Outcome Nine: Encourage and Monitor Follow-through on Coaching-Precipitated Actions
* Coaching Process
o Support the movement of client past the coaching-based reflective and planning phase to the taking of action on the specific plan being identified
o Find an appropriate level of hope for success of the plan client has formulated and share this hope in a manner that is not binding
* Coaching Accomplishment
o Set up an action plan with client that includes time-table, milestones and report-back arrangements
o Take responsibility for meeting with client at appropriate times and support (appreciatively) the achievements to date.
Outcome Ten: Encourage and Facilitate Reflection on and Learning from the Coaching Engagement
* Coaching Process
o Periodically stop the coaching engagement to reflect on and take action to improve on the coaching process
o Share “ownership”/responsibility with client for improvement of the coaching process (including willingness to “hear” and act upon negative feedback from client)
* Coaching Accomplishment
o Establish and model life-long learning for the client that benefits client far beyond the coaching engagement
o Become a better coach through ongoing reflection on each coaching engagement
Issue-Focus of Coaching Process
A second way in which to categorize and differentiate among various schools of professional coaching is to examine the relative emphasis placed on particular issues in the coaching process. Following is a model of coaching issue-focus that might be deployed in making this assessment. It builds off the second psychotherapy models offered by Andrews (see Appendix D and E).
Issue One: Self-Concept
Understanding/Awareness
Empathically explore clients’ currently experienced self-image
Provide articulate appreciation of client’s understanding regarding significance and implications of current self-image
Change/Experimentation
Provide safe setting in which client can explore, experience and assimilate new, dissonant self-perceptions
Build on the client’s own self-initiated engagement in exploration of dissonant self-perceptions.