Encyclopedia of Leadership

HOW TO USE THIS LEADERSHIP TOOL

“Coaching is a human function, not a management function.”

—Peter Block, STEWARDSHIP

Almost every tool in this book could potentially be of value when coaching individuals or

groups. Use the workspace provided to think through the questions you might ask while

coaching, the leadership tools that might be of value in the coaching process, and what actions

you might take to excel at coaching others.

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392 SECTION 13 TOOLS FORLEADINGPERFORMANCE

➠What start-up concerns do we each

have?

➠What is important to you at this

time?

➠What overall process are we going

to use?

➠What are our initial goals for

coaching?

2.7 Goal Statements

9.4 Leader Impact

11.1 Process Cycle

13.3 Accountability

13.8 Competencies



Contracting for

success

☛Resources for

Elements Questions to consider coaching Your action plan

Clarifying

what is

possible and

setting goals

❑ The coach challenges the coachee to explore environmental and self-imposed limitations.

❑ The coach and coachee strive to set challenging yet realistic goals for short- and long-term

success.

➟❑ Options available to the coachee are identified, developed, and clarified.

Taking action

❑ Learning experiments are action plans designed to help the coachee try out new behaviors

and ways of working. They involve taking calculated risks to overcome habits or limitations.

❑ Learning and insight increase as action is taken, results are assessed, and new action is

planned.

❑ The coachee overcomes existing limitations and further develops current strengths.

➟

Taking stock

and staying on

track

❑ Regular coaching meetings are scheduled. The coachee’s past actions and learning are

reviewed; new actions are planned that will require the coachee to take calculated risks, and

the coaching process is continually assessed and refined.

❑ Triumphs and setbacks are inevitable as the coachee works to overcome old habits and build

new ways of thinking and working.

❑ The coachee tracks his or her actions, successes, setbacks, and learning in a journal.

➟

Ending the

coaching

❑ As the need for coaching support decreases, the coaching partnership needs to be phased out,

rather than suddenly truncated.

❑ A plan is established for the coachee’s ongoing development, perhaps even to the point of

finding another coach who would challenge and support the coachee in new ways.

➟