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This entry was posted on October 2, 2012, in Organisation and tagged Learning outcomes, Planning. It started as a gimmick to demonstrate to my first year basketball group how important planning is to effective coaching.
Knowing that my new basketballs had yet to be inflated, I deliberately showed up to my session with about 1 minute to spare and made a bit of a scene. Even though I’ve been coaching fairly intensively and frequently for 15 years, I still plan every session on paper. I developed this template with some year 3 students a few years ago as we were exploring how to better cope with gifted and talented pupils in PE. Although there are a number of different ideas about how coaches should ask questions, essentially there are five main coaching questioning methods or approaches which you should consider when you are about to coach someone. Although these approaches are all relatively self-explanatory, they are relatively one-dimensional and need quite a bit of practice, and coaches may like to follow a more integrated system or process. As well as knowing where you are trying to get to, you need to know where you are starting from – the Current Reality. Once you know where you are and where you want to go, the next step is to explore what Options you have for getting there. But this in itself is not enough – you must also have the motivation or Will to make the journey. The OUTCOMES™ Coaching model was developed by Allan Mackintosh to enable managers to undertake more structured coaching sessions with their employees than perhaps they have been used to. C = Clarify the Gap between where they are now and where they need to get to, in order to achieve their objective. E = Enthusiasm & Encouragement – The manager must at all times show enthusiasm for the objectives ahead and encourage the employee to do as best they can. The Coaching Skills Template Model aims to give a coach two individual but complimentary frameworks to use all on one simple page (and use as a preparation sheet for each coaching intervention in which they engage).
Around the edge of the template are six progressive coaching steps, starting with the “Recognize” step (with 3 summary statements under each). The ‘Read’ step ask the coach to carefully read or assess the person they are planning to offer coaching or feedback and to look at both the context and general situation that exists in relation to the issues an challenges that are likely to be raised.
The ‘Receive’ step asks the coach to maintain a high level of focus on the person being coached and to listen attentively at all times (watching for visual and verbal clues about behavior as well as taking account of any other feedback that might be available.
The ‘Re-frame’ step (having listened to the other person) asks the coach to help the individual to re-frame any problem or issue that they may be having and to them identify ‘the gap’ that needs to be closed (between the present and future state. The ‘Record’ step asks the coach to help the individual he or she is coaching to set targets for improvement or change, establish milestones for the journey and fix timeframes in which the desired improvements or change should occur.
The ‘Review’ step asks the coach to work with the individual being coached to look back at his or her efforts to improve or change and assess the circumstances in which the change occurred, what he or she has experienced and what real progress has been made. These six steps serve as a continual cycle or iterative loop for all coaches to remember as they plan to make any coaching intervention.

B)   Is the coaching challenge about dealing with a problem to be solved or an opportunity to be realized? By integrating these two continuums of Past-Future and Problem-Opportunity, we can write notes in one of four labeled spaces. Jon Warner is an executive coach and management consultant and in the past has been a CEO in three very different companies. ReadyToManage is your one-stop shop for world class employee and personal development resources. Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising.
Vauna Beauvais, Assiting people in getting the happiest life possible via therapy, coaching, and training.
Clipping is a handy way to collect and organize the most important slides from a presentation. Acting out dispair and embarrassment, I asked a couple of students to run off to reception to inflate a few balls, thinking it would set me back about 5 minutes. It carried the right message to the students and I think they all understood that the whole thing was a big act with a single simple point. We wanted our activities to give the children opportunities to demonstrate cognitive abilities, which we noted specific examples of in the final column to the right (above). Having a standard method of structuring a session plan is helpful and reminds you of important details.
Some of the research suggests that teachers rarely plan to differentiate within a session, especially to stretch the more talented performers.
Getting a grip on your coaching curriculumJason on ‘Spiralling’ out of control? Each of the five has a different application depending on why the coaching is taking place.
Another way in which coaching can be offered to individuals is therefore to adopt a specific “step-wise” coaching methodology or approach. It provides a simple yet often powerful framework for navigating a route through any coaching session (formal or informal) that you may find yourself in, as well as providing a means of finding your way when lost. GROW is an acronym for Goal, current Reality, Options and Will – which are seen as the four key elements of a coaching session.
The goal should be as specific as possible and it must be possible to measure whether it has been achieved.
It is surprising how often this is the key part of a coaching session and that by just seeing clearly the situation (rather than what was thought or imagined to be the situation), the resolution becomes obvious and straightforward.
A useful metaphor for GROW is a map: once you know where you are going (the goal) and where you are (current reality), you can explore possible Options in making the journey (options) and choose the best of these. This is an important step as it is vital that the reasons behind wanting to achieve the objective are understood.

Once the options have been discussed and the best way forward agreed, the manager must check the motivation of the employee to move on the actions.
The manager must always show support for the employee in the tasks agreed and must also ask if there is any support that they have to put in, in order to assist the employee. It also ask the coach to identify the right time and place to engage in a coaching intervention and to select the best opportunity so as to ensure that the quality of the discussion is as good as it can be.
As the chart shows, the labels for these spaces are therefore Acceptance (a missed opportunity in the past), Aspiration (an opportunity to be realized in the future), Closure (a past problem that needs to be put behind the person so that they can move on) and finally Planning (a current problem that needs a solution to it in the future). Jon Warner is a prolific author, management consultant and executive coach with over 25 years experience.
In order to post comments, please make sure JavaScript and Cookies are enabled, and reload the page. What is odd is that, emotionally speaking, I came away from the session feeling terrible: like I do on the odd occasion where I have a nightmare session.
This is especially useful in a complex session where you want learners to meet a range of potential outcomes and to keep track of them whilst delivering activities.
We thought we should add a whole section to the plan (the yellow columns, above) to prompt us to think about strategies for differentiation during every activity. There are many well-regarded and highly proven sequential coaching methodologies that can be applied.
However, for those people who prefer to cover more detailed ground when coaching the OUTCOMES™ model may be attractive.
Are they agreeing to actions because that is what they think the manager wants to hear or are they really motivated to move on the actions? A series of additional (deliberate) planning mistakes were then made, which required me to stop the session on numerous occasions to get additional bibs, find a watch, and think of coaching points (that I hadn’t planned, of course).
This emotional state is often accompanied by a reflective temperament, and I started to think about how important planning is to the delivery of an effective coaching session.
The main point here is that we had a fairly clear idea about what we wanted the children to be able to DO by the end of the session. This stage can take time and many managers “skip” through it, or worse, manipulate their employee with leading questions that enable the employee to come up with the options that the manager wants to hear!
So, even for experienced coaches, planning is important to get your ideas straight about what you intend to do, what content to include, how long activities will last and what questions you want to ask.
This makes it much easier to create appropriate activities (or to steal them from Raising the Bar, in the example above).
If you show a teacher that you’re using something like this when planning your sessions they will be mightily impressed!

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