STAGES IN THE COACHING PROCESS

There are a number of stages in the coaching process and while they are not firmly fixed it is certainly beneficial for most of them to be utilized. A systematic approach will help ensure that the quality of the coaching is high without imposing an artificial environment:

• Inform the learner when the coaching session will happen. Coaching may happen on an ad hoc basis when there is an opportunity, but in most circumstances it is less unsettling if learners have the chance to prepare themselves in advance.
• Minimize the potential for anxiety. If a person is anxious he or she is more likely to be defensive and construct barriers that hinder true communication with the coach.
• Break the ice. It is advisable to begin coaching sessions with a lighthearted discussion that puts the learner at ease and which develops a positive rapport.
• Invite learners to comment on their performance first. Asking learners to begin the session allows them to take some control and thus reduces possible tension. It also enables discussion of aspects of which the coach may not even be aware.
• Ask questions. It is o en better to ask questions and guide learners to assess themselves rather than directly presenting them with evidence of non-conformance. Of course, there may be some individuals who will not openly acknowledge shortfalls in skills or who may even be oblivious to them.
• Acknowledge strengths. It is important to acknowledge where people have been doing well because if there is no recognition of positive behaviour it may decline. Furthermore, giving genuine praise, where merited, will enhance confidence and motivation and encourage further learning.
• Areas for improvement. From a psychological perspective it is o en beer to discuss what could be done better than what went wrong. Presenting an area as a deficiency is a negative approach and it is better to look optimistically at upward trends in performance. A popular strategy is to begin with, ‘What went well?’ and then follow this with, ‘What could have gone be er?’
• Agree targets. Arbitrarily imposing targets for learners o en fails to get their commitment and may result in resistance. A more productive approach is to ask what can be achieved and negotiate an objective that is challenging but achievable. Setting a target that is too ambitious may only result in demoralizing the learner if it is not reached. Stretch targets are acceptable, but unachievable ones are pointless and undermine the learner and the organization.
• Support and motivate. Coaching sessions provide a very good opportunity to develop a closer relationship with learners and this enables them to be encouraged and motivated.
• Is there anything else? Before the coaching session is concluded it is o en helpful to ask if there are any other areas that haven’t been discussed. By using this invitation other areas of concern may also be addressed.
• Arrange date and time for next session. Setting targets is insufficient if there is no particular deadline by which they should be achieved. Arranging a time for the next meeting gives a focus to the agreements and motivates the learner to implement the actions.