COACHING IS NOT……
1. A Top- Down Relationship.
2. A Goal of Forced Change.
1. A Partnership Without Boundaries.
COACHING IS…..
“An adult learning strategy in which the coach
promotes the learner’s ability to reflect on his or her
actions as a mean to determine the effectiveness of
an action and develop a plan for refinement and use
of the action immediate and future situation” (Rush &
Shelden, 2005).
COACHING IS:
Relationship-Based Learning!
It can be further defined as a purposeful and
methodical process of individual support by utilizing a
partnership that uses a variety of strategies over a
defined period of time to enrich delineated impacts
and achieve mutual goals (Francis Institute).
COMPARING COACHING TO …..
Components
Consultation
Relationship-Learning
Coaching
Purpose
Solve Problems
Utilize Strengths
Relationship
Top-Down
Shared Power
Goals and Objectives
Expert-Driven
Created and Agreed
Upon Goals
Duties
Expert Responsible
Responsibility Shared
(with boundaries)
Results
Skill Development
Sustainability
COMPARING COACHING TO …..
Components
Mentor
Relationship-Learning
Coaching
Purpose
Developing Leadership
Skills
Utilize Strengths
Relationship
Mentor is Considered
Expert (Power)
Shared Power
Goals and Objectives
Mentees Create Goals.
Created and Agreed
Upon Goals
Duties
Mentee’s
Responsibilities
Responsibility Shared
(with boundaries)
Results
Skills Applied
Sustainability
RELATIONSHIP-BASED LEARNING
Relationship-based learning via coaching involves the
following principles:
• The partnership is based on equality.
• The partnership is based on respect.
• Positive and active communication is utilized.
• Collaboration is a core component in all coaching
programs.
• The partnership includes an united vision and goals
by sharing the power, authority, and decision-making.
ROLES
Coaches
Grantees
Shared Roles
Understand CYFAR
Share goals based on
regulations/requiremen the needs assessment
ts.
and CYFAR regulations.
Learn changes in
CYFAR via professional
development and
collaboration.
Encourage grantees to
choose specific goals
for partnership.
Collaborate with coach
on strategies to meet
the
needs/requirements.
Explore filters and/or
beliefs and self-reflect
on how they may be
inhibiting goal
achievement.
Set boundaries for the
relationship.
Share expectations of
the Coach and his or
her role.
Address
implementation issues
via a shared timeline
and duty sheet.
Respect grantees by
following through with
commitments and/or
responsibilities.
Respect Coaches by
following through with
commitments and/or
responsibilities.
Approach
responsibilities with
respect and positive
communication.
RELATIONSHIP-BASED LEARNING
Positive Communication is VITAL to Relationship-Based Learning.
• Positive Verbal, Para-Verbal, and Non-Verbal language
must be utilized at all times.
• The “Communication Moment” is as often as important as
the words within the conversation.
• Clarification is an essential strategy of positive
communication.
• Paraphrasing is a preventative strategy.
• “Collective Understanding” must be achieved within the
Communication Moment.
• The final strategy in positive communication is
summarizing.
INTENTION VERSUS PERCEPTION
•Perspective Components
•Awareness
•Filters
•Responses
MY BAD!
“
Between stimulus and response, there is a
space. In that space is our power to choose
our response. In our response lies our growth
and our freedom.”
― Viktor E. Frankl, Man's Search for Meaning
THE 4 R’S OF EMOTIONS
1. Respect
2. Recognition
3. Regulation
4. Responsiveness
HEARING IS NOT ALWAYS LISTENING
Ineffective Listening
Active Listening
Distracted Listening
Communication Moment
Problem-Solving Listening
Clarifying
Me Too! Listening
Empathetic Listening
Samo/Samo
Respectful Listening
PARAPHRASING 101
Types of Paraphrasing
Statements
Validating and Confirming
What you are saying, In other words,
What I am hearing, Could you say
that again…I want to make sure I
understand.
Pacing
You are concerned about, You hope,
A piece of the puzzle is.
Reframing
You want to make sure you, Your
overall goal is, You really value.
SUSTAINING A RELATIONSHIP
Relationships are considered an adaptable connection. They are
constantly changing and it is of utmost importance to attend to
the relationship on a regular basis.
Relationship Check-In Questions:
1. Am I attending to and respecting my commitment
to the relationship?
2. Am I respecting my emotions and reactions in
connection with the Coach/Coachee relationship?
SUSTAINING A RELATIONSHIP
3. Do I feel that my Coach/Coachee is attending to
and respecting the commitment to the relationship?
If not- do I have a strategy to address this issue?
4. Do the goals and objectives, shared vision, or
commitment need to be revisited?
5. Does more information and/or professional
development need to be available to meet the goals
and objectives, shared vision or commitment?