REGION VIII – EASTERN VISAYAS

COACHING
My Learning & Development
Intervention
Objectives:
• Deepen understanding on the concept of
coaching

• Prepare drafts of coaching plan, coaching

documentation and coaching completion
report

• Appreciate the importance of coaching

as learning and development delivery
mode to address learning needs for
professional development
Department of Education Region VIII
Coaching
empowers
individuals and
groups to establish
and take actions
towards achieving
goals of an
organization

Department of Education Region VIII

 “Coaching is unlocking people’s
potentials to maximize their own
performance. It is helping them to
learn, rather than teaching them.”

John Whitmore
Coaching for Performance (2002)

Department of Education Region VIII

Coaching is an interactive
and collaborative process
through which the coach
assists the coachee in
addressing performance
gaps and/or developing
competencies for particular
tasks.

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Coachee is also
sometimes referred to as
the client, who may be a
subordinate or a non-
subordinate.

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• A subordinate is the coachee in
the workplace.
• A non-subordinate may be an
individual or group that will
benefit from coaching from a
peer or officer to acquire
competencies necessary to
perform tasks or roles related to a
DepEd program, system, or
process.

Department of Education Region VIII

Coaching is short-term,
non-directive, structured
and performance driven that
encourages the coachees to
perform in their day-to-day
roles.

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Coaching is sometimes confused
with mentoring.
Mentoring has bigger scope as
it aims to support individual
development in both career and
psychosocial functions.
A mentor may employ coaching,
as well as other interventions
during the mentoring relationship.

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Department of Education Region VIII
1. Coaching Culture

Coaching is viewed as a “way of

life” and an immediate and
preferred course of action in
addressing performance
improvement and competency
development needs. .

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2. Empowerment and Self-leadership
• endeavors to unleash potentials,
knowledge, experiences, and
motivations to take greater
responsibility and ownership for the
choices they will make and the
actions they will take to achieve
desired outcomes

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3. Relationship and Trust

• the success of coaching

hinges largely on the authentic
rapport and trust between the
coach and the coachee

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4. Accountability and
Accomplishments

Coaching relies on the power

of commitment and healthy
accountability as drivers of
accomplishments.

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5. Gender Equality, Disability, and
Social Inclusion (GEDSI)
• regardless of sex, religion, ethnic
origin, position, and physical
abilities, who may benefit from
coaching will be provided
equitable access to coaching
opportunities

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Coaching may be
planned or impromptu

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As an L&D intervention, coaching
activities are planned where:
✔ learning objectives are established
✔ coaching sessions are determined
✔ timelines are set before the
coaching activities is carried out

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 Impromptu coaching happens
when the immediate superior
spot “coachable moments” as
part of their day-to-day
functions.

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Department of Education Region VIII
Coaching may be
conducted one-on-one
or with a group

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 Coaching can be
facilitated by a coach
who is internal or
external to the
coachee’s office.

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 Coaching may be
conducted face-to-face,
online or in blended
mode

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DepEd’s Learning
and Development
System subscribes
the principle that
learning and
development is a
multi-dimensional
process.

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COACHING is one of the
relationship and
discussion-based L & D
modalities.

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Department of Education Region VIII
 Validate the learning
needs of employee
from any sources
like:
LDNA Results
IDP in the IPCR

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Department of Education Region VIII
 ✔ Formulation
of Terminal
Objective
✔ Preparation
of the
coaching
Plan

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Coaching Design Template

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Terminal Objective

✔ what coachee will be able to do

by the end of the entire coaching
intervention
✔ Follow A-B-C-D
Audience, Behavior, Condition,
Degree

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Department of Education Region VIII
Sample Coaching Terminal Objective

By end of four one-hour coaching

sessions, (A) Elijah (B) shall be able to
locate and describe images formed in curve
mirrors (C) using the Mirror Equation (D) with
95% accuracy.

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Coach and Coachee shall
agree on the indicative
timeframe and schedule of
coaching session

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 ✔ Develop learning
objective for each
coaching session
✔ State the session
objective from the
coachee’s point of
view

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 ✔ can be a specific
tangible output, like a
training design
✔ can also be
demonstration of a
behavior according to
a set of criteria; e.g.,
management of
meetings
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 Identify
content areas
and
methodologies
to be
employed
during the
coaching
session.

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 Determine the
resources (e.g.,
information,
technology, etc.)
needed for each
coaching
session.

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Sample Coaching Design

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 ✔ presentation
slides, video
clips, handouts,
job aids such as
checklists and
templates

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 ✔ involves the
actual
conduct of
coaching
sessions

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Delivery

GROW is a flexible model that is

applicable to specific supervisor-
subordinate interactions in the context
of performance management
(John Whitmore, Graham Alexander,
and Alex Fine in the 1980s).

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GROW Coaching Model and Key
Coaching Tasks

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Tasks as Coach:

Facilitates agreements on:

✔ objective related to task where coachee
is being coached
✔ specific objective for current coaching
session
✔ coaching plan
✔ session norms
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Department of Education Region VIII
Help coachee analyze and clarify what is the current
state by:

✔Encouraging self-assessment
✔Checking assumptions
✔Exploring effects and causes of current situation
✔Facilitating analysis of gaps between current and
desired states
✔Sharing information and observations, if appropriate

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Department of Education Region VIII
Helps coachee generate ideas on how to
achieve desired state by:
✔ Encouraging expansive and creative
thinking to generate several
alternatives
✔ Facilitating objective examination of
pros and cons of each option
✔ Checking for preferred option/s and
reasons
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Department of Education Region VIII
Helps coachee decide which option/s to adopt
and plan actions to be taken by:
✔ Facilitating movement from options to a
decision
✔ Guiding development of plan of action
✔ Ensuring that success indicators are clear,
possible risks are anticipated, and timeline and
support needed are identified
✔ Checking commitment to plan of action

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 The overall results
are checked against
the previously agreed
success indicators,
which may be the
completion of a
specific output and/or
the demonstration of
desired behavior.

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Monitoring and evaluating aims to
answer the following questions:
✔ What results have been achieved
through the coaching
intervention?
✔ What factors helped in achieving
expected results?
✔ What factors did not help in
achieving expected results?
✔ How can gains be sustained?
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COACHING MONITORING AND EVALUATION
DOCUMENTATION

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SAMPLE COACHING MONITORING AND
EVALUATION DOCUMENTATION

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COACHING COMPLETION REPORT

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SAMPLE COACHING COMPLETION REPORT

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Let us practice …
✔ Recall any Coaching Activity that
you have experienced before.
✔ Prepare drafts of coaching plan,
coaching M & E documentation
and coaching completion report
using the given templates
✔ Submit and upload in the link on
or before the given deadline.

Department of Education Region VIII

“Each person holds so much power
within themselves that needs to be let
out. Sometimes they just need a little
nudge, a little direction, a little
support, a little COACHING, and the
greatest things can happen. “
Pete Carroll
Head Coach
Seattle Seahawks
Department of Education Region VIII
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