Stages of Coaching – John Read &

Partners Coaching Methodology

Strictly Private & Confidential

Prepared by John Read

Email: careermagix@yahoo.com
2003
DEFINITION OF COACHING AND PRINCIPAL MODELS FOR CHANGE

We define coaching this way:

“Workplace coaching is a solution-focused, results-orientated systematic process

in which one member of an organisation facilitates the enhancement of work
performance and the self-directed learning and personal growth of other
individuals in the organisation.” Dr. Anthony Grant

To elaborate each component:

Solutions focus - offers a refreshing method of change. Derived largely from an

innovative strand of psychotherapy, it is increasingly applied within organisations. It is
deceptively simple, yet by no means easy, as Paul Z Jackson and Mark McKergow
explain. We find out how the people in the organisation want things to be. We ask them
to describe their preferred future, and help them identify the steps towards it.

Results-oriented – focus on developing actions, implementing them using action

learning and yielding results that improve performance and impact the bottom line
results for the company.

Systematic process – is ensured through a continuous cycle of scoping the domains of

coaching, defining vision of the future perfect, defining steps and actions to reach that
future, implementing through action learning, and refining the process through giving and
receiving feedback with the coach. This process is repeated until learning takes place
and results are achieved. The coach aids this process by acting as guide and progress
tracker, making sure that results are achieved and change is built and sustained.

Self-directed learning – at the core of coaching is the principal of ‘teaching a man to

fish’ not give them fish. Placing the coachee largely in control of the actions to be taken
facilitates better self-regulation, self-control and self-direction enabling him or her to
learn from the results of their actions. Learning is derived through the coaching
conversation, clarifying consequences and identifying what works and what doesn’t
work. Doing more of what works and stopping what doesn’t work leads the coachee to
refine their behavior.

Transtheoretical model of Change - The Transtheoretical Model (Prochaska &

DiClemente) is the most widely supported in the literature to date and describes how
people modify a problem behavior or acquire a positive behavior across 6 Stages of
Change: precontemplation, contemplation, preparation or determination, action,
maintenance, and termination, using 9 processes of change: consciousness raising,
social liberation, emotional arousal, self-reevaluation, commitment, countering (or
counter conditioning), environmental control, reward, and helping relationships.

The Stages of Coaching are shown over the next page….

STAGES OF COACHING – FROM INDIVIDUAL NEEDS TO BETTER BUSINESS
RESULTS

STAGE DELIVERABLES

0 CONTRACTING – Identify Key Stakeholders and brief

– Determine supervision and support stakeholders
and brief about roles
– Determine scope and agreement to coaching
– Agree measures of results
– Determine reporting and communication
channels
– Agree rules of confidentiality

1 ENROLMENT – Rapport building

– Introduce business context
– Define domains of coaching and scope
– Issue resolution
o Priority needs
o Logistics
o Communication links and reporting
needs

2 GOAL SETTING – Defining Goals for coachable issues

– Raising awareness of coachable issues
– Identify sources of feedback
– Setting and agreeing measures of Results

3 COACHING – Defining new behaviors required

AWARENESS
– Raising awareness of current behaviors and
actions
– Exploring consequences of current behaviors,
build the case for change
– Developing solutions towards each goal
– Agreeing options and actions to be taken
– Defining an Executive Development Plan and
specific action strategies
STAGES OF COACHING – FROM INDIVIDUAL NEEDS TO BETTER BUSINESS
RESULTS

STAGE DELIVERABLES

4 COACHING – Action learning

ACTION
– Feedback and review
LEARNING
– Confidence building
– Continue to raise self-awareness and review
feedback
– Confirm or refine strategies and action
– Widen practice scenarios, globalize learning

5 EXTERNAL – Share program results with key stakeholders

PROGRESS
– Gain their inputs and feedback
REVIEW
– Build confidence and roles of support from key
stakeholders

6 CLOSURE – Final debrief to stakeholders

– Review of results against objectives
– Confirmation of self-management and/or other
learning strategies
– Agreement of coachee and company to closure

How does this work over three to six months?

See the next page…

Planned Coaching Timeline
A typical 3 Month schedule will look like this:

Planned Meetings Timing

Introduction and Planning Meeting (all 1-2 hrs – Month 1
parties) for Agreement/commencement

Meeting 1 – Rapport building, defining scope, 2 hrs – Month 1

Exploring issues, defining vision

Meeting 2 – Refining ‘ideal state’, Coaching 2 hrs – Month 1

key competencies, managing
progress

Meeting 3 – Coaching key competencies, 2 hrs – Month 2

managing progress

Meeting 4 – Coaching key competencies, 2 hrs – Month 2

managing progress

Meeting 5 – Monitoring progress, reinforcing 2 hrs – Month 3

practice

Meeting 6 – Hand back to coachee, wrap-up 2 hrs – Month 3

Review Meeting (all parties) for 11/2 hrs – Month 3/4

Closure/Continuance

And 3 Months follow up coaching:

Planned Meetings Timing

Revision as necessary of goals and 1-2 hrs – Month 1
measures of success

Meeting 1 – Rapport building, defining scope, 1-2 hrs – Month 1

Exploring issues, defining vision

Meeting 2 – Refining ‘ideal state’, Coaching 1-2 hrs – Month 2

key competencies, managing
progress

Meeting 3 – Coaching key competencies, 1-2 hrs – Month 3

managing progress

Review Meeting (all parties) for 1 hrs – Month 3/4

Closure/Continuance
How to measure results?

You may wish to consider the following options:

1. Coachee defined objectives

2. Business Results

3. ‘Before and After’ 360 degree survey

4. Formal feedback from key stakeholders

5. Informal feedback from peers, subordinates and others impacted

6. Self-report, coach report