Index – 10 Steps to Successful Coaching, 2nd Edition

Index

In this index, f denotes figure, t denotes tool, and e denotes example.

A

accountability, 13, 126–127, 185–187, 272e

achievable feedback, 100

achievements, 94–95, 96, 96t, 205–206

acknowledging, 131, 137–139, 139t

“act-as-if” approach, 201

action, reluctance to take, 198–199, 199–200t

action planning, 123–124, 124–125t

advice, 16–17, 158, 197

Ahrens, Matt, 72–73, 74

Allen, David, 180

Arrien, Angeles, 242

Art of Executive Coaching, The (Greiner), 270, 270t

Assessment, Goals, Implementation, and Review coaching model, 270, 270t

assignments

accountability for, 185–187

benefits of, 167–168

compelling, 169t, 172–174

completing, 169t, 171–172

customizing and getting coachee acceptance, 168t, 170–171

developmental, 183–184

“doing” versus “being”, 168t, 171

experimental, 184–185

failure, permission for, 187

finding, 174–176, 176–178t, 178–179

for just doing it, 183–185

legacy, 221–222t, 222

as needed, 168t, 171

for noticing, 181–182

partnering to create, 168t, 169–170, 203

for remembering, 179–180

for resource enlistment, 182–183

school versus coaching, 167, 168–169t

for thinking about a topic, 180–181

time management, 176–178t

uncompleted, 203

values and, 187

awareness, lack of, 229

B

babies, virtual, 219

ball-and-chain skills, 95

barriers. See obstacles to coaching

BASIC feedback, 99–100

“being” assignments, 168t, 171

“being” tasks, 119, 217

beliefs, limiting, 29–31, 31–32t, 32–33t, 191–192

Bianco-Mathis, Virginia, 270, 270t

bigger, thinking, 134–135

body language, 207

Bolles, Richard Nelson, 94

Boockvar, Daniel, 262, 273

books, 109, 143, 176t

bosses. See supervisors

Brag! (Klaus), 214

bragging, 214

brainstorming, out-of-the-box, 201t

breathing, 27

Brown, Brené, 281

business initiatives, 55

buy-in, 52–56, 53t

C

celebrating, 217, 233–234, 239–240

Center for Creative Leadership, 3–4, 184

championing, 131, 132–137

change, fear/anxiety about, 230

checking in, 69

choosing actions, 199, 199–200t

closed-ended questions, 151–152

closure. See ending coaching relationship

Coach Handbook, 261, 275–278t

Coach U, 10

coachees. See also troubleshooting; specific topics

assignments, acceptance of, 168t, 170–171

coaches as, 33–35, 35–36t, 36

coaching about finding another job, 45

coach’s feelings about, 192–193

development plans, 123, 124t

educating potential, 54–55

feedback, sharing with, 96–103

finding, 41–46, 44t, 47t, 48–52

input from others on, 74–76, 76–79t, 79–80

knowledge, lack of, 196–197

motivators of, 92, 93t

observing at work, 80–82, 83–85t, 85

personality typing of, 72–74

readiness, assessing, 52–56, 53t

responsibilities of, 18

skills and achievements of, 94–95, 96, 96t, 205–206

teaching others by, 220

as term, 5

values of, 86–88, 89–92t

coaches. See also specific topics

as coachees, 33–35, 35–36t, 36

coachees, feelings about, 192–193

competencies, 19, 20–23t

completion and, 247

development plan, 24, 24t

development plans, 24, 24t

executives as, 253t

gifts from coaching, 279–283

growth for, 279–280

imperfections of, 18–19

motivations/benefits of being, 37–38t

personal problems of, 193–194

role of, 197

selection of, 276t

self-disclosure by, 110

sports, 132

training, 24–25

transparency, 193–195

turning spotlight on, 158–159

value of, 17

Coaches Training Institute, 239, 272. See also Co-Active Training Institute

coaching. See also workplace coaching; specific topics

about finding another job, 45

benefits of, 1–4, 3t, 11–12, 36–37, 37–38t

contraindications to, 50–52

defined, 13–16

for development, 49–50

distance, 67–69

diversity of, 11–12

evaluating, 223–225t

feedback, aligning with, 267–269, 269f, 270, 270t, 271–272e

focus of, 113–115, 115–116t, 116

gifts to coaches, 279–283

myths about, 16–19, 30–31

peer, 255t, 260–261

reasons for seeking, 10

requests for, 41–45, 44t

resistance to, 194, 204

success, measuring, 272–273, 273–274t

for transitions, 253t

Coaching Agreements document, 62–64t

coaching circles, 253t

Coaching Commitments document, 60–61t

coaching culture, 262–263, 263–266t, 266–267

coaching exchanges, 35t

Coaching Psychology Journal, 2

coaching resources, 253t, 254

coaching rut, 189–195

Co-Active Training Institute, 35t, 71, 169. See also Coaches Training Institute

Collins, Jim, 48

Columbia University Irving Medical Center, 250

comfort, 230

committing, 218

comparing, 163

compelling assignments, 169t, 172–174

competencies, coach, 19, 20–23t

completion. See ending coaching relationship

completion activities, 237–238t

completion forms, 242–247t

completion journals, 238t

confidence

excessive, 207–209, 209t

lack of, 29–31, 31–32t, 32–33t, 205–207

in peer coaching, 260

confidentiality, 13, 62t, 64–66

contracting, 57–58, 58–59t, 59–60, 60–64t

contradicting, 159

control, letting go of illusion of, 282–283

core skills, 95

credibility, 261–262

Cuddy, Amy, 207

culture, coaching, 262–263, 263–266t, 266–267

D

Daily Question Process, 152–153

Dasgupta, Tathagata, 38

deadlines, artificial, 241

decision-making, 202

defining coaching relationship, 66, 67–68, 260–261

details, questions about, 150–151

development, coaching for, 49–50

development plans

coach, 24, 24t

coachee, 123, 124t

developmental assignments, 183–184

direct supervisors, 255t, 256–258, 258–260t

discovery forms, 103–104, 104–109t, 109

distance coaching, 67–69

distractions, 193–194

“doing” assignments, 168t, 171

“doing” tasks, 119, 217

dreams, 136, 141

Duhigg, Charles, 216

dumb questions, 142–143

E

educating potential coachees, 54–55

Eighty-Eight Assignments for Development in Place, 184

Emery, Chris, 184

emotional content, 155–157, 157t, 204, 205

encouraging, 135, 205–206

ending coaching relationship

barriers to, 229–231

celebrating contributions/outcomes, 233–234, 239–240

in Coaching Agreements document, 64t

coaching completion forms, 242–247t

coach’s completion, 247

difficulty with closure, 230, 231–233

forward thinking, 234, 240–241

learning from successes and failures, 233, 237, 237–238t

noticing signs, 233, 234–237

questions for, 59t, 242, 247

steps in, 233–242

endorsements, getting, 261

energy, 191, 236

engagement surveys, 273, 274t

evaluating coaching, 223–225t

Everyday Coaching (Bianco-Mathis & Nabors), 270, 270t

executive roundtables, 253t

executives as coaches, 253t

expectations, 49–50, 58t

experimental assignments, 184–185

expertise, assignments for enlisting outside, 182–183

external workplace coaching, 256t, 262

extra coaching, 64t

F

failure, 187, 230, 233, 237, 237–238t

F-A-S-T approach to feedback, 268

fear, 205–207, 230

feedback

achievable, 100

BASIC, 99–100

coaching, aligning with, 267–269, 269f, 270, 270t, 271–272e

in Coaching Agreements document, 62t

F-A-S-T approach to, 268

negative, 99, 101

positive, 99, 101

responding to, 101

sharing with coachee, 96–103

sharing with others, 101–102

themed, 97

upward, 253t

written, 97–98

fence study, 57

field supervisors, 277t

filtering, 162–163

finding coachees

approaching potential, 45–46, 47t

coaching for development, 49–50

contraindications to coaching, 50–52

high-potential employees versus underperformers, 48–49

requests for coaching, 41–45, 44t

fishbone action planning, 123–124, 124–125t

5-4-3-2-1 grounding technique, 28

focus, 113–115, 115–116t, 116

formal workplace coaching, 251, 252, 253–254

forms

completion, 242–247t

discovery, 103–104, 104–109t, 109

meeting observation, 82, 85f

forward thinking, 234, 240–241

FranklinCovey, 122

friendship, 236

fun questions, 105–109t, 109, 143

G

get-over-it approach, 202

goals

meaningful, 118t, 120–121

measurable, 120

number of, 122–123

resistance to setting, 123

setting, 117

sharing aloud, 122, 125

SMART, 117, 118t

soft, 125

tangible, 118t, 119–120

tasks and, 119

3-T, 117–119, 118t

goal-setting support groups, 253t

Goldsmith, Marshall, 152–153, 260

Good to Great (Collins), 48, 114

Google, 1

grading, 159–160

Greiner, Nadine, 270, 270t

gremlins, 29–31, 35, 163, 191–192, 195

grief stages, 235

group dynamics map, 82, 84t

G-R-O-W model, 268

growth for coaches, 279–280

gut, questions from, 144

H

handbook, sample internal coach, 261, 275–278t

head-to-toe inventory, 27–28

high-cost workplace coaching, 252

high-potential employees, 48–49

holding back, 135–136

I

incentives, 198–199, 217

individual development plans, 123, 124t

inertia, 230

informal workplace coaching, 251–252, 253t

Ingram, Peter, 141–142

intentions, 137

internal voices, 29–31, 35, 163, 191–192, 195

internal workplace coaching, 256t, 261–262

International Coach Federation, 19, 25, 35t

Internet, 177t

intuition, 280–281

It’s Okay to Play! (Marcus & Marcus), 173

J

Johari Window, 208–209, 209t

Journal of Positive Psychology, 2

journaling, 181, 238t

“just-do-it” approach, 183–185, 201

K

Klaus, Peggy, 214

knowledge, coachee lack of, 196–197

Kübler-Ross, Elisabeth, 235

L

language, positive versus negative, 55, 136

leading questions, 152

learning

broadening, 220–221, 221–222t, 222

locking in, 220

sources of, 3–4

successes/failures and, 233, 237, 237–238t

legacy assignment, 221–222t, 222

listening

about, 153–154

attributes, 154–158, 157t

blocks to, 162–164, 281–282

defined, 154

emotional content, 155–157, 157t

examples, 154–155, 160–162

other activities versus, 158–160

to unspoken truth, 190–191

logistics, 59, 59t

long-distance coaching, 67–69

low-cost workplace coaching, 252–254, 253t

M

magazines, 176t

maintenance, 214–215, 222–223, 246t

mapping

coaching models, 270, 270t

group dynamics, 82, 84t

mind, 201t

Marcus, Evan, 35, 52, 173, 262

Marcus, Tara, 173–174

marketing, 54–55

Mayer, Jeffrey, 176t

McKay, Matthew, 162

meaningful goals, 118t, 120–121

measurable goals, 120

measuring coaching success, 272–273, 273–274t

meeting observation form, 82, 85f

mentors, 52

Messages (McKay), 162

mind mapping, 201t

mind reading, 163

MindGym, 169–170

monthly goal-setting support groups, 253t

motivations, 37–38t, 92, 93t

multiple questions, 152

myths about coaching, 16–19, 30–31

N

Nabors, Lisa, 270, 270t

negative feedback, 99, 101

negative language, 55, 136

New York University (NYU), 250

Nietzsche, Friedrich, 120

“no-fault rule,” 235

notes, observation, 81–82, 83t, 85f

noticing, 26–29, 181–182, 233, 234–237, 272e

O

observing coachees at work, 80–82, 83–85t, 85

obstacles to coaching

addressing, 25–26

coached, inexperience being, 33–35, 35–36t, 36

confidence, lack of, 29–31, 31–32t, 32–33t

notice, failure to, 26–29

offending, fear of, 230

out-of-the-box brainstorming, 201t

overconfidence, 207–209, 209t

P

parroting, 158

passions, 47t, 121, 142

past, overcoming pull of, 215–216

payment, 63t

peer coaching, 255t, 260–261

perceptions, 137

perfectionism, 230–231

performance management, 51, 277t

personal problems, 193–194

personality typing, 72–74

perspective, changing, 200–202, 201t

pessimism, 197–198

planning

action, 123–124, 124–125t

succession, 121

positive feedback, 99, 101

positive language, 55, 136

Power of Habit, The (Duhigg), 216

power poses, 207

problem solving, 158

progress checks, 124, 125t, 219–220

punishment, 198–199

Pygmalion effect, 132–133

Q

questions

about details, 150–151

asking coachee for, 144

to avoid, 149–152

closed-ended, 151–152

for coaching process steps, 144, 146–148t

Daily Question Process, 152–153

dumb, 142–143

ending coaching relationship, 59t, 242, 247

fun, 105–109t, 109, 143

generating, 145t

go-to, 143, 144

from gut, 144

leading, 152

multiple/run-on, 152

power of, 141–142

reflection, 28

“why,” 149

“why don’t you …”, 149

quitting, 232–233

R

readiness, assessing, 52–56, 53t

realigning, 195–196. See also troubleshooting

re-contracting, 236–237

Redwood City, 121, 141–142, 249, 251, 258–260t

reflection questions, 28

regret, 202

rehearsing, 162, 206–207

remembering, assignments for, 179–180

remote coaching, 67–69

requests for coaching, 41–45, 44t

rescheduling, 63t

resistance to coaching, 194, 204

resources

assignments for enlisting, 182–183

coaching, 253t, 254

rewards, 198–199, 217

right-now perspective, 201

role-playing, 206

run-on questions, 152

S

self-disclosure by coaches, 110

self-fulfilling prophecies, 132–133

self-promotion, 214

self-talk, 29–31, 35, 163, 191–192, 195

sessions, 63t

Seven Cs Coaching Map, 270, 270t

70-20-10 learning model, 3–4

Sherpa Coaching, 34, 254, 273

“shoulds,” 120–121, 175

Siegel, Caryn, 34, 196, 258

sitting quietly, 28

Skibbins, Marla, 34

skills, 94–95, 96, 96t, 205–206

SMART goals, 117, 118t

SmartBrief, 1

soft focus, 6, 128

soft goals, 125

sports coaches, 132

“stealth coaching,” 252

stepping into someone else’s shoes, 201t

steps. See also specific topics

overview of, 7–10

questions for, 144, 146–148t

sequence of, 6–7

sticky notes, 180, 268, 269f

stuck, being, 200–202, 201t

success

learning from, 233, 237, 237–238t

measuring coaching, 272–273, 273–274t

recognizing, 214–215

succession planning, 121

Superhero game, 173

supervisors

coachee, input on, 75, 79–80

coaching, need for, 43, 50–51

direct, 255t, 256–258, 258–260t

field, 277t

informing, 44–45

support, 159, 225–226

support groups, goal-setting, 253t

surveys, engagement, 273, 274t

T

talent management team, 278t

tangible goals, 118t, 119–120

tasks, 119, 217

teaching others, by coachee, 220

technology, 66–69

10-10-10 decision-making, 202

themed feedback, 97

therapy, 17–18

thinking

about topic, assignments for, 180–181

bigger, 134–135

forward, 234, 240–241

3-T goals, 117–119, 118t

30-second email, 186–187

360-degree feedback, 12, 75–76, 76–79t, 79–80, 103, 251

time commitment, 63t

time management assignments, 176–178t

Time Management for Dummies (Mayer), 176t

timeliness, 63t

time-outs, 177t

tracking, 219–220

trained project teams, 253t

training coaches, 24–25

transitions, coaching for, 253t

transparency, 193–195, 281–282

troubleshooting

action, reluctance to take, 198–199, 199–200t

assignments, uncompleted, 203

confidence, lack of, 205–207

emotion, excessive, 205

emotion, lack of, 204

fear, 205–207

knowledge, coachee lack of, 196–197

overconfidence, 207–209, 209t

pessimism, 197–198

questions for, 59t

regret, 202

resistance to coaching, 204

role of coach, 197

stuck, being, 200–202, 201t

withdrawal, 209–210

trust, 119, 261–262

U

underperformers, 48–49

upward feedback, 253t

V

value, adding, 261

values, 86–88, 89–92t, 141, 187, 271e

Vieira, Aaron, 50, 266–267

virtual babies, 219

vision boards, 140

visualizing, 131, 139–140, 206–207

voices, internal, 29–31, 35, 163, 191–192, 195

vulnerability, 281

W

weekly progress checks, 124, 125t

Weight Watchers, 213, 219, 249–250, 268–269

Welch, Suzy, 202

What Color Is Your Parachute? (Bolles), 94

Whitmore, John, 268

“why don’t you …” questions, 149

“why” questions, 149

wish-list skills, 95

withdrawal, 209–210

workplace coaching

by direct supervisors, 255t, 256–258, 258–260t

examples, 249–250

external, 256t, 262

formal, 251, 252, 253–254

high-cost, 252

informal, 251–252, 253t

internal, 256t, 261–262

low-cost, 252–254, 253t

peer coaching, 255t, 260–261

written feedback, 97–98

Z

Zukof, Kathryn, 251, 254, 266