1.2 - Identify potential individual, operational and organisational barriers to using coaching or mentoring and develop appropriate strategies for minimising or overcoming these
Is the coachee aware of what to expect?
Here, we make sure that the coachee appreciates what coaching is, how it generally works and what they might expect during the coaching sessions.
For example, they need to understand that coaching is not training and that this kind of learning happens in a different way to training.
They need to know that you’ll be encouraging them to gain insights, ideas and perspectives on situations that will enable them to act differently and get different results.
They need to know that you will encourage them to focus consistently on their desired goals or outcomes, as a way of maintaining an effective course of action.Sometimes it is useful to give coachees a written overview of what coaching is, broadly how it works, and what is expected of them.
If possible, do that in advance of the session, giving the coachee the opportunity to read and digest the information.
This works well where the coaching engagement is going to be fairly brief, e.g. one to three sessions.
Additionally, some people welcome reading material as a way of preparing for a coaching relationship.
The key is to find a balance of background information and discussion that is going to enrol and engage the individual. Using both documents and discussion up front often helps, enabling the coachee to orient to, and benefit from, the experience.
The following identifies the key elements of a coaching overview:
Coaching Overview Document
What it does:
It gives someone an initial understanding of coaching: what it is, its benefits etc
It encourages a coachee to begin thinking about any goals or objectives they might have.
When might I use it?
- During initial discussions about the potential of coaching .
- In advance of the first coaching session.
- When beginning a new coaching relationship, to give a new coachee some background information or reading.
1.1 - Context, definition and difference
1.2 - Barriers to using coaching
1.3 - The case for coaching
2.1 - Knowledge, skills and behaviour
2.2 - Effective communication
2.3 - Responsibilities to manage relationships
3.1 - Review a model or process
3.2 - Rationale for contracting
3.3 - Exploring expectations and boundaries
3.4 - Rationale for supervision
4.1 - Review elements required for integrated coaching
4.2 - Analyse how benefits evaluated