Micro Coaching Tools and Models - Essay Example

MICRO COACHING TOOLS AND MODELS By 19th, May, Contents MICRO COACHING TOOLS AND MODELS By 1Tutor’s Name 1 Institution 1 19th, May, 2012 1 Contents 2 3 Introduction 3 Importance of Coaching 4 Micro Coaching Techniques and Models 5 Grow Model’ 5 ‘OSKAR’, Solution Focused Coaching 7 Affinity Diagram 8 SWOT Analysis 9 Cognitive Coaching Approach 9 The 5 Why Strategy’ 10 Precision Model 10 Brainstorming 11 Conclusion 11 Works Cited 13 Micro Coaching Tools and Models Introduction It is impossible to give a precise definition of coaching as available definitions focus on what coaching entails and its importance. In basic terms, coaching is as a short-term person centred learning and teaching strategy that aims at intervening to facilitate setting and realization of higher targets by coachee. Reflection is a vital component of coaching enables the coachee to confront their weaknesses. Coaching is a widely used technique that offers an opportunity for individual in different professions to exploit their capabilities and turn into higher achievers. The major type of coaching is educational coaching which offers an opportunity for learning as well as mentorship consequently improving academic or learning skills hence academic performance. Coaching is a one on one leaning mode that has been in existence for a long period but much focus has been put on this learning method especially in the recent past. This paper is a reflection of the importance of coaching, the different micro coaching models, and coaching strategies especially those I applied in my micro coaching sessions, and an analysis of why some worked perfectly while others proved to be problematic. During my micro coaching sessions, I realized how I would enjoy some coaching techniques and strategies while others were a blunder and made me feel like quitting or terminating my sessions. Coaching takes different spans of time with micro coaching taking a short period but producing excellent results if done properly. During my micro coaching sessions, I realized strategies like the five whys’ strategy was so pressurizing while others like the Grow model proved supportive and pleasing. I will endeavour to analyse reasons why some were not accommodating and how one can improve to generate better results than I managed. The sessions also helped me realise the importance of the coach understanding the needs of the coachee, their behaviours and attitude to decide on the appropriate coaching strategy. Importance of Coaching Before discussing the coaching techniques and strategies, it is important I first discuss why I found it important to engage in the micro coaching sessions. The major importance of enrolling in micro coaching was to get challenged which enabled me to focus and realize my potential. The coaching process amplified my desire to learn and i have surely improved on my review and learning skills. Coaching also helped me to improve my self-esteem since the coach motivated me to improve on my performance and when I saw an improvement in my results my self-esteem also improved. When I started my micro coaching sessions, my performance and learning strategies were poor, which made me feel less confident. However, as I progressed I improved on my studying strategies as well as the performance (Fournies, 1999, p. 40; Flaherty, 2010, p. 15). Coaching also helped me to develop better communication strategies, the empty chair strategy helped me realize how I could easily resolve internal or external conflict on my own, my overall performance picked up, and am now more visionary since I know my strengths and weaknesses and how I can utilize them to my advantage. Coaching can be cognitive, reform oriented, subject specific, and at times for mentoring purposes (Brennan & Mathew, 2005, Web). I realized how helpful it was having a coach who knew the different coaching strategies. He knew their strengths, and weaknesses thus, he would easily identify and apply the coaching methods I enjoyed. I would recommend coachees who are unmotivated, keep on making errors in their work, have a problem meeting deadlines, and are underperforming to enrol in micro coaching (Brennan & Mathew, 2005, Web). Micro Coaching Techniques and Models Micro coaching sessions are coaching sessions conducted in a short period. However, the micro coaching sessions were for practice purposes and were thus done over short sessions to equip us with skills necessary for coaching. Techniques necessary for suitable coaching include good communication skills for the coachee and the coach, good listening skill, proper means of giving the feedback as well as a trust worth relationship between the coach and the coachee to enable monitoring of the progress. (Feltham, 2012, Web). A coaching model is as an outline or a structure that is used by coachers in the coaching. However, I grasped that the models that were effective had some similar characteristics, which include a plan for collaboration for both the coach and the coachee, were in a position to monitor my progress as the coachee. The models were capable of establishing the role of both coachee and the coach, provided a good feedback pathway, those that enabled me to reflect on appropriateness of my plans or goals set. During my coaching sessions, I applied different models and techniques which include Grow Model’, ‘OSKAR or Solution Focused Coaching, Affinity Diagram, SWOT Analysis, The 5 Why Strategy’, cost benefit analysis, brainstorming, precision model, empty chair technique, and Cognitive Coaching Approach (Fournies, 1999, p. 23-30). Grow Model’ Grows model is one of the most popular coaching model and is based on behaviour. The model poses that the behaviour and altitude of the coachee plays a critical role in determining the success of the individual as well as the coaching process. We followed four stages necessary for progressive coaching namely reality, goal, way forward, and the options (Brennan & Mathew, 2005, Web; Niewerburgh, 2012, p. 118-125). While applying grows model, we were divided into groups of three. Amongst the three, one acted as the coach, the other as the observer while I acted the coachee. I choose to be the coachee since I had previously not applied models and it was essential since I now know how well different models and strategies work for me. We first set goals that were challenging enough to drive me out of the comfort zone since I had to commit myself toward achieving the goals. The coach ensured the goals I set were unambiguous, realistic, practical, and clearly understood. My capability was evident from my previous performances, which the coach analysed and we discussed such that when we started using the model, the coach knew the exact aspects and areas he needed to stress on. The coach brainstormed with several methods of problem solving that we discussed and evaluated the options that were best for me together (Whitmore, 2002, p. 125-130; Flaherty, 2010, p. 39). I did the fourth stage of putting Grows model into practice by identifying the way forward. After every coaching session, I was delighted since I could pinpoint the activities done and how effectively we had met the objectives. The observer kept us on our toes since she could easily tell areas that required modification and at times, I felt like she was tormenting me when I had to repeat some aspects she felt I was overlooking. However, it all worked for my good since I now know that among all the models, Grows works best for me. At the end of the session, we all discussed on the successful areas and areas that necessitated review. Asking of questions, paying attention, reviews and feedback made using Grow model lively. This model was good and easy to implement since it suggests the roles that each one of us was playing. The coach was concerned with timekeeping, assisting me to set realistic goals, and ensuring that I worked towards achieving the set goals. I on the other hand made the choice of the areas where the coaching was required, set the appropriate goal, and decided on the preferred time for the coaching. There was no time wasting as we all had objectives to meet in the short time specified by this model. Flexibility of this model enabled the coach to mentor me from time to time especially if he noted any weaknesses in my progress though this was not considered part of the coaching. This strategy is not just appropriate for modifying the coachee’s behaviour but also in improving their performance. My coach was strict enough, thus the flexibility of this model resulted in no time wastage, as it would have done if the coach were less strict. When using this model in future, I will try to identify the areas I require coaching on earlier to prevent time wasting since I realized I wasted some time trying to decide on the topics I required coaching (Fournies, 1999, 107-110; Whitmore, 2002, p. 135). ‘OSKAR’, Solution Focused Coaching Solution Focused Coaching also known as ‘OSKAR’ was another interesting model of coaching applied in our micro coaching session. OSKAR is an abbreviation for the five stages involved in this model. The letters O stands for outcome, S for scaling, K for Know-how and resource, A stands for affirm and action and R for review (Flaherty, 2010, p. 59-63; PCS Business Psychologists, 2012, Web). The outcome stage involved setting the objectives as well as the expectations of both the coach and the coachee. In Scaling, we came up with a scale of 0 to 10 with zero symbolizing the nastiest while 10 represented the favoured future. As the coachee, I though problematically identified where I ranged within the ranks and I was stunned when the coach demanded I explain how I got to that rank and the ways to monitor progress. I choose rank five since at that time I was somehow performing below my capability. Know – How and resources required me to identify the reason why thought I was in that rank and not at the worst or 0 rank and what has enabled me to get to that rank, which I did though it prove quite hard. The forth step of affirming and action demanded that I as the coachee weigh up what was proceeding well, where I was hoping to improve on and what I would do to make a step forward. This step was similar to the one of setting goals applied in Grows model thus it was simple though I had to reset new goals higher than those set while using Grows model. Lastly, we reviewed everything to recognize the areas where I had registered excellent performance and what exactly had contributed to the progress. Unlike Grows model, this model fortified me since I felt I was progressing as we reviewed the results with my coach. I realized that this method could not really help you monitor your progress appropriately since I used no specified criteria to rank myself at position five. I considered it necessary to improvise some criteria of identifying my rank while using this model in future (PCS Business Psychologists, 2012, Web; Feltham, 2012, Web). I realised that this model is advantageous compared to Grows model as it allowed the coach and I focus on the constructive improvements hence I felt enthused. Another advantage that the OSKAR model has over the Grows model is that it actively involved both the coach and the coachee thus a good working relationship was evident at the end of coaching. However, the OSKAR model is too result oriented, which is unlike the Grows model which focused both on changing any behaviour could have hindered achievement of set goals and on improving the performance (Whitmore, 2002, p. 135-140; Whitworth, 2007, p. 168-171). Affinity Diagram Use of affinity diagrams is another fascinating coaching strategy, which encouraged drawing of diagrams to use in summarizing large quantities of information. It was amazing to be in a position to connect ideas that had been so problematic linking in theory work. In practising this theory, we were grouped into pairs of two and were asked to draw an affinity diagram. We first collected vast amount of data on the topic and astonishingly summarised it into an affinity diagram. Though time-consuming, I loved how the vast information fit in such a small diagram (Passmore, 2008, p. 33-35). At the end of the session, I realized I could amiably compare the pros and cons of any verdict. I also realized I could easily relate different aspects, which had earlier proved hard to comprehend. It was heartbreaking when we ran out of time before finalising with the affinity diagram in our micro coaching sessions. However, the approach works well for coaching that is not short term. I will admit that as much as this strategy is time consuming, I did not have enough summarizing skill thus it was tricky selecting the information to omit. With practice, I know that I can improve my summarizing skill thus be able to exploit this strategy (Passmore, 2010, p. 86-90; Niewerburgh, 2012, p. 110-115). SWOT Analysis SWOT analysis is another valuable tool, which I used throughout my coaching sessions. SWOT stands for strengths, weaknesses, opportunities, and threats involved in the learning process. The model made us focus more on the strengths and opportunities and emphasize on the need to focus on strengths and work toward eliminating the weaknesses. Practically, I identified my strengths and weaknesses on the topics I needed coaching but with the coach’s guidance. I was encouraged to put focus on my learning strengths as they enable me to realize and accept opportunities that may come my way and face any threats (Flaherty, 2010, p. 26- 29). I was perplexed when the model made me realized how well I could perform if I focused on the areas I was weak. Dealing with fears was an important aspect considered by this method since fears can obstruct one from realizing their potential thus requires to be dealt with to facilitate success. I used this strategy both for monitoring my academic progress and with a friend who was, having problem with her academics and she too like me was glad that at last we could easily assess our weaknesses. This strategy was unique since most of the other strategies paid little attention to the weaknesses (Fournies, 1999, p. 111-114). Cognitive Coaching Approach This coaching model is specifically for peers and focuses’ on changing the way the coachee thinks and in the processes resolve the underlying issue. The model correctly posits that the way people perceive things is greatly related to the behaviours thus to change the coachee’s behaviour requires changing their way of thinking. The coach would occasionally caution me to change my attitude if I demonstrated dislike to any subject. The coach also laid emphasis on usage of the five states of mind, which include efficacy, flexibility, craftsmanship, consciousness, and interdependence in my work. The session did not only improve my behaviour but it armed me with a very different attitude towards my performance (Whitworth, 2007, p. 143-150). The 5 Why Strategy’ The five Why strategy was a dismal coaching strategy I used in micro coaching sessions. The coach kept asking me questions and I had to justify every action no matter how insignificant it was. The coach would analyse areas I claimed to have any problem and sought to know why I thought they were problematic. Most coachees including me do not like this strategy, as it is very inquisitive and interrogative. I felt uncomfortable since the whole session was full of ‘Whys. At some point, the coach realized I was uncomfortable and had to stop the session though unfinished. I felt pressurised and guilty as if he was blaming me for everything. This strategy is thus not very appropriate for using especially if the coachee is too sensitive. However, I appreciated the fact that I could use this coaching strategy to find the root cause of a problem (Passmore, 2010, p. 165- 173) Precision Model Using this strategy obliged me to be careful with my choice of words. The coach assisted me to decipher my words or statements. The coach repeatedly asked me to explain what they mean whenever I used generalised statements. At some point, I used the word anyone and got into a dilemma when I had to explain who anyone was. I now know how easily you can be misunderstood by using general statements and I avoid doing so. This model is however too scholastic hence starters of micro coaching would not like using it (Flaherty, 2010, p. 41- 44). Brainstorming Using this strategy required me to improve on my creativity and focuses on a specific problem. I did not apply this strategy a lot but I realized it helped me come up with the different strategies that can be used to tackle the problem. The process involves coming up with many possible solutions and choosing the most appropriate one. Making rapid decisions becomes easy once you know how to use this strategy (Passmore, 2008, p. 40-45). Other coaching strategies covered and applied in my coaching include the cost benefit analysis and the empty chair technique. Cost benefit analysis is a strategy that focused on comparing the benefits as well as the price of any undertaking. The coach used this model to explain to me how to determine rationality of options (Passmore, 2010, p. 81-85). Using empty chair technique was humorous since I had to place an empty chair and converse with it as if I was talking to someone. However, at the end of it I realised I needed to improve on how I relate with my my inner self and others. The technique proved important whenever I wanted to visualise another person’s point of view but it requires discipline (Whitworth, 2007, p. 153-157). Conclusion Coaching helps learners unlock and realize their full potential by maximising on their capabilities and dealing with the areas they could be weak in to improve their learning hence results. The coaching strategies discussed in this paper were those covered in the micro coaching sessions and include Grow Model’, ‘OSKAR’, Solution Focused Coaching, Affinity Diagram, SWOT Analysis, The 5 Why Strategy’, cost benefit analysis, brainstorming, precision model, empty chair technique, and cognitive coaching approach. The Grows model involved setting realistic goals and moving back and forth to reflect and analyze if the set goals had been met. It encourages cultivating desirable behaviour. The chief element of a good coach is being in a position to understand and commit to their responsibility of assisting the coachee better their performance. Whatever the strategy, coaching entails clarification of the coachee’s goal, making the goal real, Strategizing or coming up with the appropriate way of achieving the goal, making the coachee accountable of their actions, and motivating as well as acknowledging each of the coachee’s achievements. Some people have misconceptions about coaching such as that it is too time consuming and to demanding or too taxing. However, as evidenced from my micro coaching session, coaching can be done in less time but give good results. Other fundamental requirements for proper coaching include self-responsibility, transparency between the coach and the coachee, suppleness, confidentiality and impartiality. Works Cited Brennan, D & Mathew D 2005, The Future of Coaching as a Profession The Next 5 Years (2005-2010). Viewed 18 May 2012 < http://www.coachfederation.org/includes/docs/120-The-Future-of-Coaching-as-a-Profession-(ICF-2005).pdf> Feltham, S 2012, Quick Coach: Top 10 Strategies to Improve Your Workplace Coaching. Viewed 18 May 2012 < http://www.excellerate.co.nz/tensportscoachtips.html> Flaherty, J 2010, Coaching Evoking Excellence in Others. Routledge, London. Fournies, F 1999, Coaching for Improved Work Performance. McGraw- Hill Professional, New York. Niewerburgh C 2012, Coaching in Education: Getting Better Results for Students, Educators and Parents. Karnac Books, London. Passmore, J 2008, Psychometrics in Coaching: Using Psychological and Psychometric Tools for Development. Kogan Page Publishers, London. Passmore, J 2010, Excellence in Coaching: The Industry Guide. Kogan Page Publishers, London. PCS Business Psychologists 2010, OSKAR: Solution- Focussed Coaching Framework. Viewed 18 May 2012 < http://www.watt-works.com/2010/08/the-oskar-framework-for-solutions-focused-business-coaching/> Whitmore, J 2002, Coaching for Performance: GROWing People, Performance and Purpose. Nicholas Brealey, London. Whitworth, L 2007, Co-Active Coaching: New Skills for Coaching People Toward Success in Work And Life. Davies-Black Publishing, London. Read More