Coaching Ho 2017 03 03

Coaching For Improved
Performance
TH!NK, LLC * WWW.THINK-TRAINING.COM * 808-224-6694

Coaching for Improved Performance Page !2
Field Assignment: Leading Indicators ......................................................................................................3

Course Description ................................................................................................................................... 4
What is Coaching? ....................................................................................................................................5
10 Definitions of Coaching ........................................................................................................................6
The Bicycle Story ........................................................................................................................7
Power of Inquiry ........................................................................................................................................ 9
Power of Inquiry Reflection: ...................................................................................................................10
Power of Inquiry .....................................................................................................................................11
Powerful Questions................................................................................................................................. 12
Advocacy Techniques ............................................................................................................................. 14
C.O.A.C.H. Model ...................................................................................................................................16
Applying the C.O.A.C.H. Model ..............................................................................................................17
C.O.A.CH. Roleplay ................................................................................................................................19
Supplement Coaching Tools ...................................................................................................................23
Sample: Goal Setting Worksheet ............................................................................................................24
Sample: Personal Development Plan .....................................................................................................25
Personal Development Plan ...................................................................................................................26
Personal Development Plan ...................................................................................................................27
Field Assignment: Grow Yourself ........................................................................................................... 28
Field Assignment: Grow A Relationship .................................................................................................29
Field Assignment: Grow A Relationship .................................................................................................30
Graduation Presentation .......................................................................................................................31
www.think-training.com
Field Assignment: Leading Indicators
The knowledge and application of skills gained in Growing Leaders are designed to help
your organization achieve its mission and goals. Your organization has identified the
following leading indicators to help track success and reveal obstacles. You have a critical
role in helping identify how Growing Leaders impacts your organization. When reflecting on
each Field Assignment, please indicate (with check marks) which indicators you see
improvement in as a result of your collective efforts. Please feel free to write in any
additional indicators that you observe.
Internal Leading Indicators
As a Team Leader, I am becoming more confident in my job
My team is showing more trust and respect to others
My team has more confidence in leadership
There is a reduction in wasteful spending
People are more accountable
Productivity is going up
People are more open to new ideas from others
Relationships are getting stronger
People are speaking up and voicing opinions - We have psychological safety
People are seeking advice from internal resources across the agency
The environment becomes more collaborative
There is agreement on strategy and tactics
External Leading Indicators
Liliuokalani Trusts public image is improving
Liliuokalani Trust has improved communication with the public
There are fewer community complaints
Course Description
Coaching is a proven strategy for garnering sustained superior performance in today's

challenging business climate. Detailing a coaching process that leads to bottom-line results,
this module shows you how to use a dialogue approach to coaching, understand the
underlying C.O.A.CH. model, and develop specific coaching skills. In your role as a leader,
coaching skills becomes a necessity to develop the generations in todays workforce and
produces benefits at the individual and organizational level.
The Impact of Coaching
Benefits to Organizations Benefits to Individuals

Productivity of executives
Relationships with direct reports,
Quality of improvements
supervisors and peers
Organizational strength
Greater teamwork
Improved customer service

Job satisfaction/engagement
Reduced customer complaints

Conflict reduction
Retention of coaches
Stronger organizational commitment
Cost reductions
Improved client relations
Bottom-line profitability Bottom-line profitability
Personal benefits
From CCL Study: The ROI of Coaching
Learning Objectives
In this module you will:

Define what coaching is.
Understand the role that dialogue plays in coaching.
Demonstrate active listening, ask powerful questions, and use effective dialogue and
feedback techniques.
Practice building deeper coaching conversations with the dialogue techniques and
C.O.A.C.H. Model.
Promote an open, flexible, and confident coaching relationship with employees and
establish mutual respect and trust in a safe supportive environment.
What is Coaching?
What is your definition of coaching?
10 Definitions of Coaching
1. Unlocking a persons potential to maximize their own performance. It is helping them to learn
rather than teaching them (Whitmore 2003)
2. A collaborative, solution focused, result-orientated and systematic process in which the coach
facilitates the enhancement of work performance, life experience, self-directed learning and
person growth of the coachee (Grant 1999, basic definition also referred to by the Association
for Coaching, 2005).
3. A professional partnership between a qualified coach and an individual or team that support the
achievement of extra-ordinary results, based on goals set by the individual or team (ICF, 2005)
4. The art of facilitating the performance, learning and development of another (Downey, 2003)
5. Coaching is directly concerned with the immediate improvement of performance and development
of skills by a form of tutoring or instruction (Parsloe, 1995).
6. Coaching psychology is for enhancing well-being and performance in personal life and work
domains underpinned by models of coaching grounded in established adult and child learning or
psychological approaches (Special Group of Coaching Psychologists, part of the British
Psychological Society)
7. Coaching is about developing a persons skills and knowledge so that their job performance
improves, hopefully leading to the achievement of organizational objectives. It targets high
performance and improvement at work, although it may also have an impact on an individuals
private life. It usually lasts for a short period and focuses on specific skills and goals. (CIPD
2009)
8. Psychological skills and methods are employed in a one-on-one relationship to help someone
become a more effective manager or leader. These skills are typically applied to a specific
present-moment work-related issues.in a way that enable this client to incorporate them into his
or her permanent management or leadership repertoire (Peltier 2010)
9. [Co-active] coaching is a powerful alliance designed to forward and enhance a life-long process of
human learning, effectiveness and fulfillment Whitworth et al (2007)
10. Coaching is about enabling individuals to make conscious decisions and empowering them to
become leaders in their own lives (Wise 2010!)
Source: Wise, K. (May 20, 2010). What is Coaching: 10 Definitions. Retrieved from http://
karenwise.wordpress.com/2010/05/20/what-is-coaching-10-definitions
The Bicycle Story

by Michael Stratford, MCC
This story is useful in explaining the difference between

Coaching, Consulting, Mentoring, Parenting and Therapy.
Please know that this is a generalization, there are lots of
gray areas in this and it is meant to be a very simple way to
explain the differences. Let's take the example of learning
to ride a bicycle.
Consultant:They have expertise they can impart to you. They study the mechanics of riding the
bike.They teach you how a bike is propelled; what is necessary for balance; the laws of momentum
and gravity. They tell you where its best to sit, where to put your feet and when to pedal. The
consultant mayrecommend a program of training for you. They may deliver the program with
recommendations forongoing development. Then he/she leaves and the ongoing implementation is
often left up to you.
Therapist: They have expertise in helping you come to terms with your past. They will ask about
your history with riding a bike. They often listen to hear if your desire to ride a bike is healthy or
unhealthy. They examine the basis for your concerns or fears about riding and potentially falling.
They may discusstopics such as, if your parents rode, and why that might be important, or influence
your desire and ability toride. They then explain why it is important for your self-esteem or psyche for
you to learn this and to besuccessful. They encourage you to work through your fears.
Parent: Parents buy the bike for you. They may put on training wheels, and take them off when they
think you are ready. They run by the bike holding on until you have balance to continue, and then
cheer you on as you go off riding into the sunset. Occasionally, a parent will threaten to take away
riding privileges if you don't comply with ground rules.
Mentor: They share their experience and expertise of bike riding and how they did it successfully.
Theymay give you many tips on drafting and the most effective way to ride. They model the way
they think youshould ride, based on the way they did it. They give you their strategies about things
like changing tiresquickly in a race, how to get the most speed for your effort, what the best bike is in
their opinion and how to negotiate gravel at the bottom of a hill. They teach you their version of
proper bike maintenance and warn you of the dangers of riding in traffic. They offer their best
practices about how to avoid pitfalls. They sometimes hold an, I know better than you since Ive
been there before, so youd better listen to me,superior position.
Coach: They have expertise in listening to what you really want, asking questions to clarify your
thinking and helping you establish what you want to accomplish. They listen to your desire to try
riding. They ask you if you need instructions on how to ride and where you might get them. They
inquire if you like the color orkind of bike you're about to ride. They may check in with you to see if
you are enjoying the experience andwhat might make it more fun or more useful. They explore how
riding a bike fits with previous and currentgoals or with what you truly want out of life. They will help
you ascertain what you need in order to takecare of yourself when or if you fall. When you stop, the
coach might ask about your experience, what wasvaluable about it, and whether or not you want to
attain mastery of bike riding. If you do, the coach helps you devise a plan whereby you can attain
that mastery. If you don't, then the coach may help you devise aplan to sell the bike.
(1998 Michael Stratford, MCC (Master Certified Coach)
Managing Conversations
Dialogue vs. Discussion
Dialogue Discussion
Greek roots of dialogue are dia (through) and The roots of discussion are the same as the
logos (meaning) roots of percussion and concussion. All three
connote a fragmenting or shattering. The other
root of discussion, discus, connotes a disc
being thrown against a wall and breaking apart.
Gathering and unfolding meaning that comes Breaking the whole down into many parts
from many parts
Seeing the whole among the parts Breaking issues/problems into parts
Seeing the connections between the parts Seeing distinctions between the parts
Inquiring into assumptions Justifying/defending assumptions
Learning through inquiring and disclosure Persuading, selling, telling
Creating shared meaning among many Gaining agreement on one meaning
Intention of meeting: To not push for a Intention of meeting: To push for a strong
conclusion or solution, but rather sharing of conclusion or to find one solution.
differing views without a need to justify
rightness. Focus is on building shared
meaning that includes all perspectives.
For example, if you were calling a meeting together of your peers from different parts of your
organization to talk about a shared problem that needs to be tackled, you might ask yourself
the following:
1. Am I calling the meeting to figure out what immediate action to take? (Discussion)
2. Or, am I calling the meeting to learn from everyone about the nature of the problem?
(Dialogue)
Power of Inquiry
Notice vs. Imagine By Scott Harris

http://www.youtube.com/watch?v=WCbmosxn7Sc
Power of Inquiry Reflection:

Think of a recent example where you could have been imagining something that could
have possibly not been completely true.
1. What did you imagine vs. what did you notice?
2. What questions could you have ASKED to gain clarity about the situation?
3. How would this have impacted the situation?
Power of Inquiry
Dialogue
In coaching, the three main skills practiced within dialogue are:
Listening
Questioning- inquiry
Talking Straight- advocacy
Inquiry
Inquiry involves the asking of questions to discover the reasoning behind what was done or said,
before assuming.
How did you come to that conclusion?
What information did you consider when you came to that conclusion?
Help me understand your thinking here...
What are we trying to accomplish?
What do you need to do to make a solution workable for you?
Whats your overall objective?
What criteria does the overall goal have to meet?
Advocacy
Advocacy works hand-in-hand with inquiry, but it is a more straight forward approach that advocates
for another perspective or direction. The purpose of advocacy is to share your thoughts and make
suggestions by explaining the reasoning behind them. Once you offer your ideas with reasoning, you
then ask for input in order to test your reasoning and foster inclusion and partnership.
Example:
Coachee: Im going to make the decision on my own.
Coach: Thats one idea. I wonder if the other stakeholders will feel left out of the process if you do
that. Some of the consequences to that approach are___________. How might you include them?
Example:
Coachee: From where I am sitting, it is the only way.
Coach: If I put myself in your shoes, I can see why this choice seems like the only option. If you put
yourself in the other persons shoes, could they see it this way______________?
Powerful Questions
In your group, discuss your assigned situation. Identify the possibilities of what you could
imagine or assume in this scenario. Identify questions to ASK in order to have clarity
through dialogue.
Situation I Assume or I Imagine Questions to Ask to Move

Beyond Assumptions
1. You have a staff member
who has not been
productive or accountable
for results. In an effort to
improve teamwork and show
the others that we must all
contribute to our success, a
decision was made to
assign a case to this staff
member. She was very
reluctant to accept the
assignment as she has not
done active case work for
several years. She is
capable of doing the work
but continued to give
excuses to accept the case.
2. You have staff members who

like to be flexible in their work
hours and often are tardy for
the start of the work day. They
get their work done but do not
set a good example for others.
Situation I Assume or I Imagine Questions to Ask to Move

Beyond Assumptions
3. You are focused on

improving your time
management and advancing
the team to use the technology
tools that have been provided.
During the past few months, it
has been nearly impossible to
get one of the field staff to
respond to texts with a text. He
will always call the office to give
a verbal response. When you
approach him to text and not
call, he usually will respond
with statements like, Its just
quicker to call, Ill do it next
time, or he will ask another
staff to text you back.
4. There are times when you

are collaborating or discussing
situations with others and your
tendency is to take on the tasks
that can and perhaps should be
completed by others. You have
taken a step back to be
discerning with your initiative
and ate allow others to own
their kuleana/part of projects.
Advocacy Techniques
Dialogue Tool Description Example

1. Acknowledge first; then raise Acknowledging is not agreeing. Coachee: Im going to make
questions and concerns. When you let the other person the decision on my own.
know you heard them, they are
Coach: Thats one idea. I
more likely to extend the same
wonder if the other
courtesy to you.
stakeholders will feel left out of
the process if you do that. How
might you include them?

2. Reframing Reframing allows you to Coach: Thats one idea. I
present an alternative to wonder if the other
current thinking. It is often stakeholders will feel left out of
useful if someone is stuck the process if you do that.
seeing a situation in one way. How might you include them?

3. Put yourself in the other Purposefully look at the Coachee: From where I am
persons shoes. situation from the other sitting, it is the only way.
persons perspective.
Coach: If I put myself in your
shoes, I can see why this
choice seems like the only
option.

4. Play devils advocate. Explicitly state that you are Coach: Playing devils
playing devils advocate and advocate, how happy are they
hen share alternative likely to be at having to learn a
perspectives. This can lead to new system?
breakthrough thinking.

5. Offer ideas With the other persons Coach: Something you might
permission, suggest additional think about
options in support of their
How might it work if
agenda.
I wonder
Dialogue Tool Description Example

6. Avoid using the words but, Treat both parts of your Coach: I understand that two
although, and however. sentence equally. Use and to team members have been out
join both thoughts or simply sick and we are coming up to
pause between each sentence. the deadline(pause)how
can we keep the commitment
we made?

7. Consider perception vs. Often there is a gap between a Example: Sarah shares
intention. clients intention and others feedback with staff directly,
perception of his actions or without pulling any punches.
behavior. You can facilitate a Her intention is to help and
conversation where you share support staff by pointing out
others perceptions, clarify the areas for improvement. Their
clients intention, and help the perception of her actions is that
client to consider alternative she calls out small mistakes
choices and minimize of and does so in an insensitive
eliminate the gap. way. Her feedback is
experienced as negative,
demeaning, and petty.

8. Link beliefs, behaviors, and We all behave in ways we think Example: (Behavior) Jacey
results. are right or necessary based works quickly to produce her
on our experiences and assignments. She doesnt take
learning. We do something the time to fully research her
expecting a certain result and briefing papers before turning
we are usually surprised when them in. (Result) Her boss is
we dont get it. By clearly reluctant to assign any
drawing the link between a complex projects to Jacey
persons behaviors and the because he doesnt trust the
results, you can successfully quality or depth of her work
surface the beliefs that are quickly. Her boss will edit and
driving the behaviors and then correct any work product she
support the person in changing creates. Jacey could change
them. her behavior to conduct in-
depth research and proofread
all her work before turning it in
if she believed that would
result in her getting to work on
more complex projects.
Source: ATD Coaching Certificate Program, ATD Education.
C.O.A.C.H. Model
Source: ATD Coaching Certificate Program, ATD Education.
Applying the C.O.A.C.H. Model

The following provides examples of language when using inquiry and advocacy within the
C.O.A.CH. model.
CURRENT SITUATION
Inquiry Advocacy
What is the current situation in detail? Here is the current situation as I see it.
What are your thoughts?
What is the impact of this current situation I am concerned about it for the following
on you? reasonsHelp me understand your
perspective.
How much control do you have over this Lets talk about the control you have over
situation? the situationWalk me through how you
might approach this.
What action steps have you taken action on Here are the issues as I see them and
so far? why...How did you experience things?
OBJECTIVES
Inquiry Advocacy
What objectives do we need to address at Here are the objectives we believe we need
this meeting? to address at this meetingWhat additional
objectives do you want to cover?
How can we make these objectives The objectives have changed in the
measurable? following ways since our last meetingHow
do you see the changes?
Has anything changed with this objective Id like to get agreement on a timeline at this
since our last meeting? meetingI wonder to what extent that will
be helpful to you as well?
ALTERNATIVES
Inquiry Advocacy
What are ways you could approach the You could approach the issue in the
issue? following waysHow possible is this from
your perspective?
What are the pros and cons of each Here are the advantages/disadvantages as I
alternative? see them and whyIm interested to hear
how you are leaning toward the second
alternative. Walk me through your thinking.
Which alternatives have the greatest impact

on you? On your organization?
What alternative will help you get you

closest to your goal?
CHOICES
Inquiry Advocacy
What specifically are you going to do? I propose we take the following steps
immediatelyHow does that sound to you?
When are you going to accomplish this? I would like to see you do this by the
following deadlineWhat are your thoughts
regarding next steps?
What could I do to support you? I will support you by doingHow does this
fit with the way you anticipated things rolling
out?
On a scale of 1-10, how committed are you I need to hear your commitment to this
to taking these actions? planI wonder how doable this is given
everything else that is requiring your
resources right now?
What would you need to be completely

committed?
C.O.A.CH. Roleplay
Lets role-play a coaching conversation using the C.O.A.C.H model.
You will play one of 3 roles.
Coachee:
You will identify something that you want to improve about yourself. It could be a skill or
competency. Use the C.O.A.C.H. model worksheet on page 20 to jot down your thoughts
about the current situation, your objective, alternatives of approaches, and choices to take
action on.
Coach:
You will coach the coachee in a conversation focused on a skill/competency that they want
to improve on. Use the C.O.A.C.H. model worksheet on page 21. Write down inquiry/
advocacy questions to encourage dialogue for each step of the C.O.A.C.H. model. You will
then role play the conversation using the questions you created.
Observer:
Your job is to observe the Coach and provide feedback after the role-play is complete. Use
the debrief worksheet on page 22 to jot down notes about the coaching conversation. You
will give feedback to the coach at the end of the role-play.
Coaching for Improved Performance Page 2
! 0
COACHEE:
You will identify something that you want to improve about yourself. It could be a skill or
competency. Use the C.O.A.C.H. model worksheet to jot down your thoughts about the
current situation, your objective, alternatives of approaches, and choices to take action on.
Current Situation
Describe and explore
data, feedback, and
perceptions. The
emphasis is on gaining
mutual understanding of
the current reality as it is
perceived by the
coachee and others.
Objective
Define coaching goals,
desired results, and
measurable objectives
Alternatives
Explore alternative
approaches/ideas for
how to reach the
designated objectives.
Brainstorming and
exploration of feelings
and reasoning are part of
the coaching
conversation.
Choice
Provide support as he or
she makes choices for
action, including next
steps, milestones, and
other elements of a
coaching action plan.
Include some discussion
of measures and follow
up.
! 1
COACH:
You will coach the coachee in a conversation focused on a skill/competency that they want
to improve on. Write down inquiry/advocacy questions to encourage dialogue for each step
of the C.O.A.C.H. model. You will then role play the conversation using the questions you
created.
Current Situation
Describe and explore
data, feedback, and
perceptions. The
emphasis is on gaining
mutual understanding of
the current reality as it is
perceived by the
coachee and others.
Objective
Define coaching goals,
desired results, and
measurable objectives
Alternatives
Explore alternative
approaches/ideas for
how to reach the
Brainstorming and
exploration of feelings
and reasoning are part of
the coaching
conversation.
Choice
Provide support as he or
she makes choices for
action, including next
steps, milestones, and
other elements of a
coaching action plan.
Include some discussion
of measures and follow
up.
OBSERVER:
Your job is to observe the Coach and provide feedback after the role-play is complete using
the following questions to guide your debrief.
1. What language worked well for each step of the model?
2. How did the coachee react to specific questions or statements?
3. What challenges did the coach experience, and how were they handled?
4. What suggestions do you have for strengthening the coaching conversation?
Supplement Coaching Tools

When coaching, it is important to give structure to the process with documentation. It will
keep the coach and coachee on track during the process. It provides a pathway to think in
details and measurable results.
One of the first steps is to have the coachee identify their goals for improvement by
identifying 2-4 goals. Once goals are identified, the second step is to create a Personal
Development Plan. The following pages provide samples of the following supplement
coaching tools.
Goal Setting Worksheet

Personal Development Plan
! 4
Sample: Goal Setting Worksheet

Identify up to 3 key areas that you want to focus on during our coaching relationship. The goals
should be challenging (so you remain interested) and achievable. To help you, try answering the
question:
"How specifically would you like your performance to be different after the coaching?"
For each goal write a simple heading and try to describe a measurable result how you will know
you have succeeded or are on track. For example:
Goal: BE MORE PRODUCTIVE (other ideas include increased sales, reduced product returns)
Measurable Results: I have a system to follow up on calls and emails, I'm on time (or early) for my
business meetings, I get 90% of my tasks accomplished, I complete project x.
Goal 1:
Measurable Result:
_________________________________________________________________________
Goal 2:
Measurable Result:
_________________________________________________________________________
Goal 3:
Measurable Result:
! 5
Sample: Personal Development Plan
Goal 1:
Measurable Result:
Actions/Behaviors Timeframe Milestones/Metrics Resources I will use to

I will start to or (When I will start & How I will measure support me
increase frequency) progress.
Goal 2:
Measurable Result:

! 7
Goal 3:
Measurable Result:

! 8
Field Assignment: Grow Yourself
Mission - To practice new knowledge from this class to help you work on your Leadership
Competency.
1. Which leadership competency are you working on improving?
2. What did you learn from this class that will help you to improve on this leadership
competency?
3. How and with whom will you apply it?
REFLECTION: Were your efforts successful? Why or why not? How do you know?
Be specific; use measurable and observable terms in your reflection.
Field Assignment: Grow A Relationship
MISSION - To practice my new knowledge from this class to create more effective
relationships at work.
1. Have a coaching session with someone on your team that could benefit from a performance
improvement dialogue. My coaching conversation is scheduled for ____________(date & time).
2. Use the C.O.A.CH. model to prepare your coaching conversation. Jot down your notes and
questions that you will use in your conversation.
3. Focus on having a dialogue vs. discussion to improve performance.
Current Situation
Describe and explore data,
feedback, and perceptions. The
emphasis is on gaining mutual
understanding of the current
reality as it is perceived by the
coachee and others.
Objective
Define coaching goals, desired
results, and measurable objectives
Alternatives
Explore alternative approaches/
ideas for how to reach the
Brainstorming and exploration of
feelings and reasoning are part of
the coaching conversation.
Choice
Provide support as he or she
makes choices for action,
including next steps, milestones,
and other elements of a coaching
action plan. Include some
discussion of measures and follow
up.
Field Assignment: Grow A Relationship

Reflection
1. What language worked well for each step of the C.O.A.CH model?
2. How did the coachee react to specific questions or statements?
3. What challenges did you, as the coach, experience, and how did you manage those challenges?
4. What would you do next time to strengthen the coaching conversation?
Graduation Presentation
Tell them your story from the heart. Be your best self.
No one can beat you being your best you.
- Sarah Kalicki-Nakamura & Cindy Sakai, TH!NK
Presentation Guidelines
5 minutes YOUR SONG

Identify a song that represents you
No note cards
as a leader or your Growing
Introduce the speaker after you. Leaders experience. Write down
Include their name, title and something special you the song title below.
learned about them by interacting with them in this
class series.
1. The most valuable lesson I learned in Growing Leaders

is
2. This is how I applied it
3. This was the measurable outcome
4. Final words to your classmates

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Coaching For Improved

TH!NK, LLC * WWW.THINK-TRAINING.COM * 808-224-6694

Field Assignment: Leading Indicators ......................................................................................................3

Field Assignment: Leading Indicators

Internal Leading Indicators

As a Team Leader, I am becoming more confident in my job

My team is showing more trust and respect to others

My team has more confidence in leadership

There is a reduction in wasteful spending

People are more accountable

People are more open to new ideas from others

Relationships are getting stronger

People are speaking up and voicing opinions - We have psychological safety

The environment becomes more collaborative

There is agreement on strategy and tactics

External Leading Indicators

Liliuokalani Trusts public image is improving

Liliuokalani Trust has improved communication with the public

There are fewer community complaints

Coaching is a proven strategy for garnering sustained superior performance in today's

The Impact of Coaching

Benefits to Organizations Benefits to Individuals

Improved customer service

Reduced customer complaints

Bottom-line profitability Bottom-line profitability

In this module you will:

What is your definition of coaching?

The Bicycle Story

This story is useful in explaining the difference between

Dialogue vs. Discussion

Inquiring into assumptions Justifying/defending assumptions

Learning through inquiring and disclosure Persuading, selling, telling

Creating shared meaning among many Gaining agreement on one meaning

Notice vs. Imagine By Scott Harris

Power of Inquiry Reflection:

1. What did you imagine vs. what did you notice?

3. How would this have impacted the situation?

Situation I Assume or I Imagine Questions to Ask to Move

2. You have staff members who

Situation I Assume or I Imagine Questions to Ask to Move

3. You are focused on

4. There are times when you

Dialogue Tool Description Example

Dialogue Tool Description Example

Source: ATD Coaching Certificate Program, ATD Education.

Source: ATD Coaching Certificate Program, ATD Education.

Applying the C.O.A.C.H. Model

Which alternatives have the greatest impact

What alternative will help you get you

What would you need to be completely

Lets role-play a coaching conversation using the C.O.A.C.H model.

You will play one of 3 roles.

1. What language worked well for each step of the model?

2. How did the coachee react to specific questions or statements?

4. What suggestions do you have for strengthening the coaching conversation?

Supplement Coaching Tools

Goal Setting Worksheet

Sample: Goal Setting Worksheet

Sample: Personal Development Plan

Actions/Behaviors Timeframe Milestones/Metrics Resources I will use to

Personal Development Plan

Actions/Behaviors Timeframe Milestones/Metrics Resources I will use to

Personal Development Plan