Coaching Personal Learning Journal

Conversations
that Inspire:
Coaching
Learning,
Leadership
and Change
Case Western Reserve
University, Cleveland
OH USA
Instructors:
Dr. Ellen Van Oosten
Dr. Melvin Smith
Dr. Richard Boyatzis
Your Name:
COACHING
PERSONAL JOURNAL
COACHING PERSONAL JOURNAL
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COACHING Personal Journal

In addition to completing course exercises and required readings, we encourage you to write down
personal insights and reflections on your experiences in the course. The opportunity to keep a personal
journal is an optional course activity that enables you to reflect on what you are learning each week, record
your thoughts and feelings about class activities and exercises, and maintain a record of this experience
you can refer to through the years.
The Coaching Personal Journal template has been provided on an optional basis. If you decide to maintain
a personal journal and like the format of this template, you can save personal notes and reflections in this
journal. However, if you prefer to create your own journal format we encourage you to do so. You can
use the approach you find most helpful.
This template is formatted to follow the flow of weekly classes, modules, discussion forum questions, and
personal learning assignments. Space has been provided for you to record personal notes and reflections
as you move through each class, module, and discussion forum.
© VanOosten, Smith, and Boyatzis, 2015

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Contents
COACHING Personal Journal ..................................................................................................................................................... 2
Contents ....................................................................................................................................................................................... 3
Week 1: How Do People Really Help Others? ............................................................................................................................ 6
Module 1: Introduction to Helping and Coaching ................................................................................................................... 6
Description ........................................................................................................................................................................... 6
Basic Learning Points .......................................................................................................................................................... 6
Readings .............................................................................................................................................................................. 6
Activities .............................................................................................................................................................................. 7
Module 2: Tipping Points in the 5 Discoveries of Sustained, Desired Change ..................................................................... 11
Description ......................................................................................................................................................................... 11
Basic Learning Points ........................................................................................................................................................ 11
Activities ............................................................................................................................................................................ 11
Module 3: Role of Positive and Negative Emotional Attractors ............................................................................................ 12
Description ......................................................................................................................................................................... 12
Readings ............................................................................................................................................................................ 13
Activities ............................................................................................................................................................................ 13
Week 2: Physiology and Neuroscience of Coaching ................................................................................................................. 16
Module 4: Physiology of PEA and NEA ............................................................................................................................... 16
Description ......................................................................................................................................................................... 16
Readings ............................................................................................................................................................................ 17
Module 5: Our Neuroscience Studies of Coaching ................................................................................................................ 18
Description ......................................................................................................................................................................... 18
Basic Learning Points: ....................................................................................................................................................... 18
Readings ............................................................................................................................................................................ 18
Description......................................................................................................................................................................... 19
Activities ............................................................................................................................................................................ 19
Activities ............................................................................................................................................................................ 21
Week 3: Coaching For The Ideal Self and Relationships .......................................................................................................... 36
Module 7: Pulling For Dreams Not Just Goals – Whose Dream Is It? .................................................................................. 36
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Description ......................................................................................................................................................................... 36
Readings ............................................................................................................................................................................ 36
Activities ............................................................................................................................................................................ 37
Module 8: Two Forms of Empathy ........................................................................................................................................ 38
Description ......................................................................................................................................................................... 38
Activities ............................................................................................................................................................................ 39
Module 9: Listening and Noticing ......................................................................................................................................... 41
Description ......................................................................................................................................................................... 41
Readings ............................................................................................................................................................................ 41
Activities ............................................................................................................................................................................ 42
Week 4: Coaching For The Real Self, Balance and Learning Agenda ...................................................................................... 45
Module 10: Being in Sync ..................................................................................................................................................... 45
Description ......................................................................................................................................................................... 45
Module 11: Social Identity, Strengths and Weaknesses ........................................................................................................ 47
Description ......................................................................................................................................................................... 47
Activities ............................................................................................................................................................................ 47
Module 12: Old and New Ways to Create a Learning Agenda and Planning ........................................................................ 48
Description ......................................................................................................................................................................... 48
Activities ............................................................................................................................................................................ 48
Week 5: Establishing a Culture of Coaching ............................................................................................................................. 55
Module 13: Coaching in Leadership Development ............................................................................................................... 55
Description ......................................................................................................................................................................... 55
Module 14: Peer Coaching as Organization-Wide Self-Sustaining Source of Help .............................................................. 56
Description ......................................................................................................................................................................... 56
Module 15: In Search of the Coachable Moment .................................................................................................................. 58
Description ......................................................................................................................................................................... 58
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Activities ............................................................................................................................................................................ 59
Week 6: Putting It All Together ................................................................................................................................................ 61
Activities ............................................................................................................................................................................ 61
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Week 1: How Do People Really Help Others?
Module 1: Introduction to Helping and Coaching
Description
In this introduction to this MOOC on coaching, we will define coaching, explore the roles that coaches
might take and those they would not. We also begin to have you examine people in your life who have
helped you the most.
Basic Learning Points

1. Coaching is about helping the other person and the relationship to them.
2. The best coaches build or rebuild resonant relationships. These are relationships in which the
coach is in tune with or in sync with the person he/she is intending to help.
3. Effective coaching or resonant coaching relationships typically involve the experience of hope,
compassion and mindfulness.
4. In effective coaching, the coach arouses context, meaning and hope.
5. Effective coaches care about others, beyond empathy or understanding, they deeply care.
6. Effective coaches are mindful. That is, they appear to be authentic, transparent, genuine, and act
with integrity.
7. On the whole, effective coaches inspire others. Most of the time, when you leave a conversation
or their office, you feel charged up, excited and inspired.
8. Coaching for compliance is when someone tries to “fix” you, tells you what they want you to do
or should do. This often tips people into the NEA as it creates a sense of obligation.
9. Coaching with compassion is coaching to the PEA, while in contrast coaching for compliance is
coaching to the NEA.
10. There is a development process in becoming a better coach or learning how to motivate others to
learn and change. As the coach develops his/her perspective and skill, he/she moves from a focus
on the problem to a focus on the process (the interactions with the other person) and then to a
focus on the person.
Readings
A: Boyatzis, R. E., Smith, M. L., & Beveridge, ‘Alim J. (2013). Coaching With Compassion Inspiring
Health, Well-Being, and Development in Organizations. The Journal of Applied Behavioral Science,
49(2), 153–178. http://doi.org/10.1177/0021886312462236
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Activities
Personal Learning Activity (PLA)

Reflect on your past and think of the people in your life who have most helped you to grow as a person,
to motivate and inspire you, and to help you accomplish what you have in life. Think of your whole life,
not just work. Separate the path of your life into distinct stages or eras. These would be approximate
timeframes that denote major life changes or rites of passage. For many people this could be as follows:
Life Stage 1 - Childhood to teen years (0-18 years)

Life Stage 2 - University, college, military service or early workforce age (18-24 years)
Life Stage 4 - Early to mid-working career (25-35 years)
Thereafter, add an additional stage for every block of approximately ten years up to and including your
present age. (Please note that the stages listed above should only be used as a rough guide, and should be
modified according to your own upbringing, cultural background, education, working history and so
forth.)
Create a three-columned table with four headings, positioned left to right as: Life Stage #, Person's
Name or Initials, Notes. In turn enter into the relevant columns: the particular life stage in question; the
name or initials of the person(s) who inspired you the most at each stage. Third, think of specific events
when these people helped you, comments on what they said or did in the event and how these people
made you feel upon reflection (not necessarily at the time). Lastly, what did you learn or take away from
these events.
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Life Stages Table

Life Stage # Person’s Name or Notes
Initials
Life Stage 1
Life Stage 2
Life Stage 3
Life Stage 4
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Once you have completed the table, take a few moments to analyze your entries. Are there similarities or
differences in how people inspired or motivated you across different life stages or within the same life
stages? What is the nature of these differences or similarities? Are there patterns or themes?
Write a short paragraph articulating the particular patterns you observed and the significance you believe
they have had in making you the person you are and the person you aspire to be.
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Personal Reflection
If you were asked to imagine someone who could help you grow within your organization, what
qualities would that person have, and what kind of relationship would you want to have with them?
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Module 2: Tipping Points in the 5 Discoveries of Sustained, Desired Change
Description
Sustained desired change seems to require five moments of emergence or discoveries. They are the:
Ideal self; Real self; Learning Agenda; Experimentation and practice; and Resonant trusting
relationships. Each of these is entered when a tipping point is reached moving from NEA to PEA.

1. Intentional Change Theory (ICT) is a model of sustained, desired change at all levels of human
endeavor: individual, dyads, teams, organizations, communities, countries, and global systems.
2. Sustained, desired change occurs primarily through emergence (from complexity theory) of 5
discoveries or epiphanies. The process is often discontinuous and non-linear.
3. Movement from one discovery or stage of ICT to another occurs through tipping points or
movement between the Positive Emotional and Negative Emotional Attractors (to be explained
in the next module).
4. The 5 discoveries of ICT are:
a. The Ideal Self or shared vision;
b. The Real Self or shared norms and values in relationships;
c. A Learning Agenda and plan to move closer to your vision—but is something you are
excited about trying;
d. Experimentation and practice with new thoughts, feelings, or behaviors; and
e. Resonant relationships—supportive relationships that make the rest of the discoveries
possible.
5. The Positive Emotional Attractor (PEA) and Negative Emotional Attractor (NEA) are strange, or
Lorenz attractors. Each is a state. Movement between them occurs when you reach a tipping
point.
Activities
Personal Reflection
Do you have a personal vision? If so, has it changed from the past, and if so how?
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Module 3: Role of Positive and Negative Emotional Attractors
Description
The Positive Emotional Attractor (PEA) is described by positive emotions, being aroused in the
Parasympathetic Nervous System (PNS), and neural activation of the Default Mode Network. The
Negative Emotional Attractor (NEA) is described by negative emotions, being aroused in the
Sympathetic Nervous System (SNS), and neural activation of the Default Mode Network. Sustained
desired change almost always starts in the PEA. Sustained desired change seems to require more
frequently being in the PEA than the NEA.

1. The PEA is:
a. Being in PNS arousal; feeling positive and hopeful, thinking about the future, dreams,
and possibilities;
b. Being optimistic, focusing on one’s strengths;
c. Excited about trying something new, experimenting; and
d. Being in resonant relationships.
2. The NEA is:
a. Being in SNS arousal; feeling negative and fearful; thinking about the past or present,
expectations of others and problems;
b. Being pessimistic, focusing on one’s weaknesses;
c. Feeling obligated to things you “should” or are “expected by others” to do, like a
performance improvement plan
d. Being in dissonant relationships.
3. Sustained desired change tends to start in the PEA.
4. To sustain learning or change efforts, it is likely that you have to spend 3-6 times more in the
PEA as the time spent in the NEA. This is to compensate for the observation that negative
emotions are stronger than positive. We need stress, but most of the time, we are exposed to too
much of it.
5. We need the NEA to survive and the PEA to thrive.
6. You can attempt to create a tipping point and move a person into the PEA by arousing hope,
compassion, mindfulness, or playfulness.
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Readings
A: Boyatzis, R. E., Rochford, K., & Taylor, S. (2015). The Role of the Positive and Negative Emotional
Attractors in Vision and Shared Vision: Toward Effective Leadership, Relationships and Engagement.
Frontiers in Psychology, 6. http://doi.org/10.3389/fpsyg.2015.00670
Activities
Personal Learning Activity

Around three times daily over the course of the next week (ideally morning, midday and evening, but
structure this according to the demands of your own schedule), observe and record your own emotions.
Make a note of what you were doing at that particular time, and how you felt in that moment. Avoid
listing specifics and instead focus on your emotional state - whether you were feeling happy, angry, sad,
excited or otherwise, or even if you were feeling unsure of your emotional state in that moment. Once
the week has ended, you should have recorded around 20 entries noting emotional states. Analyze these
entries and assess whether particular patterns emerged. Is there is a noticeable ratio of positive to
negative emotions?
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Record Your Own Emotions

Time of Day Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Morning
Mid-Day
Evening
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Analysis
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Week 2: Physiology and Neuroscience of Coaching
Module 4: Physiology of PEA and NEA
Description
Being in the NEA state is defined as being aroused in the endocrine system called the Sympathetic
Nervous System (SNS). Repeated, annoying stress events, like dropping a cell phone call, creates an
overload, called strain. Under these conditions of strain, we lose cognitive processing capability,
neurogenesis is inhibited, we lose creativity and openness to new ideas, our immune system is
inhibited, and we are cognitively, perceptually and emotionally impaired. The antidote is arousal of the
endocrine system known as the Parasympathetic Nervous System (PNS). In the PNS, the opposite
effects of the SNS are observed.

1. Stress activates the Sympathetic Nervous System (SNS), whether the stress is annoying but
mild or acute which includes:
a. Secretion of epinephrine and norepinephrine (adrenaline/noradrenaline) which, at these
dosage levels, are vaso-constrictors. It lulls blood from distal capillaries and extremities
to send it to large muscles groups need for survival (epinephrine to your arms;
norepinephrine to your legs).
b. As a result, your pulse rate and blood pressure increases, your breathing gets faster and
shallower.
c. You also secrete corticosteroids, eventually cortisol enters your blood stream.
d. As a result, besides being a natural anti-inflammatory, cortisol diminishes the
functioning of your immune system and inhibits neurogenesis.
2. Chronic, annoying stress (losing a cell phone call) causes your body to activate and prepare for
defending itself but also results in cognitive, perceptual and emotional impairment.
3. Renewal is activated by the Parasympathetic Nervous System (PNS) which includes:
a. Stimulation of the vagus nerve and secretion of oxytocin (primarily in females) and
vasopressin (primarily in males). At this dosage level, these are vaso-dilators. They
open your blood flow.
b. As a result, you feel warmer, your blood pressure and pulse rate drop, your breathing
slows down and gets deeper. You engage your immune system to its fullest capability.
4. Without regular and periodic renewal experiences, chronic stress will make your performance
non-sustainable.
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5. Five key experiences have been shown in published studies to activate the parasympathetic
nervous system: mindfulness, hope, compassion and playfulness which are the same ones that
produce or enhance resonant relationships:
a. Mindfulness: meditation; yoga, tai chi; prayer if you are praying to a loving God (not a
vengeful or blaming one); physical exercise in moderation but consistently;
b. Compassion: being in a loving relationship; having pets you can pet (i.e., dogs, cats,
monkeys or horses- not fish); volunteering and helping those less fortunate; helping
family members, especially elderly or disabled;
c. Hope: thinking and talking with others about a future dream, personal or shared; being
hopeful about the future;
d. Playfulness: laughing with others; and
e. Walking in nature
Readings
A: Passarelli, A. M. (2015). Vision-based coaching: optimizing resources for leader development.
Personality and Social Psychology, 412. http://doi.org/10.3389/fpsyg.2015.00412
P: Boyatzis, R.E. & Smith, M. (2012). Positive renewal. Leadership Excellence, 29:3, 6.
http://bit.ly/1NeYHrU
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Module 5: Our Neuroscience Studies of Coaching
Description
This module explores the neurology of effective coaching, the degree to which the task positive
network (TPN) or default mode network (DMN) are activated during coaching, and the aspects of
cognition governed by each network. There is little overlap between the two networks; they are
independent and are anti-correlated (that is, they suppress each other). The challenge is to find a way to
cycle between the two networks in such a way that both instrumental and social-relational coaching are
optimized, and the benefits of both realized.
Basic Learning Points:

1. Emotions are contagious, both positive and negative emotions. The contagion spreads at fast
speeds (often in milliseconds) and is predominantly below conscious awareness.
2. When people engage in analytic tasks, like financial, engineering, IT, or physics problems, they
activate the Task Positive Network (TPN) in their brain. The TPN enables a person to focus,
solve a problem, and make a decision, but it closes a person perceptually to new ideas,
possibilities and people.
3. When people engage in social tasks, like helping another person, arguing with them, asking
someone for help, they activate the Default Mode Network (DMN) in their brain. The DMN
enables a person to be open to new ideas, people or emotions, tune into others and moral
considerations, but might leave a person open to distractions.
4. The TPN and DMN are, on the whole, independent networks, and they suppress each other. But
as professionals, managers and leaders, we need to use both the TPN and SN/DMN to be
effective.
5. fMRI studies show that spending 30 minutes in a conversation about the PEA, in terms of a
person’s vision or dream, activates regions of the brain associated with imagining new things,
the DMN, and more PNS activity.
6. A second fMRI study of PEA versus NEA coaching replicated these findings and showed that
more PEA discussions with a coach activated additional regions associated with PNS or
renewal.
Readings
A: Boyatzis, R. E., Rochford, K., & Jack, A. I. (2014). Antagonistic neural networks underlying
differentiated leadership roles. Frontiers in Human Neuroscience, 8, 114.
http://doi.org/10.3389/fnhum.2014.00114
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Module 6: Seeing Coaching in Action
Description

1. Coaching is a process, not an event; growth, learning and change take time, energy and
development of new habits.
2. Coaching is about mining for gold, not digging for dirt.
3. The agenda comes from the coachee: be the keeper of the process, but allow the coachee to dictate
the process.
4. Trust is essential: relationships and safe environments are at the heart of every coaching
engagement.
5. It is essential to be aware of ethical principles and codes as a coach, and to stay abreast of all
relevant ethical considerations.
6. Flourishing is the main goal: the primary goal of coaching is to help the coachee grow and realize
their aspirations. Broaden and build, not manipulate and control.
7. Always have a (written) contract, agreed upon by all parties - and which outlines the coaching role
and process, as well as roles and responsibilities.
8. Maintain confidentiality ALWAYS: the coach/coachee relationship can be complex - be sure to
specify how and through what means information will be exchanged.
9. Be aware of boundaries: know when to refer a coachee to another professional when the coachee's
demands exceed your professional expertise and/or ethical boundaries.
Activities
Personal Learning Activity (PLA):

1. Find 2 people who coach from 2 different roles: athletic coach, career/life coach,
MD/Nurse/dentist, therapists/social workers, clerics, managers, parents;
2. Get their permission to observe and the permission of the person being helped;
3. Observe an interaction in which the helper was trying to help the other person for at least 20-30
minutes OR interview these two different types of helpers about a recent helping interaction;
4. Analyze the interactions(s) along the following dimensions:
a. Did they predominantly arouse the PEA or NEA in the other person?
b. How do you think the receiver experienced it?
c. Was it an example of effective coaching (that is, coaching with compassion versus
coaching for compliance).
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Write a reflection to summarize your observations, including examples to support your findings.
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Activities
Crafting Your Personal Vision

Please reflect upon the following prompts and questions, seeking responses that are truly your own
rather than what you believe others would expect of you. Capture your responses in writing. Don’t
worry about the grammar or formatting. Simply focus on the content of your thoughts and feelings.
My Values:
On the next page, you’ll find a list of values, beliefs or personal characteristics for your consideration.
Identify which are most important to you and are guiding principles in your life. It is difficult to
choose, of course, because many of these values and characteristics will be at least somewhat
important to you. It is also hard to choose because you might find yourself thinking, “I should value X
and put it first on my list,” even though it really isn’t. So force yourself to choose, and choose based
upon your true feelings, not the “shoulds” in life.
You might find it useful to determine the degree of importance by imagining how you would feel if
you were forced to give up believing in or acting on a particular value, belief or personal characteristic.
Or, think about how you would feel if your life revolved around certain values and beliefs. How would
this make you feel? Sometimes you might find it helpful to consider two values at a time, asking
yourself about the relative importance of one over the other.
1. Start by circling the 15 or so values that are most important to you.
2. Then from this list, identify the 10 that are most important to you and write them in a list.
3. From this list of 10, circle the top 5 that are most important to you and then rank them from
“most important to “least important”.
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List of Values, Beliefs, or Desirable Personal Characteristics
Accomplishment Control Independence Reliable

Achievement Cooperation Improving Society Religion
Adventure Courageous Innovative Respectful
Affection Courteous Integrity Responsible
Affectionate Creativity Intellectual Restrained
Affiliation Dependable Involvement Salvation
Ambitious Disciplined Imagination Self-Controlled
Assisting Others Economic Security Joy Self-Reliance
Authority Effective Leisurely Self-Respect
Autonomy Equality Logical Sincerity
Beauty Excitement Love Spirituality
Belonging Fame Loving Stability
Broad-Minded Family Happiness Mature Love Status
Caring Family Security National Security Success
Challenge Forgiving Nature Symbolic
Cheerful Free Choice Obedient Taking Risks
Clean Freedom Order Teamwork
Comfortable Life Friendship Peace Tidy
Companionship Fun Personal Development Tender
Compassion Genuineness Pleasure Tranquility
Competent Happiness Polite Wealth
Competitiveness Health Power Winning
Contribution to Others Helpfulness Pride Wisdom
Conformity Honesty Rational Recognition
Contentedness Hope Others______________ _________
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My Ten Most Important Values

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Finally, rank each of your five most important values, beliefs, or characteristics, with “1” being the
most important value to you, to “5” being the least important of these five values.
1.
2.
3.
4.
5.
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My Passion:
What am I most committed to in life? What are the things that excite me and make me feel alive,
useful, and engaged in meaningful activity and relationships? What issue or cause is an enduring theme
in my life?
What do I want my legacy in life to be? In others words, what will remain or continue as a result of my
having lived and worked all these years?
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My Purpose:
If I could accomplish something meaningful in my life, it would be…
If I could make an important contribution to my work, it would be…

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My Ideal Life
It’s 10 years from today, in the year 2025 and you are ____ years old. You are living your ideal life.
You live in a location you have always dreamed about. You live with the people with whom you most
want to be living. If work is part of your ideal life, you are doing the type of work you love, and just
enough – not too much, not too little. Someone videotapes you all day long. What would we see in
that video? Where would you be? What are you doing? Who else is there?
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Elements of My Personal Vision
Use this worksheet to capture key themes from the previous exercises. These may be words, phrases,
or complete sentences.
PURPOSE PASSION VALUES

(How would I like to make a (What do I care (What guides my thoughts,
difference in the world?) deeply about?) feelings, & behavior?)
FUTURE (How would I describe my ideal life in the future?)

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Vision Statement – DRAFT

It’s now time to pull these reflections together into a comprehensive statement of your desired future.
This statement can take many forms, depending on what is inspiring and energizing to you. You may
find it helpful to begin with a brief overview of who you want to be and what you want to do in the
future. Then, expand beyond this a few paragraphs or a few pages. Length and format do not matter.
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Action Learning Assignment
Basic Assignment Overview

Throughout this course, you will practice using your coaching skills. Each week you will be asked to
conduct a coaching session and submit an essay regarding your experience and outcomes.
1. Review the document: Conversations that Inspire: Coaching for Learning, Leadership and
Change Coaching Process Overview. (This document can be found on the supplemental
materials page)
2. Identify an individual willing to be coached. Since this is a learning exercise, we suggest
finding an individual who is a high performer in your organization and/or has a strong interest
in personal learning, growth and development. Don’t start with someone you think needs to be
fixed in any way because that will impede your ability to coach for development.
3. Set up an initial meeting in which you provide an overview of the coaching process and discuss
the coachee’s desired outcomes or objectives. In a sense, this is your contracting phase. Since
you are initiating the engagement for your learning, you may end up suggesting the objectives
but it is good practice. It’s common for this first meeting to last 90 min since you are still
building a relationship while simultaneously guiding your coachee to begin exploring. 60 min
is a reasonable estimate for subsequent meetings.
4. Work with your coachee to establish a coaching schedule that works for both of you. We
recommend meeting every week to maintain momentum
5. During each coaching session make notes in the Session Coaching Journal table in the
Workbook. These notes will be used to write an essay that you will submit at the end of the
course.
6. At the conclusion of the coaching engagement write an essay summarizing each of your
coaching sessions and reflecting on the overall experience.
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Coaching Process Outline

Outstanding leaders and managers distinguish themselves by their ability to understand and manage their
emotions effectively and to build resonant relationships with others. While it is a given that technical
and functional expertise is the foundation for effective performance, research has shown that Emotional
Intelligence (EI) competencies overwhelmingly distinguish outstanding leaders from average
performers.
Helping leaders deepen and broaden their emotional intelligence and enhance their emotional leadership
is the primary focus of this executive coaching process. Building upon the conceptual framework of
EI, this coaching approach is further anchored in two core theories: adult learning theory and intentional
change theory. Adult learning theory suggests that adults learn and change their behavior most when
they want to or need to change. In essence, learning needs to be self-directed as the motivation and
readiness to develop comes from within the individual, not from external sources. Intentional change
theory (ICT) provides the foundation for optimal learning and development through 5 discoveries:
1. Discovering your Ideal Self

2. Understanding your Real Self
3. Creating a Learning Agenda
4. Experimenting with New Behaviors
5. Leveraging Trusting Relationships.
Intentional Change Theory (Boyatzis 2000) provides the framework for sustained learning and change
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Coaching Roles and Process
In the coaching process, you’ll move clockwise around the ICT model, spending time in each phase of
discovery. The coach’s primary role throughout the process is to serve as a trusted guide, provide a
safe, supportive space for reflection and growth and to facilitate self-directed learning and behavior
change for the client. Suggestions for the coach and client role in the engagement are outlined below:
Client Role Coach Role

Demonstrate commitment to the process Facilitate the coaching process
Schedule coaching meetings (shared) Schedule coaching meetings (shared)
Be open to feedback and be honest with coach Help interpret data/assessments
Take action toward your development Ask questions: act as guide
Take an active role in your coaching, get what Maintain confidentiality
you need out of the process Customize the coaching process for you as an
Review development plans with relevant others individual
Transfer your learning to others through your “Push the envelope” – help you to a point of
role as leader and coach discomfort, which means real change is
occurring
Help you understand the self-directed change
process
The coach and client will meet five (5) times over the next five (5) weeks. These meetings can be
conducted in person, over the phone, via Skype or other video-based technology at times that are
mutually convenient for both individuals. In general, the process begins with the client’s exploration
of his/her personal vision and life and career aspirations. The following meetings will focus on
discovery of strengths and developmental opportunities and creation of an individual learning plan,
including learning goals and action steps. In later sessions, the focus shifts to implementation of the
learning plan and sustaining learning and development beyond the coaching engagement.
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Coaching Process
Session #1: Getting Started
• Get acquainted
• Provide an overview of coaching process
• Coachee desired outcomes and roles/responsibilities
• Schedule remaining 4 coaching sessions
• Assign “Crafting Your Personal Vision” exercises as preparation for Session #2
Client Preparation for Session #2:

• Complete “Crafting Your Personal Vision” exercises
Session #2 Focus: Ideal Self and Personal Vision

• Confirm objectives of coaching relationship and roles/responsibilities
• Discuss “Crafting Your Personal Vision” exercises and draft of personal vision or use time to
complete together if not done in advance
• Assign “Personal Balance Sheet” as preparation for Session #3

• Update personal vision statement
• Complete “Personal Balance Sheet”
Session #3 Focus: Real Self

• Review client’s updates to personal vision statement
• Review draft of Personal Balance Sheet or use time to draft together if not completed in advance
• Begin exploration of client’s development priorities via questions such as “what competencies do
you wish to develop?” What do they have energy to work on?
• Discuss client’s strengths and developmental opportunities
• Assign “Learning Plan” as preparation for Session #4

• Update vision and personal balance sheet, if applicable
• Complete Learning Plan, including at least 2 Learning Goals, action steps and milestones
Session #4 Focus: Developing a Learning Plan for Change

• Review client’s updates to previous work if applicable
• Review client’s draft of Learning Plan or use time to draft together if not completed in advance
• Discuss client’s Learning goals, action steps and indicator of success
• Assign “Personal Board of Directors” as preparation for Session #5
page 33

• Update Learning Plan
• Complete “Personal Board of Directors” exercise
• Reflect upon insights from the coaching engagement
Session #5 Focus: Implementing the Learning Plan

• Discussion of activities since last session
• Evaluate what is working and what is not
• Discuss Personal Board of Directors exercise or use time together to draft if not completed in
advance
• Discuss plans for sustaining change efforts into the future
• Discuss client insights from the coaching experience
• Conclude coaching engagement
Essay Guidelines
Review the notes you made after each of your coaching sessions. Write an essay summarizing each of
your coaching sessions and a concluding paragraph reflecting on your experiences.
The grade will be determined on the basis of: (A) the quality of the story and the degree to which it was
coaching with compassion versus coaching for compliance; (B-F) the use of concepts from ICT used in
the analysis. See later section of this Participant Workbook for details of the key concepts and grading
criteria.
This should be practicing coaching with compassion. This is NOT practicing coaching for compliance.
Therefore, do not engage in a session with someone who you are trying to fix, save, or rehabilitate.
Similarly, it is recommended that you do not engage in a session with someone with whom you are
currently feeling angry or frustrated.
Session #1: Getting Started
• Get acquainted
• Provide an overview of coaching process
• Coachee desired outcomes and roles/responsibilities
• Schedule remaining 4 coaching sessions
• Assign “Crafting Your Personal Vision” exercises as preparation for Session #2 (Located in the
“Coachee Workbook” in the supplemental materials section.
page 34
Preparation for Session #2:

Complete “Crafting Your Personal Vision” exercises
Session 1 Coaching Journal
Brief description of
the person’s
performance prior to
the session.
what occurred in the
session.
The person’s mood at

the beginning,
during, and after the
session as well as
your mood before,
session.
Analysis of what
happened.
What, if anything,
you expect will be
the outcome of the
coaching.
page 35
Concepts covered in
the videos and
readings used in the
coaching session
page 36
Week 3: Coaching For The Ideal Self and Relationships

Module 7: Pulling For Dreams Not Just Goals – Whose Dream Is It?
Description
This module explains the distinction between autonomous and controlled motivation, and the ideal self
and ought self. We explore the ideal self - comprised of hope, a core identity, and the image of a desired
future - as a source of autonomous motivation in the pursuit of a personal or shared vision.
Readings
P: This article was published as Boyatzis, R.E., Smith, M., Van Oosten, E. & Woolford, L.
(2013). Developing Resonant Leaders through Emotional Intelligence, Vision and Coaching,
Organizational Dynamics, (42). pp. 17-24. Copyright Elsevier, 2013
https://d396qusza40orc.cloudfront.net/coaching/Readings/developing resonant leaders.pdf

1. The ideal self is based on what a person wants to do. It is centered on autonomous motivation, a
promotional self-regulatory focus, engagement of the positive emotional attractor (PEA), and results
in sustained desired change.
2. The ought self is based on what a person feels they ought to do. It is centered on controlled
motivation, a prevention-oriented self-regulatory focus, engagement of the negative emotional
attractor (NEA), and results in only short-term behavior change.
3. The ideal self is comprised of hope, one's core identity, and the image of one's desired future.
4. The factors that give rise to the image of a desired future include one's passions, dreams/aspirations,
calling/purpose, values and personal philosophy, and the particular stage of their career or life they
are at. Each of these may evolve or change dynamically over time.
5. Hope is fueled by optimism and self-efficacy.
6. The ideal self and ought self are often confused. The ought self represents a propensity to please
others, or to adhere strictly to external norms and values imposed by others. Elements of the ought
self can be internalized, and can silence the influence of the ideal self. Hopes and dreams become
swept away by what others would have us do; to the detriment of our own aspirations.
7. Reflective exercises can be utilized to encourage people to explore the relative state of their ideal
self. In turn, practicing good questioning, noticing and listening skills can assist others in the
attainment of their ideal selves.
8. If one is genuinely attuned to their ideal self, there should be a palpable sense of positive
emotionality. If this is not obvious, you may need to probe a little further, and perhaps help them
peel away the layers of ought self they have amassed over time.
page 37
Activities
Reflective Exercise
Imagine if you were able to produce a movie about the life you would've led if you were able to "do it
all over again". In other words, if you could've done things differently in your life, what is that you
would do differently, and what would feature in your own autobiographical "script"?
page 38
Module 8: Two Forms of Empathy
Description
In this module we explore empathy, which is a critical element of coaching. There are two forms of
coaching, which could broadly be termed 'empathy with the head' (empathy based on analysis and
conceptual understanding of another) and 'empathy with the heart' (empathic concern, based on
emotional attunement to the other person). Effective coaching requires using a balance of both forms of
empathy.

1. Empathy takes two forms: one is knowing or conceptually understanding another, the other is feeling
with or for another person (the latter is often called 'empathic concern').
2. Conceptually understanding another is driven by the neural networks that involve cognitive
processing. This partially engages the task positive network, but also activates regions of the default
mode network via a process of understanding another person through an understanding of
themselves (a 'self-referent' process).
3. The other form of empathy involves emotionally tuning into the other person. This involves several
parts of the default mode network.
4. There is a need to focus on our selves through emotional self-awareness, in order to serve others
through genuine empathy.
5. In the coaching process, we must both identify the issues affecting those we coach, as well as trying
to understand them. We need to utilize both forms of empathy in the coaching process: the ability to
attune oneself to another, and the ability to understand and analyze them.
6. Coachees may feel or respond differently depending on which form of empathy is being employed:
there is often an authenticity felt when the emotional attunement/empathic concern approach is
taken. The analytical approach may give the coachee the sense that the coach is more interested in
the issues and not the person.
7. Neither form of empathy is better than the other, but one must be aware of balancing both
approaches appropriately.
page 39
Activities
Personal Learning Assignment:

Conduct the following exercise in a group of three either in person or using video chat (i.e. Skype,
Google Hangouts, Webex, etc.)
Step 1
Take turns asking each other the following questions:

• What is your biggest weakness, flaw, or characteristic that gets in the way of maximizing your
performance at work?
• Who have you let down or disappointed?
• Who wishes you would leave your job or organization?
• Tell me about what you are not doing that would make you more effective?
Step 2
• Reflect quietly and ask yourself, "After these three interactions, how do I feel?"
Step 3
• Take turns asking each other the following questions:
• What are your biggest strengths in helping you maximize your performance at work?
• Who is proud of you?
• How have you helped your organization or some of the specific people in it?
Step 4
• Reflect quietly and ask yourself the following questions;
• How do I feel?
• How were these feelings different from the first round?
• What did I observe or experience about PEA or NEA in these discussions?
Step 5
• In 300 or more words write a summary of your reflections.
page 40
page 41
Module 9: Listening and Noticing
Description
Listening is the cornerstone of every coaching relationship, but most of us struggle when it comes to
genuinely listening to others. We explore different levels of listening, and what is required of a coach
when it comes to listening to their coachee(s).

1. The goal of the coach is to facilitate self-directed learning for the coachee. This involves establishing
a personal connection with the coachee, which is shaped by the coaching conversation.
2. Being listened to makes one feel cared for, special, understood and appreciated. Taking the time to
listen to someone indicates that we value someone and desire to understand them.
3. Most of us struggle when it comes to listening - we tend to think we are actively listening to others,
when really we are just anticipating what we ourselves have to say next.
4. There are pitfalls associated with listening: interrupting, judging, and jumping to conclusions. These
pitfalls occur because listening is often less straightforward than we might imagine. People get
caught up their own thoughts; with attention turned inward to themselves, and not outward in
mindful presence with others.
5. There are three different levels of listening, through which connecting and coaching relationships
take shape:
- Level 1 Listening (The Me Level): Listening to others and deciding what their words mean to
us personally (inward focus), and establishing common ground.
- Level 2 listening (focus listening): Giving full attention to the other person; using our intuition
to truly understand the other person.
- Level 3 listening ("listening beyond the words"): While continuing to give full attention to the
other person, we give a bigger context to our listening: What lies beyond the words? What
meaning and depth can we derive from what the other person is saying when we listen to them
closely?
Readings
A: Howard, A. R. (2015). Coaching to vision versus coaching to improvement needs: a preliminary
investigation on the differential impacts of fostering positive and negative emotion during real time
executive coaching sessions. Personality and Social Psychology, 455.
http://doi.org/10.3389/fpsyg.2015.00455
page 42
Activities
Personal Reflection
Over the course of the next week or so, take note of the conversations you have with others. Note if and
how other people listen to you, and how you listen to them. Note any patterns that emerge in these
conversations with regard to how each person listens to each other.
page 43

Session #2 Focus: Ideal Self and Personal Vision
• Confirm objectives of coaching relationship and roles/responsibilities
• Discuss “Crafting Your Personal Vision” exercises and draft of personal vision or use time to
complete together if not done in advance
• Assign “Personal Balance Sheet” as preparation for Session #3
• Update personal vision statement
• Complete “Personal Balance Sheet”
the person’s
the session.
session.

the beginning,
session as well as
your mood before,
session.
page 44
Analysis of what
happened.
What, if anything,
you expect will be
the outcome of the
coaching.
Concepts covered in
the videos and
coaching session
Concepts covered in
the videos and
coaching session
page 45
Week 4: Coaching For The Real Self, Balance and Learning

Agenda
Module 10: Being in Sync
Description
This module explores how to achieve an appropriate balance between the engagement of the positive
and negative emotional attractors (PEA and NEA). The PEA allows us to thrive and flourish, whereas
the NEA allows us to survive, and to respond to threats and challenges. We then go on to explore ways
that an individual's strengths and weaknesses can be identified and addressed in the service of
identifying their ideal and real selves.

1. Spending too much time in the NEA may cause one to become diminished or depressed.
2. Spending too much time in the PEA may lead to over-optimism, over-comfort or complacency.
3. "Balance" does not necessarily mean a 50/50 split between the PEA and the NEA. Negative
emotional experiences tend to be stronger and more palpable than positive emotional experiences.
4. We have found that a skewing the balance of the emotional attractors in favor of the PEA by a
factor of around 3-6:1 is normally appropriate for most individuals. For coaches, we recommend a
minimum 3:1 ratio of PEA to NEA.
5. Getting in touch with one's real self involves mindful awareness. This should not be taken to mean
that only what one thinks of oneself is important; how others perceive you is also important. The
perceptions others have of you represent their reality and must be accounted for in identifying one's
real self.
6. Encouraging someone to undertake an accurate, honest self-assessment and reflection is an effective
means of getting them to identify their own strengths and weaknesses in the service of establishing
their real self.
7. Soliciting feedback from others should also be encouraged, and represents an excellent opportunity
to practice one's active listening skills.
8. A personal balance sheet represents an effective means of cataloguing one's current strengths and
weaknesses, their distinctive (long-term) strengths, and their enduring dispositions. It is analogous
to an organizational balance sheet.
9. In a coaching relationship, it is critical that the coach explore ways for the coachee to leverage their
strengths (ideally several strengths) before moving on to addressing any individual weaknesses or
shortcomings they may currently have.
10. Ensure that the payoff associated with addressing weaknesses is explicitly linked to the attainment
of the coachee’s ideal self.
page 46
Personal Learning Assignment

Create Your Personal Balance Sheet
Current Strengths Current Weaknesses
Distinctive Strengths Enduring Dispositions

page 47
Module 11: Social Identity, Strengths and Weaknesses
Description
In this module we explore social identity groups - groups from which you form part of your identity,
shared values, and is part of your ideal self or personal vision. When coaching others, it is important to
help the person identify their social identity groups and determine whether they are helping them move
toward their personal vision or are holding them back.

1. Social identity groups are groups for which you have particular shared values or meaning- it means
something that you are a member, whether formally or informally.
2. Social identity groups can include formal institutions and organizations such as colleges, sports club,
neighborhoods, places of worships and cities. They can also include more communities of practice.
The essence of brand loyalty is an emotional bond called a social identity group.
3. Social identity groups support and enhance emotional contagion - either positive or negative. When
a person engages in a change process, social identity groups from their past may, unintentionally, be
holding them back from progress toward their vision.
4. Social identity groups can help to facilitate the development of a larger or noble purpose in one’s
Ideal Self.
Activities
Personal Reflection
What do you collect? Who do you cheer for? What does that say about your social identity groups?
page 48
Module 12: Old and New Ways to Create a Learning Agenda and Planning
Description
In this module, we focus on creating a learning agendas, which is a plan to translate aspirations into
goals and action steps. We then turn to experimentation and practice, where coachees use life as a
learning labratory to foster positive new behaviors.

1. Real lasting change occurs when we transfer our desires from awareness into action. A Learning
Plan provides a useful resource to help with this step and includes learning goals and action steps as
well as consideration of people who can help the individual to develop.
2. There are differences - including psychological and hormonal differences - between planning to
improve and planning to learn. Improvement plans invoke short-term behavior change and often,
defensiveness. Learning plans foster motivational will and energy to embark upon and sustain the
development process.
3. People fall into three broad camps regarding their preferred ways of planning for the future: goal
orientation (setting specific goals and action steps); direction orientation (pursuit of a general plan
without emphasis on specifics); and action orientation (living in the moment and avoiding long-term
considerations). Coachees should be encouraged to consider their planning styles and preferences
when creating their learning agendas.
4. People also have different preferences for how they learn. Learning goals and action steps that are
aligned with the coachee's learning style are often easier to embrace and complete.
5. Experimentation and practicing new behaviors is the next step after the coachee drafts learning goals
and plans. Encourage the individual to practice to the point of mastery, not just to the point of ease
and comfort.
Activities
Crafting a Learning Plan

Statement of Personal Career Vision
Your personal vision statement goes here. If your PCV is lengthy, summarize the essence of it. Be sure
to include your most important core values.
If you haven’t written a PCV statement or are struggling with that exercise, reflect on the following:
Imagine that a camera is following you for a week in 2015. What is it capturing? Let yourself dream.
Describe your view of yourself in roles you connect with the most. Some examples could be: as a high
performer, a leader, an innovator, a spouse, a parent, etc. Describe your contributions, impact, activities,
events, roles, responsibilities and interactions with others.
page 49
Based on this scenario you just completed, write a short paragraph about your personal vision 7-10
years from now. Where will you be in your career? What will you find exciting and challenging in your
career? What kind of results will you be achieving? Where will you be in your life? In summary, what
do you aspire to do and who do you wish to be?
page 50
Summary of Competencies
Summary of Current and Distinctive Strengths
Based on information from other sources (feedback from other people, performance reviews, academic
experiences, etc.), what are your top strengths? These are the basis for your current successes, and the
foundation from which to develop additional competencies.
High Priority Competency Development Areas

What are the most important competencies you will need in order to move closer to your ideal career
and life vision? Of these competencies, which ones do you have the most energy to develop?
page 51
Goals & Action Steps

What are 2-4 specific goals you are willing to commit to, that will move you closer to your ideal career
and life vision? Your goals could be linked to competencies, i.e. empathy, emotional self-awareness,
etc, could ba career goal or could be more of a quality, i.e. to express my emotions more often and
comfortably. Under each goal, consider the action you will take to help you make progress in reaching
your goal. Action steps are very specific, concrete things you will do to achieve your goals.
Examples:
Sample Goal: I will lead a high performing team and have significant impact on the human value and
economic value of my organization.
Action: I will revise staff meeting agendas to focus on high performance issues by (Date).
Action: I will assign a different staff member the responsibility of leading the discussion about high
performance issues for each meeting.
Milestone: These are indicators of progress and success. To think about milestones, answer the
question: how will I know if what I’m doing is working?
Sample Goal
Goal: I will assume a leadership position in my community through my work with the Boys and Girls
Club in the next year
Action Step: I will submit my name for the annual officer elections in October.
Action Step: I will meet with two (2) current officers to learn more about their experiences and to
help me discern which role would be the best fit for me
Milestone: By April 6, 2017 I will have met with at least one of the two officers and created a list of
the positives and negatives of each role and how my strengths and interests align
page 52
Goal:
Action Step:
Action Step:
Milestone:
Goal:
Action Step:
Action Step:
Milestone:
page 53

Session #3 Focus: Real Self
• Review client’s updates to personal vision statement
• Review draft of Personal Balance Sheet or use time to draft together if not completed in advance
• Begin exploration of client’s development priorities via questions such as “what competencies do
you wish to develop?” What do they have energy to work on?
• Discuss client’s strengths and developmental opportunities
• Assign “Learning Plan” as preparation for Session #4

• Update vision and personal balance sheet, if applicable
• Complete Learning Plan, including at least 2 Learning Goals, action steps and milestones

the person’s
the session.
session.

the beginning,
session as well as
your mood before,
session.
page 54
Analysis of what
happened.
What, if anything,
you expect will be
the outcome of the
coaching.
page 55
Week 5: Establishing a Culture of Coaching

Module 13: Coaching in Leadership Development
Description
In this module we discuss coaching as a resource for leadership and talent development in organizations;
with a special focus on at-risk groups.

1. Organizations will always need talented people who can lead amidst market uncertainty.
Coaching can be leveraged to help organizations develop and retain their best and brightest
talent.
2. Positive workplace results have been demonstrated to arise in organizations who use coaching
with compassion, and not coaching for compliance.
3. A high quality coaching relationship amplifies both job engagement and satisfaction.
4. Coaching provides a valuable resource to assist aspiring female leaders in their professional
development, however, women tend not to receive coaching to the same degree that their male
counterparts do.
page 56
Module 14: Peer Coaching as Organization-Wide Self-Sustaining Source of Help
Description
In this module we turn to peer coaching; which represents not only a straightforward and inexpensive
alternative to conventional coaching within organizations, but potentially also the basis of a new norm
within coaching generally.

1. Peer coaching is simply the coming together of two people for the purpose of personal or
professional development. It can be formal or informal, and within or without a particular
organization.
2. Such relationships bloom through caring, compassion, resonance, understanding and shared purpose.
They are durable and sustainable, and through social mimicry promote a positive emotional
contagion which can quickly become the basis of an organizational-cultural norm.
3. Though a range of naming conventions have been attributed to such relationships over the decade,
they are essentially an outgrowth of friendship or extended family. Peer coaching serves to create
and sustain such close relationships, and can in turn fulfill a number of other proxy organizational
objectives. But, most importantly, the relationship itself is the objective in peer coaching.
4. Be wary of such relationships turning 'to the dark side', and focusing on the negative.
5. MBA programs which focus on team learning and relationships demonstrate tangible benefits
beyond the education phase itself. Furthermore, conventional coaching approaches are often
prohibitively expensive, and so a proactive focus on peer coaching can pay for itself down the line.
6. Peer coaching (and similarly social-relational) groups promote an intimate involvement among each
member of the group, which results in enduring social bonds outside the organization that strengthen
professional bonds within it. Evidence has suggested that the forming of such groups can create and
consolidate a healthy collective identity.
7. Coaches looking to develop a long-term, sustainable means of effective coaching should endorse the
forming of peer coaching groups among their coachees.
Activities
Personal Board of Directors Exercise
The objective of this exercise is to help you prepare resources and sources of help and guidance for the
next era of your career and life. We each need others with whom to talk and discuss our Personal Vision,
Personal Balance Sheet, Learning Agenda and Learning Plan-- and our progress on each. The people
who can guide and help us on this journey should be people in whom we have a trusting relationship-- it
should be a resonant relationship. It may or may not be one of mutuality- you help each other in these
page 57
ways. Borrowing on an organizational concept, we can call this group of people our Personal Board of
Directors.
Identify at least 6 people who you would you like to have on your Personal Board of Directors.
Consider your core values and the various elements of your life. Examples of these would be: career,
family, community, spiritual, financial, emotional and physical health, etc. If you wish to have more,
please list their names below.
Once you have developed your list, reflect upon and answer the following questions:
• What is special about your relationship with this person?

• Why does this person hold a seat on your board?
• How can this person help you with your vision and learning goals?
• How do you plan to engage with your BOD members in the future?
page 58
Module 15: In Search of the Coachable Moment
Description
In this final module we summarize the themes and key take-homes of our MOOC, and also provide
some recommendations for furthering your coaching aspirations.

1. The essence of coaching is all about change.
2. For change to be sustainable, coaching must begin with the discovery of one's Ideal Self and
personal vision. Coaching practices should also be based on facilitating a ratio of higher positive to
negative emotion - so as to mitigate stress and unlock aspirations. Coaching should also be holistic -
encompassing work and life.
3. In the process of coaching, encouraging a coachee to open up to new ideas is crucial. Engaging
coachees' parasympathetic nervous system and default mode network will help them be open to new
ideas and new relationships.
4. Ensure your coachees are considering their dreams - not just their goals. It has to be about what the
coachee wants to do.
5. Effective coaching involves using the two forms of empathy - 'empathy with the head' (empathy
based on analysis and conceptual understanding of another) and 'empathy with the heart' (empathic
concern, based on emotional attunement to the other person) - and knowing when to deploy each.
6. It is important to strike a balance between the Positive and Negative Emotional Attractors (PEA and
NEA). We recommend a ratio of around 3:1 in favor of emphasizing the PEA.
7. Social identity groups provide a rich source of resonant relationships, through which one's
aspirations and dreams can be realized.
8. To help somebody change in a sustained fashion, we need to inspire the desire and motivation to
change rather than prescribe the change. This is a fundamental difference between coaching for
compliance and coaching with compassion. One of the essential attributes of effective coaching is
attunement to the desires, dreams and needs of the coachee. It is a fundamental and guiding principle
of what we call coaching with compassion
9. Peer coaching promotes enduring, sustainable relationships among peers and provides a
straightforward and cost-effective approach to developing a culture of coaching.
page 59
Activities

Session #4 Focus: Developing a Learning Plan for Change
• Review client’s updates to previous work if applicable
• Review client’s draft of Learning Plan or use time to draft together if not completed in advance
• Discuss client’s Learning goals, action steps and indicator of success
• Assign “Personal Board of Directors” as preparation for Session #5
• Update Learning Plan
• Complete “Personal Board of Directors” exercise
• Reflect upon insights from the coaching engagement

the person’s
the session.
session.

the beginning,
session as well as
your mood before,
session.
page 60
Analysis of what
happened.
What, if anything,
you expect will be
the outcome of the
coaching.
Concepts covered in
the videos and
coaching session
page 61
Week 6: Putting It All Together

Activities
Session #5 Focus: Implementing the Learning Plan

• Discussion of activities since last session
• Evaluate what is working and what is not
• Discuss Personal Board of Directors exercise or use time together to draft if not completed in
advance
• Discuss plans for sustaining change efforts into the future
• Discuss client insights from the coaching experience
• Conclude coaching engagement

the person’s
the session.
session.

the beginning,
session as well as
your mood before,
session.
page 62
Analysis of what
happened.
What, if anything,
you expect will be
the outcome of the
coaching.
Concepts covered in
the videos and
coaching session
page 63
Write an Essay
Review the notes you made after each of your coaching sessions. Write an essay summarizing each of
your coaching sessions and a concluding paragraph reflecting on your experiences.
The grade will be determined on the basis of: (A) the quality of the story and the degree to which it was
coaching with compassion versus coaching for compliance; (B-F) the use of concepts from ICT used in
the analysis. See later section of this syllabus for details of the key concepts and grading criteria.
This should be practicing coaching with compassion. This is NOT practicing coaching for compliance.
Therefore, do not engage in a session with someone who you are trying to fix, save, or rehabilitate.
Similarly, it is recommended that you do not engage in a session with someone with whom you are
currently feeling angry or frustrated.
Peer Review
After you have submitted your essay you will read and review the submission of one other participant in
the course. You will use the following criteria to review the submission and have the opportunity to
provide feedback to the writer to help them continue to improve their coaching skills.

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COACHING Personal Journal

© VanOosten, Smith, and Boyatzis, 2015

Basic Learning Points: ....................................................................................................................................................... 58

Week 1: How Do People Really Help Others?

Module 1: Introduction to Helping and Coaching

Basic Learning Points

Personal Learning Activity (PLA)

Life Stage 1 - Childhood to teen years (0-18 years)

Life Stages Table

Module 2: Tipping Points in the 5 Discoveries of Sustained, Desired Change

Basic Learning Points

Module 3: Role of Positive and Negative Emotional Attractors

Basic Learning Points

Personal Learning Activity

Record Your Own Emotions

Week 2: Physiology and Neuroscience of Coaching

Module 4: Physiology of PEA and NEA

Basic Learning Points

Module 5: Our Neuroscience Studies of Coaching

Basic Learning Points:

Module 6: Seeing Coaching in Action

Basic Learning Points

Personal Learning Activity (PLA):

Crafting Your Personal Vision

1. Start by circling the 15 or so values that are most important to you.

List of Values, Beliefs, or Desirable Personal Characteristics

Accomplishment Control Independence Reliable

My Ten Most Important Values

If I could accomplish something meaningful in my life, it would be…

If I could make an important contribution to my work, it would be…

Elements of My Personal Vision

PURPOSE PASSION VALUES

FUTURE (How would I describe my ideal life in the future?)

Vision Statement – DRAFT

Action Learning Assignment

Basic Assignment Overview

Coaching Process Outline

1. Discovering your Ideal Self

Coaching Roles and Process

Client Role Coach Role

Client Preparation for Session #2:

Session #2 Focus: Ideal Self and Personal Vision

Client Preparation for Session #3:

Session #3 Focus: Real Self

Client Preparation for Session #4:

Session #4 Focus: Developing a Learning Plan for Change

Client Preparation for Session #5:

Session #5 Focus: Implementing the Learning Plan

Session #1: Getting Started

Preparation for Session #2:

Session 1 Coaching Journal

The person’s mood at

Week 3: Coaching For The Ideal Self and Relationships

Basic Learning Points:

Module 8: Two Forms of Empathy

Basic Learning Points:

Personal Learning Assignment:

Take turns asking each other the following questions:

Module 9: Listening and Noticing

Basic Learning Points

Action Learning Assignment

Session 2 Coaching Journal

The person’s mood at