for the session and summarising some of
the main insights from the session.
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Coach then completes on the coaching engagement by acknowledging the coachee for the journey they
have undertaken and the goals they have achieved.
Coachee completes. Coach to ensure that the coachee has fully completed before moving onto the next
steps.
Step 10: Next steps
At this point you can talk to the coachee about the next steps they would like to take. For example, they
might like to book in another session to start a new coaching engagement, or do a catch up periodically
i.e. every two weeks, monthly, bi-monthly etc.
You can also request the coachee write a testimonial for you. Make sure you ask permission and if they
don’t feel comfortable doing this for you, respect their decision.
Completion report
For the completion session request the coachee fill out the completion report at the end of their folder. Ask
them to review the notes from each session and spend at least 20 minutes filling out the form. This needs
to be set as an action in the session before the completion session.
Coaching report
After you have finished the final session of the coaching engagement, take some time to fill in the
coaching report. This report is for you to reflect on the coachee’s achievements, your learnings and next
steps to further develop your skills as a coach.
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Completion report
Name:
Date:
Session No:
Acknowledgements
The three main things I learnt about myself during coaching were:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Three things I want to acknowledge myself for:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Three things I want to celebrate:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Three things I want to acknowledge my coach for:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Three pieces of specific feedback for my coach:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Relationship to the goals
Relationship to Goal 1: _______________________________________________________________
Relationship to Goal 2: _______________________________________________________________
Relationship to Goal 3: _______________________________________________________________
Context for the session
__________________________________________________________________________________
Goal outcomes
Goal 1__________%
Goal 2__________%
Goal 3__________%
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Coaching report
Coachee name:
Date series
started:
Coach:
Date series
ended:
This report is tool for you to reflect on the coaching engagement, acknowledge what was achieved and
where you need to continue developing your coaching skills.
Achieved GOAL 1
Goal area: ________________________________________________________
Where did the coachee finish in relation to the goal? _________%
Achieved GOAL 2
Goal area: ________________________________________________________
Where did the coachee finish in relation to the goal? _________%
Achieved GOAL 3
Goal area: ________________________________________________________
Where did the coachee finish in relation to the goal? _________%
How could you improve yourself as a coach from your experience with this coachee?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What did you learn about yourself as a coach?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Anything you would like to celebrate or acknowledge about your coaching of this coachee?
__________________________________________________________________________________
__________________________________________________________________________________
What actions will you take to further your own development as a coach?
__________________________________________________________________________________
__________________________________________________________________________________
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Appendix: ICF coaching competencies
A. SETTING THE FOUNDATION
1. MEETING ETHICAL GUIDELINES AND PROFESSIONAL STANDARDS
2. ESTABLISHING THE COACHING AGREEMENT
B. CO-CREATING THE RELATIONSHIP
3. ESTABLISHING TRUST AND INTIMACY WITH THE CLIENT
4. COACHING PRESENCE
C. COMMUNICATING EFFECTIVELY
5. ACTIVE LISTENING
6. POWERFUL QUESTIONING
7. DIRECT COMMUNICATION
D. FACILITATING LEARNING AND RESULTS
8. CREATING AWARENESS
9. DESIGNING ACTIONS
10. PLANNING AND GOAL SETTING
11. MANAGING PROGRESS AND ACCOUNTABILITY
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1. Meeting Ethical Guidelines and Professional Standards
Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching
situations:
•
•
•
•
Understands and exhibits in own behaviors the ICF Standards of Conduct (see list, Part III of ICF Code of
Ethics),
Understands and follows all ICF Ethical Guidelines (see list),
Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support
professions,
Refers client to another support professional as needed, knowing when this is needed and the available
resources.
2. Establishing the Coaching Agreement
Ability to understand what is required in the specific coaching interaction and to come to agreement with
the prospective and new client about the coaching process and relationship:
•
•
•
Understands and effectively discusses with the client the guidelines and specific parameters of the coaching
relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate),
Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being
offered, and about the client's and coach's responsibilities,
Determines whether there is an effective match between his/her coaching method and the needs of the
prospective client.
3. Establishing Trust and Intimacy with the Client
Ability to create a safe, supportive environment that produces ongoing mutual respect and trust:
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Shows genuine concern for the client's welfare and future,
Continuously demonstrates personal integrity, honesty and sincerity,
Establishes clear agreements and keeps promises,
Demonstrates respect for client's perceptions, learning style, personal being,
Provides ongoing support for and champions new behaviors and actions, including those involving risk taking
and fear of failure,
Asks permission to coach client in sensitive, new areas.
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4. Coaching Presence
Ability to be fully conscious and create spontaneous relationship with the client, employing a style that is
open, flexible and confident:
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Is present and flexible during the coaching process, dancing in the moment,
Accesses own intuition and trusts one's inner knowing - "goes with the gut",
Is open to not knowing and takes risks,
Sees many ways to work with the client, and chooses in the moment what is most effective,
Uses humour effectively to create lightness and energy,
Confidently shifts perspectives and experiments with new possibilities for own action,
Demonstrates confidence in working with strong emotions, and can self-manage and not be overpowered or
enmeshed by client's emotions.
5. Active Listening
Ability to focus completely on what the client is saying and is not saying, to understand the meaning of
what is said in the context of the client's desires, and to support client self-expression.
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Attends to the client and the client's agenda, and not to the coach's agenda for the client,
Hears the client's concerns, goals, values and beliefs about what is and is not possible,
Distinguishes between the words, the tone of voice, and the body language,
Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding,
Encourages, accepts, explores and reinforces the client's expression of feelings, perceptions, concerns,
beliefs, suggestions, etc.,
Integrates and builds on client's ideas and suggestions,
"Bottom-lines" or understands the essence of the client's communication and helps the client get there rather
than engaging in long descriptive stories,
Allows the client to vent or "clear" the situation without judgment or attachment in order to move on to next
steps.
6. Powerful Questioning
Ability to ask questions that reveal the information needed for maximum benefit to the coaching
relationship and the client:
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Asks questions that reflect active listening and an understanding of the client's perspective,
Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client's
assumptions),
Asks open-ended questions that create greater clarity, possibility or new learning
Asks questions that move the client towards what they desire, not questions that ask for the client to justify or
look backwards.
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7. Direct Communication
Ability to communicate effectively during coaching sessions, and to use language that has the greatest
positive impact on the client:
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Is clear, articulate and direct in sharing and providing feedback,
Reframes and articulates to help the client understand from another perspective what he/she wants or is
uncertain about,
Clearly states coaching objectives, meeting agenda, purpose of techniques or exercises,
Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, nonjargon),
Uses metaphor and analogy to help to illustrate a point or paint a verbal picture.
8. Creating Awareness
Ability to integrate and accurately evaluate multiple sources of information, and to make interpretations
that help the client to gain awareness and thereby achieve agreed-upon results:
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Goes beyond what is said in assessing client's concerns, not getting hooked by the client's description,
Invokes inquiry for greater understanding, awareness and clarity,
Identifies for the client his/her underlying concerns, typical and fixed ways of perceiving himself/herself and
the world, differences between the facts and the interpretation, disparities between thoughts, feelings and
action,
Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc. that
strengthen their ability to take action and achieve what is important to them,
Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find
new possibilities for action,
Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts,
emotions, body, background),
Expresses insights to clients in ways that are useful and meaningful for the client,
Identifies major strengths vs. major areas for learning and growth, and what is most important to address
during coaching,
Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when
detecting a separation between what is being stated and what is being done.
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9. Designing Actions
Ability to create with the client opportunities for ongoing learning, during coaching and in work/life
situations, and for taking new actions that will most effectively lead to agreed-upon coaching results.
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Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice and
deepen new learning,
Helps the client to focus on and systematically explore specific concerns and opportunities that are central to
agreed-upon coaching goals,
Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related
decisions,
Promotes active experimentation and self-discovery, where the client applies what has been discussed and
learned during sessions immediately afterwards in his/her work or life setting,
Celebrates client successes and capabilities for future growth,
Challenges client's assumptions and perspectives to provoke new ideas and find new possibilities for action,
Advocates or brings forward points of view that are aligned with client goals and, without attachment,
engages the client to consider them,
Helps the client "Do It Now" during the coaching session, providing immediate support,
Encourages stretches and challenges but also a comfortable pace of learning.
10. Planning and Goal Setting
Ability to develop and maintain an effective coaching plan with the client.
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Consolidates collected information and establishes a coaching plan and development goals with the client
that address concerns and major areas for learning and development,
Creates a plan with results that are attainable, measurable, specific and have target dates,
Makes plan adjustments as warranted by the coaching process and by changes in the situation,
Helps the client identify and access different resources for learning (e.g., books, other professionals),
Identifies and targets early successes that are important to the client.
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11. Managing Progress and Accountability
Ability to hold attention on what is important for the client, and to leave responsibility with the client to take
action.
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Clearly requests of the client actions that will move the client toward their stated goals,
Demonstrates follow through by asking the client about those actions that the client committed to during the
previous session(s),
Acknowledges the client for what they have done, not done, learned or become aware of since the previous
coaching session(s),
Effectively prepares, organizes and reviews with client information obtained during sessions,
Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreedupon courses of action, and topics for future session(s),
Focuses on the coaching plan but is also open to adjusting behaviors and actions based on the coaching
process and shifts in direction during sessions,
Is able to move back and forth between the big picture of where the client is heading, setting a context for
what is being discussed and where the client wishes to go,
Promotes client's self-discipline and holds the client accountable for what they say they are going to do, for
the results of an intended action, or for a specific plan with related time frames,
Develops the client's ability to make decisions, address key concerns, and develop himself/herself (to get
feedback, to determine priorities and set the pace of learning, to reflect on and learn from experiences),
Positively confronts the client with the fact that he/she did not take agreed-upon actions.
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