Coaching Facilitators Guide - Leandeployment
C.O.A.C.H.Performance CoachingCourseFacilitator’s Guide
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideTable of ContentsA Note to the Facilitator. 3Course Schedule . 4SECTION 1. INTRODUCTION . 5Our Agenda . 5Flow of the Course. 6Course Objectives, Learning Outcomes, Your Expectations . 7SECTION 2. COACHING CONCEPTS. 8Your Experience . 8(The Rest of the Coaching Concepts). 8SECTION 3. A COACH’S SKILLS . 11Exercise: Your Good Coaches; Good Characteristics. 11Skills. 12Ask Good Questions, Open-Ended Questions. 13Listening and Motivating . 14Feedback. 15Coaching Success and Failure. 15SECTION 4. THE FOUR TYPES OF COACHING . 16Four Types . 16Problem Solving. 17Tutoring . 18Mentoring . 19Confronting . 20When NOT to Coach. 21Coaching Blocks . 22SECTION 5. THE C.O.A.C.H. MODEL . 23Process Check. 24Counsel . 25Offer . 26Agree. 27Challenge . 28Highlight . 29SECTION 6. APPLYING THE C.O.A.C.H. MODEL . 30Case Studies . 31Practice Application . 32Problem Solving, Practice . 32Tutoring, Practice. 33Mentoring, Practice . 34Confronting, Practice . 35Personal Coaching Plan. 36Wrap-Up . 36Lean Training2 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideA Note to the FacilitatorCoaching Philosophy The C.O.A.C.H. model calls for a high level of involvement on the part of thecoachee, who owns the coaching session. It sees the real job of a coach ashelping people unleash and express their potential.Presentation Guide This guide provides facilitating notes to the Performance Coaching course usingC.O.A.C.H. for a trainer to present the course material in the various presentationsassociated with this course. It uses the same section names as the Participant’s Workbook, so you can easilyfind your place. PowerPoint slides have been designed for your use in presenting the course. TheParticipant’s Workbook is built around the notes pages to those slides, so theclass can follow the slide presentation using their workbooks. This guide will show you these PowerPoint slides.Lean Training3 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideCourse ScheduleThe table shows a typical schedule for a one-day workshop.Time0800-0815SectionMaterials1: IntroductionOutputP. Workbook pp. 1-7List of expectationsYour Expectations0815-09002: Coaching ConceptsP. Workbook pp. 8-21 Your Experience Lessons from coachingexperienceAreas for improvementin ability to coachExercise on Principles0900-10153: A Coach’s SkillsP. Workbook pp. 22-35Exercise: Who Am I? (pens,papers, sticky tape)Exercise: Motivators Good Characteristics1030-12304: Four Types ofCoachingP. Workbook pp. 36-49For each of the 4 types: My Situation My Approach My Areas forImprovementMy Situation/My Approach(for each type)1330-14004: Four Types ofCoaching (continuation)P. Workbook pp. 50-521330-15005: The C.O.A.C.H.ModelP. Workbook pp. 53-651515-17306. Applying theC.O.A.C.H. ModelP. Workbook pp. 66-73Appendix: Problem Coachees Coaching Case Personal Coaching PlanLean Training4 of 36Characteristics of“Your Good Coaches”List of motivatorsGood CoachingCharacteristics: Selfrating When not to coachCoaching blocks Case studypresentationsPersonal CoachingPlan www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 1. INTRODUCTIONSection 1. IntroductionOur Agenda The slide shows the six sections of the course.Our AgendaSectionSection Section Section Section Section 1:2:3:4:5:6:IntroductionCoaching ConceptsA Coach’s SkillsFour Types of CoachingThe C.O.A.C.H. ModelApplying the C.O.A.C.H. Model Treat this page like a Web site home page.Lean Training5 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 1. INTRODUCTIONFlow of the Course The first slide marks the start of the section. The second slide shows you how the course flows. Each section in theParticipant’s Workbook opens with this flowchart, to show where the class is atthat point.Flow of Course1. & 2.LearnConcepts& SkillsSection 1:Introduction4.Practice applyingC.O.A.C.H. modelLean Training6 of 363.Prepare forthe 4 Typesof Coaching5.Learn theC.O.A.C.H. modelwww.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 1. INTRODUCTIONCourse Objectives, Learning Outcomes, Your Expectations Walk the class through these slides. At “Your Expectations” ask the participants to share these.Learning OutcomesCourse Objectives The objectives for this course are simple To give you a model for coaching anddevelop your skills as a coach. Lean Training7 of n andfor Whom?How?www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 2. COACHING CONCEPTSSection 2. Coaching ConceptsYour Experience Lead them through this exercise and conduct a large-group discussion.Your Experience What experience do you have coachingothers? (The Rest of the Coaching Concepts) Walk the participants through the rest of the slides for Coaching Concepts. Pauseto stimulate discussion and verify understanding after each slide. These slides reinforce each other and the main philosophy. Depending on howquickly the class absorbs these, you may shorten the time you spend on these. The first two slides show coaching in the context of Lean Leadership Behaviors.Lean Leadership BehaviourCoach as StewardDevelops Employees and TeamsA true coach startsby looking in the mirror.Lean Training8 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 2. COACHING CONCEPTSThe next four slides show the definition of coaching and its benefits and context.What Is Coaching?Why Coaching?x Teaching PeoplePotential CommunicationHelping People LearnPerformanceP roductivity Im prove m e ntTraining and CoachingRespect the 0%TrainingTraining and Coaching DifficultTimesActivityThe final two slides in the section address the coach’s job.Show the ContextJob of Coach Problemas Coacheesees itTo help people unleash and express theirpotential Context of the problemas the Coach sees itLean Training9 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 2. COACHING CONCEPTSPrinciplesUsing the next four slides, discuss the three Principles related to coaching. Ask or callon volunteers to share their answers.Principle of ResponsibilityPrinciple of Awareness Awareness enables you to let others seewhat is not apparent. Throughout a coaching session, thecoachee needs to feel responsible butmust also do so voluntarily. Principle of Relationship Good coaches show genuine respect,attention, and care.Exercise on Principles Lean TrainingHow can I improve my ability to coach,based on these three principles? 10 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 3. A Coach’s SkillsSection 3. A Coach’s Skills The start of a new section. Use the chart on this page of the Participant’sWorkbook to orient participants to where you are in the course.Section 3:A Coach’s SkillsExercise: Your Good Coaches; Good CharacteristicsGood CharacteristicsYour Good Coaches Who were your good coaches? A good understanding of peopleA genuine curiosity about people Self-awareness, courage, and practice Excellent communication skills Effective at giving and receiving feedback Using the slide on the left (Your Good Coaches), lead participants through adiscussion of their answers. List common characteristics on a flip chart or whiteboard. Afterward, use the second slide above to show the concepts. Ask participants tobring out their answers to the E-Learning module exercise on good characteristics,for discussion.Lean Training11 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 3. A Coach’s SkillsSkills This slide lists the skills that effective coaches use. Emphasize the importance ofthese skills, which are critical to the coaching model to be taken up later.SkillsAsking QuestionsListening Motivating Giving Feedback Exercise: Who Am I?In this exercise, you will preview the first skill on the list: Asking Questions.MaterialsPens, paper and sticky tape for labels to be stuck on the back of someone.TimeAbout 3 minutes per personProcedure1. On the labels write down the names of famous people who are likely to be knownto the group, e.g. pop stars, sports personalities, film and TV characters orpersonalities.2. Pin one of these to the back of someone in the group without him or her seeing it.The label is shown to the rest of the group by that person turning round slowly.3. The person wearing the label has to try to find out the name written on it by askingquestions that can be answered only 'yes' or 'no'.Lean Training12 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 3. A Coach’s SkillsProcess Questions:After everyone has had a go, ask: How difficult was it asking only questions that received the answer ‘yes’ or 'no'?Are there other types of questions you might have used which would have madethe process easier?This could lead on to the use of open questions which expect an answer of more thanone word and usually begin with 'how', 'why', 'what', 'where', etc.VariationsGet each member of the group to secretly write down the name of a famous personand shuffle the labels before starting the game.Ask Good Questions, Open-Ended QuestionsYou are now ready to show the concepts, using these two slides.Ask Good QuestionsWhat are youtrying toaccomplish?What differentways could getyou there?Open-Ended QuestionsHow will youknow you’vesucceeded?What if ?Whatobstacles arestopping you?How can I helpyou succeed?Go through each of the questions listed on the notes pages of these two slides, asthey provide good examples for participants to discuss and emulate.Lean Training13 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 3. A Coach’s SkillsListening and Motivating Two slides cover the skills of listening and motivating. A third slide contains anexercise that can be done in table groups, with reporting.ListeningTALKING isnot the mostimportant stepincommunicating.The mostimportant stepis LISTENING.MotivationMotivation: ExerciseTypes of Motivators: Needs satisfiers Rewards Job Design Participation Identify motivators for each of the fourtypes. After the participants have presented, walk them through this list:- Needs and motivations: Need for achievement, need for power, need to belong,need for freedom, need for esteem, need for security, need for equity, need for selfdevelopment- Rewards: Raises, bonuses, status, benefits, prizes, fringe benefits.- Redesigning jobs: job rotation, job enrichment, job enlargement- Participation: asking opinions, encouraging people to set their own goals,developing pride in your organization or teamLean Training14 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 3. A Coach’s SkillsFeedbackThe next two slides take the class through the skill of giving feedback. Use thestatements in the notes pages to spark discussion.FeedbackGood FeedbackGood feedback is: Timely specific, relevant Fits the coachee Is consistent and fair Focuses on skills, not the person Balances positives and negatives Positive Constructive Negative Coaching Success and FailureThe final three slides in this section allow you to discuss the outcomes of effectivecoaching, and what makes for success and failure.Keys to Coaching SuccessCoach’sSuccess Coaching OutcomesCoachee’sSuccessObservable PositiveChange PositiveRelationshipPitfalls to Coaching Success1. Lecturing instead of coaching2. Exaggerating situations 3. Talking about attitudes instead ofbehavior 4. Never following up 5. Not rewarding improved behavior Lean Training 15 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 4: The Four Types of CoachingSection 4. The Four Types of Coaching As usual, use the section title slide to orient participants to where you are in thecourse. Remember to refer them to the flowchart in the notes page of this slide.Section 4:Four Types of CoachingFour Types This slide shows the four coaching situations, equating to four types of coaching. Familiarize yourself with the definitions of each situation. Take care to differentiate each of the four situations, and ensure understanding bythe whole class.Four TypesProblemSolvingTutoring Coach MentoringConfrontingLean Training16 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 4: The Four Types of CoachingProblem Solving You are now ready to discuss each of the four coaching situations in detail. Thefirst is Problem Solving. Review the definition of this situation.Problem SolvingYou use Problem Solvingto help people solve their problemsor resolve conflicts. Continue the discussion by asking participants to share their thoughts/answers.Discuss selected ones in plenary. Use these examples to illustrate ProblemSolving. Good ones point to specific problems or conflicts. Next, ask participants to reflect on their Problem-Solving approach, using theexercise on the third slide. You can ask for sharing in plenary.My Problem Solving SituationMy Problem-Solving ApproachOpinionsFinding solutions Feelings about problems Insights into problems Logical conversation Recall the Problem-Solving situationyou identified in theE-Learning module. Lean Training17 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 4: The Four Types of CoachingTutoring You are now ready to discuss each of the four coaching situations in detail. Thefirst is Tutoring. Review the definition of this situation.TutoringYou use Tutoringto help people obtainthe knowledge and expertisethey need in their work. Continue the discussion by asking participants to share their thoughts/answers.Discuss selected ones in plenary. Use these examples to illustrate Tutoring. Goodones point to specific knowledge or skills to be gained. Next, ask participants to reflect on their Tutoring approach, using the exercise onthe third slide. You can ask for sharing in plenary.My Tutoring ApproachMy Tutoring SituationIdentifyingActing as resource Checking Praising Recall the Tutoring situationyou identified in theE-Learning module.Lean Training 18 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 4: The Four Types of CoachingMentoring You are now ready to discuss each of the four coaching situations in detail. Thefirst is Mentoring. Review the definition of this situation.MentoringYou use Mentoringto help peoplemanage their careers. Continue the discussion by asking participants to share their thoughts/answers.Discuss selected ones in plenary. Use these examples to illustrate Mentoring.Good ones point to specific career problems or opportunities. Next, ask participants to reflect on their Mentoring approach, using the exercise onthe third slide. You can ask for sharing in plenary.My Mentoring SituationMy Mentoring ApproachHistoryKey players Culture Personal Networks Goals and Values Recall the Mentoring situationyou identified in theE-Learning module. Lean Training19 of 36www.leandeployment.com
C.O.A.C.H. Performance Coaching CourseFacilitator’s GuideSection 4: The Four Types o
A Note to the Facilitator Coaching Philosophy The C.O.A.C.H. model calls for a high level of involvement on the part of the coachee, who owns the coaching session. It sees the real job of a coach as helping people unleash and express their potential. Presentation Guide This guide provides facilitating notes to the Performance Coaching course using
training and can present risks to their coaching business. There are specific coaching niches such as substance abuse recovery coaching or ADHD coaching where the coach has specialized training to address the client's distress and in those circumstances, it may be appropriate for them to begin coaching at this level. 2. Resilience Coaching
4. IDEAS Facilitators’ Guide. Overview of the IDEAS Facilitators’ Guide. What is this guide for? The . IDEAS Facilitators’ Guide provides briefing notes on how you, as a facilitator, can support small-grant recipients to use the IDEAS Guide to clarify their project design, and to plan and manage their evaluation.
Coaching program flow This is a generic coaching program flow that can be tailored to organisational and individual needs. Typically coaching programs are six months (nine hours of coaching) or 12 months (15 hours of coaching). Coaching Approach Overview and outcomes In my approach, responsibilities are shared. The coachee drives responsibility
Contents. Introduction 2 Part 1: Coaching - the current position 3 Part 2: Defining and demystifying coaching 11 Part 3: The key players in the coaching relationship 18 Part 4: Making the case for coaching 23 Part 5: Preparation and setting the scene 29 Part 6: Choosing the right coach 32 Part 7: Coach selection and matching 38 Part 8: Managing the onward coaching engagement 46
P Coaching con PNL. P Los anclajes en la sesión de coaching. P 2019 Niveles lógicos. P Creencias poderosas y limitantes. P Las posiciones perceptuales en la sesión de coaching. P Integrando las técnicas básicas de PNL en la sesión de coaching. Tema 8 14 y 15 de junio de 2019 Coaching en las organizaciones educativas y coaching de grupos y .
P Coaching con PNL. P Los anclajes en la sesión de coaching. P 16 Niveles lógicos. P Creencias poderosas y limitantes. P Las posiciones perceptuales en la sesión de coaching. P Integrando las técnicas básicas de PNL en la sesión de coaching. Tema 8 29 Y 30 DE MARZO DE 2019 Coaching en las organizaciones educativas y coaching de grupos y .
sales coaching. Sales managers need to understand why coaching has such a high return on investment. Let’s start by defining sales coaching: Sales coaching focuses on helping reps develop the skills, knowledge, and use of strategies that improve sales results. Based on this definition, the reasons why reps benefit from sales coaching are
Animal Fun Challenge Pack . Fold the paper plate in half. 2. Trace the elephant's outline on one side. 3. Colour or paint the elephant (not the tusk). 4. Cut out the elephant making sure not to cut the folded edge except for the shaping at each end. 5. Carefully cut out the paper plate section between the legs leaving the edge of the paper plate connecting the legs to make the rocker. (This .
