Watch: Seeing Coaching in Action

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Do curso por Case Western Reserve University

Conversations That Inspire: Coaching Learning, Leadership and Change

128 classificações

Case Western Reserve University

Conversations That Inspire: Coaching Learning, Leadership and Change

128 classificações

Curso 3 de 5 em Specialization Inspired Leadership

Coaching can inspire and motivate people to learn, change, and be effective leaders, among other roles in life. Although most attempts are “coaching for compliance” (coaching someone to your wishes or expectations), decades of behavioral and neuroscience research show us that “coaching with compassion” (coaching someone to their dreams and desires) is more effective.

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Week 2: Physiology and Neuroscience of Coaching

Chronic stress without regular and period experiences of renewal is non-sustainable for performance. We further examine the physiology of the PNS and SNS; including the relationship between stress and the activation of the SNS, and renewal and the activation of the PNS, including implications for hormonal and cardio-vascular activity in the body. We then turn to our neuroscience-based study of coaching; outlining the contagious effect of emotions, and the relationship between the brain's independent and suppresive Task Positive Network (TPN) and Default Mode Network, and how each relates to problem solving/analytical tasks and social tasks/openness to people and experiences. We end this week by outlining the ethical dimensions of coaching: the essentials of trust and environmental safety, awareness of boundaries, and ensuring that the coaching process flows from the coachee themselves.

Watch: Seeing Coaching in Action8:40

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Ellen VanOosten, PhD
Assistant Professor of Organizational Behavior, Director Coaching Research Lab
Melvin Smith
Professor of Organizational Behavior, Faculty Director, Executive Education
Richard Boyatzis
Distinguished University Professor, and a Professor in the Departments of Organizational Behavior, Psychology, and Cognitive Science

[MUSIC]

Hello and welcome to module six.

In this module, we'll discuss having the right the mindset to be a great coach.

Consider ethical guidelines for your coaching practice and

explain personal learning assignment number two.

Let's begin.

When preparing to coach, your frame of mind is

as important as the skills you bring to the coaching conversation.

Let's consider four cornerstones to help you develop a mindset for great coaching.

First, believe that coaching is a process, not an event.

Development, learning, and change take time.

A new way of thinking, of being, of doing, all require time and

energy and development of new habits.

Know the process doesn't happen overnight, so it takes time.

Next, consider your approach to coaching conversations as a chance to mine for

gold not dig for dirt.

There's a story I came across in the Houston Business Journal years ago that's

become one of my favorites and makes the case for this point.

At point in US history,

Andrew Carnegie was one of the wealthiest individuals in America.

He came to the United States from Scotland with his family when he was very young.

Worked a variety of jobs and

ended up as the head of the largest steel manufacturer in the country.

At one point, Carnegie had 43 millionaires working for him.

And in those days, a millionaire was very rare.

Our reporter interviewed Carnegie and

asked how was it possible to have 43 millionaires at his payroll.

And he responded that those men,

those times they were all men, weren't millionaires when they started working for

him, but developed into millionaires over time.

And the reporter's next question was, well, how did you develop these

people to become so valuable to you that you would pay them this much money?

And Carnegie replied that people are developed the same way gold is mined.

When gold is mined, several tons of dirt must be moved to an ounce of gold, but you

don't go into the mine looking for dirt, you go into the mine looking for gold.

Excellent coaches enter into coaching engagements looking for gold.

Next, the agenda comes from the coachee.

So, what does this mean?

It really means have an agenda but always be flexible and

meet the coachee wherever they are.

I always say to those I'm coaching when we begin working together,

I'll be the keeper of our process but this is your process.

So we can customize this in any way that helps you reach your goals for

our time together.

So, as keepers of the process as coaches, we always know and

stay true to the end goal, but allow the client throughout the process to have

choice in how we spend our time together.

The fourth point is trust is essential.

Your relationship with your coachees is at the very heart of any coaching engagement.

Trust and openness are critical for your relationship to flourish.

So, your role as coach is fundamentally about creating a safe,

positive environment in which learning and transformation become possible.

This are four cornerstones we find to be essential.

What other components do you rely in your own coaching practice?

Due to the interpersonal nature of coaching,

it's likely you may encounter questions of confidentiality, professional standards,

potential conflicts of interest and other matters in your coaching.

It's important to be aware of and

knowledgeable of ethical principles guiding your work as a coach.

Codes of ethics exist and adherence to them is often required for

membership in different coaching networks.

Ethical codes ensure the profession of coaching

upholds the highest standards of professionalism.

While we're not able to cover every coaching network's code of ethics

here due to time constraints.

One that is well-developed is the code of ethics

from the International Coach Federation, or the ICF.

The ICF Code covers topics such as professional conduct in general and

with clients, conflict of interest, and matters of confidentiality and privacy.

If you're interested to learn more, check the ICF website.

In general though, there are four universal principles that

serve as an important foundation for any coaching practice.

The first one is flourishing is the main goal.

Above all else, our primary aim in coaching is to help another person

realize their aspirations and grow into the best version of themselves.

Borrowing language from Barbara Fredrickson,

the spirit of the coach's work is to broaden and to build.

It is never to manipulate or control others.

Our second guideline is to always have a contract.

Whether your work is sponsored by an individual or

an organization, it's important to have a written contract.

Contracts should be agreed upon by all parties.

Within the contract, you'll want to outline roles, responsibilities, and

expectations.

It's also useful to include elements of the coaching process and

time period for the work.

Provide a space for

each party involved to sign the contract indicating their agreement.

Our third guideline is to maintain confidentiality always.

The relationship share between a coach and a coachee can be deep and complex and

requires confidentiality.

You must maintain complete confidentiality and the coachee’s right to privacy.

Include an agreement in your contract and

cover it at the beginning of your coaching engagement that specifies how and

through what means you'll exchange information, and if applicable, with whom.

The fourth guideline is know your boundaries.

If your coachee discloses or you become aware of extenuating personal or

even medical issues that extend beyond the scope of your coaching agreement,

make a referral to another professional who can help your client.

Examples could be therapists, clerics, doctors, nurses, etc.

Examples of issues you could encounter might be personal family matter such as

a divorce, or maybe a troubled child

as well as mental health concerns such as depression or anxiety.

To reiterate, these are general guidelines and shared only as a starting point.

These are not meant to be a comprehensive list in any way.

It's wise to be informed of ethical concerns and guidelines and

to always stay abreast of these considerations.

Our last topic in this module is directions for

your personal learning assignment number two.

The main focus of this assignment is to provide a chance for

you to observe people who coach and to learn from your observation.

Instructions for this assignment will be posted, so

there's no need to take notes now, but we wanted to explain what you need to do.

To get started, identify two people who coach frequently, but

who do so in different context.

For example, a leadership coach, a manager, a career or

life coach, even a health coach such as a doctor, a nurse and so on.

You can even consider parents since ultimately parents are life coaches.

The next step is to ask permission from the coach and

the person being helped to observe their interaction or coaching session.

Next, observe the interaction for at least 20 or 30 minutes.

Afterward, interview the two individuals separately about their experience.

Ask each one to describe the experience, what the goal was, what the outcome was,

how they felt throughout the whole thing.

Next, analyze the two coaching situations based on a number of questions

including but not limited to, what did you notice about the interaction?

Did the coach arouse the PEA or the NEA or both and could you provide examples?

How did the coachee experience or received the coaching?

On a scale of one to five, with five being high,

rate the effectiveness of the coaching in your own mind and explain your reasoning.

Try to keep it to one page.

As a reminder, you want to record your notes in your personal learning journal so

it's all in one place and easy to find in reference in the future.

This concludes Module 6.

To summarize, we discussed the importance of having the right mindset for coaching.

We considered ethical guidelines and

covered personal learning assignment number two.

See you next time.

[MUSIC]

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