Coaching Models by Diane Lennard

Author:Diane Lennard [Lennard, Diane]
Language: eng
Format: mobi
Publisher: Taylor and Francis
Published: 2010-06-30T14:00:00+00:00

Figure 4.1 The Newfield Network Coaching Model © Newfield Network

Function 2—Highlighting the Key Elements of a Coaching Process

The second function of a coaching model is to highlight the key elements of a coaching process and their interrelationships. These elements facilitate the asking of questions within the context of an overall structure and specific points along the way. By highlighting aspects of the process, the coach becomes more aware of the big picture and key points from which to ask questions. The highlighted elements also help the coach deconstruct the coaching experience to solve problems and better understand the interactions.

To highlight the key elements, you need to identify the flow of your coaching process. What is most important to you at the beginning, middle, and end of the process? How do you approach what happens before, between, and after coaching interactions?

It is important to understand that a coaching model does not box you in or limit you in any way to a fixed, prescribed step-by-step process. Rather it highlights key points and features, allowing you to explore and reflect on your process, and incorporate new knowledge, skills, and practices. You can use your coaching model to expand your thinking about the many facets of the coaching process.

Examples of Key Elements Highlighted in the Coaching Process

A cross-cultural business coach’s sequential process takes place over the course of a coaching engagement. He first builds a relationship; assesses where the client is at present (often using a values instrument); and focuses on where the client is going and why (calling attention to the destination). The client reviews what has worked best (looking to the past, in particular contexts); sets goals (looking to the future); brainstorms (discussing how to get there); and selects strategies (and tactics). The coach then checks on balance (reaffirming that they are aligned and on the right track); and champions the client (acknowledging and celebrating the client’s successes). When hired by a company to coach an executive, rather than hired directly by an individual, he provides the company with a plan of action that is worked out in advance by him and his client, a mid-term progress report, and a final progress report.

A leadership development coach refers to a model of context– content–conduct when she thinks about the flow of coaching. Context tasks may include: contracting and assessing; content tasks include giving feedback, exploring options, and planning for experimentation; and conduct tasks include experimenting, reflecting on learning, and executing.

An executive coach and consultant to organizations sees feedback as a process of conflict resolution and a stimulus for productive conversation. In his coaching practice, he enhances feedback opportunities. He provides a climate of support for clients to look at challenges they know exist but haven’t been ready or able to confront. He chooses not to use 360-degree feedback, a formalized process in which employees receive confidential, anonymous feedback about a range of workplace competencies from the people with whom they work. His perspective on this common feedback collection practice is that the

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