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    9 views22 pages

    Auberbach - Personal and Executive - Pág 99-138

    Uploaded by

    Pablo César Ramírez Lapierre

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    Personal and Executive Coaching The Complete Guide for Mental Health Professionals eee Jeffrey Ethan Auerbach ‘Executive College Press * Ventura, California find §=Coaching Techniques 6 fective because of who they ae, combined with appropri ate technique. This chapter describes numerous techniques and the language that coaches utilize. Some of the techniques will be rla- tively easy to add to your repertoire of sills, based on the material ‘provided here. Other techniques will require you to take specifi tain. ing courses to enable you to lear the skills, practice the techniques, and receive feedback on their application from experienced graduate: level coaches ‘utstanding coaches like outstanding therapists, undergo a lifetime of learning and personal grovth. Coaches are ef- COACHING SCHEMATIC “To help you get “your hands on" the coaching process and guide your coaching you can intemalizean eight point coaching schematic’ ‘Asa coach, keep in mind that you are: 1. Helping your clients clarify their passions and goals Enlsting their passions into the coaching Helping your clients organize their thoughts Clarifying expectations and outcomes Providing rapid, straightforward feedback Helping your clients build their capabilites Recognizing openings for coaching Building accountability and reinforcement With thisschematicin mind, here are some questions you can ask ‘yourself to help guide your conversations with your clients, What can Lasko sy to “help my lens unleash thet aspatons?™ 1 reas thei personal and business success?” 1 “daky ways in which they ate hin at tinking or acing that might be producing unintended consequences” Tecttateimportanteaing forthe station?” |= (in some executive coaching stuations)aid in ‘enhanced team functioning?” assess sessment tols can add consideable value t coaching formed ty mera es profesional Leis nie coc de velopment ld, sch asthe i immo! nonprofit xanzaon Cente fr Creative Leadenip, make th asesment proces inte fl parof heeatycoahingerpeinc Usingasessens incon ings fen fered toa “intrumentedcouhing” Howe ssc tenis mast always be wed 10 companent othe interact th lent and should never be uted asthe sol basi for devel 28 the sole bats for developing Coaching agenda, You wl ed more sout seamen and once ingin Chae? PERMISSION AND COMMITMENT Both the client and the coach need ta be committed tothe coach- ing reonship and proposed coaching outcomes for the ration ship tobe most effective. Some cients may coach come to coaching because they lave been requested by their supervisor oF manager to receive 7 coaching, or because they think that i is the right thing to do, How fever if there isn't an intemal commitment, also called an “enroll ‘ment in the coaching proces, the client is likely to find the experi ‘ence rather flat and devoid of passion, which could lead to premature termination of coaching ora poor outcome. Tames Flaherty observes that enrollment ineffective coaching in- volves “an active dialogue that takes into account the particulars of the circumstances the vagaries ofthe future, and the imitations and strengths of both the client and coach. Openness, honesty, and com- pleteness ate vital in enrollment.”? To this we can add Robert Hargrove's observation that when clients and coaches ask themselves, Who am I?" and “What can Ido here that I passionately cae about?” they build intemal commitment to their work? ‘According to Hargrove, three coaching steps reinforce internal ‘commitment 1 engaging ina conversation about personal. and ‘sometimes, organizational vision ‘= having clients create goals they are passionate about '= having clients design thelr own plans combined with selfdiected learning! ‘Commitment is closely related tothe concept of permission, Suc cessful coaching with an emotionally engaged client starts assoon as the dient gives permission tobe coached. Permission means “io make possible or to give opportunity.” Without the client giving permis: sion, there will not be a commitment tothe coaching. ‘Accordingly early on in the coaching relationship, afer discus: sion about what coaching i, the coach may ask the client, "Now that sve have talked a litle bit about coaching, ae you willing to have me coach yout” Also, there will be times when sensitive subjects may be Droughtup. Atcuch times the caach ean preface comments with. “May w conerens [ell you what think?” of “How about we brainstorm together other possible courses of action?"* Inaddltion to granting permission to the coach, clients also have to give themselves permission to open up about their dreams and chal- lenges, and to invest ime and money in themselves. Later inthe pro cess of coaching clients may need to give themselves permission 10 take specific actions for example, to make more money or to take ‘more time off from work. The concept of permission applies to coaches as well. Coaches ‘need to give themselves permission to be open, honest, and forth ‘coming with their cients, At times coaches may need to ive them- selves permission to give feedback that is not easy fr them to deliver Is helpful easly inthe coaching relationship to talk about the pro- cess of permission, when and where it comes up and how it will be handled, At that point itis wise to discus uhatuhere might be times for both coach and client to give feedback they may not be easy to deliver. Furthermore it would be helpful to include in your dialogue ‘with your client the following request: “ve found it sa useful prac- tice to give each other permission to go ahead and give each other complete and honest feedback whenever itis called for” HOMEWORK INQUIRIES Inguiy is the process of asking powerful questions that requite reflection. Inquiries ae formed based on th clients particular situa- tion. Inquires always involve introspection, and they may also in- volve intuition, sensing and creativity. Homework inquiries are used as an assignment, in between coaching sessions, o deepen the pro- ess of personal discovery and learning. Midway through or near the end ofa coaching session, the coach, or the client, may formulate an inguiy for the client to ponder as a homework assignment. Here are several inquiries as examples: ‘conctana recuaues “How have you overcome obstacles ike this inthe past” “If awizard appeared and granted one wish forthe next chapter of your life, what would tbe?” "Whats your dream of an ideal fe?" "How can you change how you spend time in away that supports your values?” “if you could have any three amazing advisors, ving ‘or deceased, to guide the next chapter of your fe, who would they be?” "What ining sel talk are you aware of” “What are three of your mostimportant strengths?” “Inwhat ways are your strengths important? What {are some examples of how they are important to your “Ifyou were to receive a gift of money to fund the next phase of yourlifehow much would that be?” “if youwere at your highest level of living right now, how would you be doing things cifferentiy?” "Imagine yourself with a hear ful of courage. What ‘would you do?” “Tune into an experience you had inthe past when you overcame a challenge or afear and excelled. Bring that feeling of accomplishment forward with you now and ask yourself What major goal do you want to move forward with?” “ifyou could eliminate all fear,what would you do ow?” Homework inquiries are useful to deepen the coaching process and to take the coaching from within the formal appointment time Into the client's day-to-day life. Between coaching sessions many cl cusoTens ‘ents will write journal entries on the inquiry and send the coach ane ‘mail of their thinking To help a client to reflect on the inquiry, you say ask how the client will remember to work on it. Common ap- proaches are to schedule a walk or a visit to the beach, or to put up ‘notes to remind oneself to reflect on the inquiry ‘The response to the inquiry can then be followed the next week with questions designed to formulate action steps For example, “How hhave you overcome obstacles like this in the past?" canbe followed by. “Building on that past success, whats your best step to take this week?” (Or “What are your three most important strengths?” can be followed bby “What is one new way this week that you can use that strength to help you in business?” [APPRECIATIVE INQUIRY ‘Wouldn't it be exciting, and a relies, if instead of looking for dys function, as some do in a medical model of psychotherapy, we spent considerable time looking for our clients highest. most exciting, and Invigorating peak experiences and helped them lear how to build fon them? As you have sen, thatiewhat much of coachingisall about, and it isthe bass of the technique called “appreciative inquiry.” Appreciative inquiry isa process of asking “Whats working well?” [After clients have been helped to focus on a postive cote of life expe- riences, they are then guided through a creative conversation to ex: plore “what might be" and then “what willbe” ‘The appreciative inquiry approach was originally developed by David Cooperrider and his associates atthe Weatherhead School of. ‘Management, Case Western Reserve University In recent years the principles and practices of appreciative inquiry have been used to dra- :matically improve results at corporations such as GTE, Ameritech, ‘McDonald's, and John Deere. Originally used asa progressive organi- zational development tool, appreciative inquiry is now being used in individual coaching. ___conchang Tecsnques ‘Sue Hammond writes, in the Thin Book of Appreciative Inquiry that ‘waditionally in organizational or personal development work the fo- ‘us ison defining the problem, fixing what is broken, and learning fiom mistakes’ She presents appreciative inquiry a8 a shift from a problem focus oa search for solutions that already exist and to leat ing from what works, Instead of aking, “What problems are you hav: ing?" we can ask, “What is working around here?” ‘The appreciative inquiry proces is a povierful model to help the client, or the organization, move forward. The model has five stages, ‘often known asthe five D's: 1. Define the need for development and the scope of the inquiry, agreeing to focus onthe postive. 2._Discoverinformation by an appreciative interview process. 3. Dreamimages forthe future. 4 Design achievable steps to make the vision a realty. |S. Deliverby establishing the who, what when,and how (ofthe changes that willbeimplemented* Using appreciative inquiry early in the coaching process can help {get you started with clients on a path of positive change a you forge a ‘elationship that builds on the cients suengths and peak experiences For example, you might aska client, ‘What learning have you appre-

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