Therapist to Coach Senior Practitioner in Coaching Workshop 3 - - PowerPoint PPT Presentation
Therapist to Coach Senior Practitioner in Coaching Workshop 3 Module 4 Day 6 Effective coaching and systems thinking Dr Trish Turner Agenda Day Six 9.00am Review and process reflection Evaluation skills Skills practice and exercises
Workshop 3 Module 4 Day 6 Effective coaching and systems thinking
Dr Trish Turner
9.00am Review and process reflection Evaluation skills Skills practice and exercises 10.30am Working break within triads 10.45am Skills practice 1.00pm Lunch 1.45pm Systems thinking, constellations, skills practice 3.30pm Working break within triads 5.00pm Plenary 6.00pm Finish
¨ How is it going for you? ¨ What is going well for me
as a coach?
¨ What do you still need to
work on or need help with?
¨ What questions am I
considering that are arising from my practice, reflection and exploration of theory? The process of coaching practice
Group discussion
¨ Improvement performance and productivity ¨ Staff development ¨ Improved learning ¨ Improved relationships ¨ Improved quality of life for individual ¨ More time for the manager ¨ More creative ideas ¨ Better use of people, skills and resources ¨ Faster and more effective emergency response ¨ Greater flexibility and adaptability to change ¨ More motivated staff ¨ Culture change ¨ A life skill
Coaching for Performance, John Whitmore (pp156-158)
EMCC Competency 8: “Gathers information on the effectiveness of their practice and contributes to establishing a culture
CI 98 “Critiques diverse approaches to evaluation
¨
Fiscal responsibility: a lot of money is being spent on coaching but there are no hard proofs that it works
¨
Increasing scrutiny: tough economy, tougher decisions on spending
¨
Some say coaching is just a trend: need to validate coaching’s contribution to the bottom line
¨
Need a measure to separate effective coaching from ineffective coaching
¨
Improving practice
EMCC competency The case for
¨ Coach’s effectiveness is
measured by the outputs of the coachee
¨ So, is the coachee ready? ¨ Can they achieve success? ¨ What is the ‘coachability’ of
the coachee?
¨ Openness to feedback ¨ The executive’s self-
assessment of need, along with a sense of urgency
¨ The executive’s perception
and the likely outcomes
¨ The strength of competing
commitments (forces that drive stasis or change)
¨ The executive’s fear of
consequences if he or she does not seek and accept help
(Excerpts reproduced with kind permission from Terry Bacon, Ph.D. and Anna Pool, M.A., OD)
The factors in order of perceived importance were:
¨ Contribution to the business results or objectives agreed at the
start of the programme
¨ Personal capability of the individual being coached. ¨ Adherence to process: Did the coach deliver what they said they
would, within agreed timescales and to the promised standards?
¨ Satisfaction of the coachees with the relationship: Did they like,
get-on well with and have a good rapport with the coach.
¨ Responsiveness to change: This covered the coach’s ability to
alter dates, times, locations etc. with minimum cost impact.
International Journal of Evidence Based Coaching and Mentoring Vol. 3, No. 2, Autumn 2005 Page 30. The Coaching Scorecard: a holistic approach to evaluating the benefits of business coaching. Mel Leedham
1.
The client must be coachable.
2.
The coach must fully use all the data in the ecosystem.
3.
The coach must identify the real problems. Many coaching engagements fail because the coach fails to drill down to the underlying coaching need. Often the presenting problems are not the real problem.
4.
Intangible but critical mindset shifts must be linked to tangible and measurable behavioral shifts.
(Excerpts reproduced with kind permission from Terry Bacon, Ph.D. and Anna Pool, M.A., OD)
¨ Level 1: Reactions. What did
the coachee think of the engagement?
¨ Level 2: Learning. What did the
coachee learn during the engagement?
¨ Level 3: Behavior. What
learnings, skills, etc., did the coachee apply on the job?
¨ Level 4: Results. What changes
in results and productivity have been observed on the job?
¨ Level 5? Return on investment
Measurement from start to finish
This works best when the business goals and metrics are clear. The variables are measured at the beginning of coaching and again at the end and the results are evaluated.
Formative and Summative Evaluations
¨ Formative
¨ Summative
¨ Examples of forms
¨ Handout 6 ¨ Where do they
¨ Two groups
Pat Smith works at Anybiz Ltd., a FTSE 100 manufacturing company in Manchester. S/he worked as a very effective line manager for three years before being promoted to direct a department one year ago. In the past year, there have been numerous complaints from direct reports concerning his/her lack of interpersonal skills and effectiveness. His/her boss is also concerned that Pat doesn’t have the strategic planning and change management skills that s/he will need in order to refocus his/her department’s sales channels and be successful in this downturned economy. Pat’s boss has engaged an executive coach to support Pat in making these changes over the next six months. How should you measure the effectiveness of this coaching engagement?
(handout 7)
¨ The Coach ¨ Pat, the Coachee ¨ The Boss ¨ How should you
Triads
¨ As the coach
What assumptions did you make about
¤ The boss? ¤ The coachee?
¨
As the coachee
¤ What role did you experience the coach taking?
¨
As the boss
¤ How did you the experience the role the coach took?
How was it for you? Learning?
¨ “Only work with clients who are motivated to change…” ¨ “Only work with clients who are likely to succeed in meeting
the metrics…”
¨ “I’m a life coach, I only need to measure my own skills and
how the coachee felt about the process and their personal goals…”
¨ What about coaching for culture change (e.g. more
supportive, people orientated organisation)?
¨ Or for personal growth? Or for a change in their personal life? ¨ Ethics? Values? ¨ Research? ¨ Financial viability/feasibility of evaluation?
¨ Identifies evaluation
¨ Pitfalls to avoid ¨ Case studies ¨ References ¨ Plus… articles on
¨ Time to raise
¨ Thinking in terms of relationships connections
¨ Mapping, seeing the whole, seeing patterns ¨ Understanding that movement or action or
¨ Recognising that a collection of parts together
¨ Which therapeutic
¨ How are you
5 mins each discussion in pairs or threes Brief feedback in large group
¨ “A group of objects that stand together to make a
pattern”
¨ “A spatial, relational model of the invisible
dynamics within an issue or challenge in a system
client’s inner image of their issue or challenge.
¨ That map…, is, through a facilitated process,
illuminated, disentangled and brought into balance through the application of the insights, principles and practices of this work” John Whittington http://www.coachingconstellations.com/faqs/
¨ A fresh perspective is needed ¨ There is no apparent path to a solution ¨ Where relationships appear to be blocked by
hidden dynamics
¨ Where a client has a challenging relationship with
their role in their organisation or team
¨ As a coach you sense ‘something else’ in the
client’s system affecting their ability to be present
[John Whittington, as before]
1.
Ask the client “What is the issue in just a few words? What would be different for you if this issue was resolved? If we were to create a map of this issue what elements would we need”?
2.
Invite client to “map” this within a boundary using representatives
3.
Invite the client to take time to look at the map and ask “So what fresh information and insights have you gained from looking at the issue like this? What do you notice as you look at this?
See handbook page 87 for full exercise abridged from John Whittington (2012) Systemic coaching and constellations
¨ Which is the most important question or challenge
you currently face as a coach?
¨ Identify the key elements that make up that
relationship system - examples may include:
¨ What would your boss want us to be focusing
¨ Your wife/husband/partner, your children? ¨ What would your customers/clients want you
¨ Your trust board? Your shareholders? ¨ If the climate had a voice, what would it be
¨ Whittington, J. (2012) Systemic coaching and
constellations: An introduction to the principles, Practices and Application. London: Kogan Page
¨ http://www.coachingconstellations.com/ ¨ Family therapy and systems thinking. Handbook p56 ¨ The 7-eyed model of supervision. Handbook p124 ¨ Adaptive action (Human Systems Dynamic).
Handbook p90
¨ Gillie, M. in Clutterbuck and Megginson (2009:29 ff)
Using Gestalt to explore the whole system in
¨ Systemic Coaching: Delivering value beyond the
individual (2019: Hawkins & Turner)
Dyads/Triads: Coach Coachee Observer
Within triads
¨
Anything to say following systemic work?
¨
What steps have people identified that they need to take in order to meet their deadlines for portfolio submission?
¨
Which competences have been demonstrated most/most easily?
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What does this tell you about potential strengths in your business?
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Which competences are proving harder to evidence so far?
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How might you address this going forward
¤ One thing that stood out for you today ¤ How are you feeling?
¨ Close