Coaching World Issue 18: May 2016 - Page 29

Core Competency How It Connects Setting the Foundation Establishing Ethical Guidelines and Professional Standards • Encourages the client to secure a safe place where he/she can talk freely and confidentially • Clearly communicates that the feedback report and discussion are confidential Establishing the Coaching Agreement • Helps the client identify and confirm outcomes of the feedback coaching session and why they are important • Keeps the feedback session on track to achieve expressed outcomes Co-creating the Relationship Establishing Trust and Intimacy • Establishes a safe and trusting space for delivery of the feedback using a respectful, balanced and judgement-free approach • Encourages and supports the client to express ideas about the meaning of the assessment data and his or her concerns Coaching Presence • Partners with the client to explore the assessment results to support client learning • Is curious to learn more about the client • Notices the client’s reactions and responses to the data and feedback discussion (e.g., open, worried or resistant) and invites the client to discuss them Communicating Effectively Active Listening • Observes and inquires about the client’s language, tone, pace, silence and responses • Asks about and explores the client’s thinking, behavior, emotions and viewpoints • Gives the client time to talk, think and respond to the coach’s comments, feedback observations and questions Powerful Questioning • Asks clear, direct and mostly open-ended questions that encourage new ways of thinking about the feedback data, self-awareness of strengths and areas for improvement, commitment for follow-up action, and other elements of exploration • Asks the client for any big surprises or new learning gains from the feedback report and discussion • Inquires about the client’s decisions for follow-up actions and how they will be deployed Direct Communication • Clearly communicates specific assessment instrument details (e.g., scoring framework, data presentation formats and graphics) • Gives direct and honest feedback that increases client understanding for how to use the feedback data and comments to set priorities and move forward • Uses the client’s language or a way of speaking that supports learning • Encourages the client to do most of the talking Facilitating Learning and Results Creating Awareness • Encourages the client to consider how he or she will use assessment feedback and how it informs self-understanding • Notices and acknowledges when a client gains a new insight about his or her strengths and/or an opportunity for development • Asks the client how he or she will use learning gains from the coaching • Observes the client during the session (e.g., voice, energy level, openness and self-reflection) and seeks client input and exploration Designing Actions, Planning and Goal Setting and Managing Progress and Accountability • Offers to brainstorm with the client on developmental actions, resources and training • Supports the client to decide on and be accountable for follow-up actions after the session (e.g., plan for gaining new skills or abilities, approaches to development, resources needed, timetable for action, and other planning elements) • Notices and shares client’s progress during the session am not fully and totally prepared, like now. I’d like to talk more about that and figure out a way be less stressed.” core competency of Establishing the Coaching Agreement. It also highlighted for me the value of connecting with all of the ICF Core CONTINUED ON NEXT PAGE > 29 I learned that day the importance of beginning every feedback session with greater clarity on the Coaching World report and asking what he wanted to achieve from the feedback discussion, I asked, “What would be most helpful to talk about today?” Much to my surprise, he said, “I always get so stressed out when I