Back to Advanced Agile Coaching

Coaching Program

Upcoming Schedule

You as Coach

  • Taking risks in your coaching – there are many aspects of coaching, such as challenging a coachee’s assumptions, that require taking a risk.
  • Making coaching a natural extension of who you are – many coaching skills are skills that we use in our everyday lives taken to a high level of skill. By intentionally using these skills, such as active listening and presence in all of our interactions, they become a natural extension of who we are and thus become second nature when we are coaching.
  • Your Expressive Range – just as the coachee communicates through their facial expression, tone, body language, and other non-verbal cues, you do as well. It is important to be yourself, but at the same time, you don’t want to advocate for choices or judge the coachee through your non-verbal cues. Learn to explore and extend your expressive range and how to include your non-verbal expressions in your concept of maintaining a coaching mindset.
  • Intuition – in the moment, our intuition may tell us something which feels like an insight. We don’t know for sure if it is useful and we’re aren’t sure how to explain what’s behind it. Learn how to offer your intuition to your coachee’s advantage without leading them astray.
  • Metacognition – our instinct to do “work” for the coachee, such as coming up with a summary, thinking up solutions, providing expertise, or deciding the meaning of something, can feel like an obstacle as we learn to use Professional Coaching. Metacognition, “thinking about thinking,” gives us a tool to notice this instinct and turn the thought that prompted doing work on behalf of the coachee into a coaching question that gives the work to the coachee instead.
  • Lightening, Releasing
    • Lightening – while an upbeat positive coaching environment isn’t always possible or appropriate it is more likely to foster trust and openness on the part of the coachee. When the environment is heading towards negativity, look for ways to return to a more neutral or positive environment as appropriate.
    • Releasing – if there is something on the coachee’s mind that is getting in the way of working on their main concern, releasing it may help.
  • Alternative Forms of Communication
    • Diverse media – using drawing, Lego, pipe-cleaners, and other media to help articulate and communicate non-verbal thoughts and concepts.
    • Visualization – our minds respond similarly to an imagined scenario as a real life situation. Visualizing a scenario can uncover helpful information.
    • Roleplaying – sometimes, acting out a potential interaction can help a coachee better understand their thoughts and feelings associated with that potential interaction which then leads to insights about how to move forward in their goal.

Performance

  • Discovering skills and strengths – methods to create skill and strength inventories to aid coachee in creating a growth plan and to guide coach in how to encourage & challenge coachee.
  • Determining areas for improvement – learn tools for mapping goals to strengths that the coachee can leverage to find potential areas for improvement. Aids coachee in creating a growth plan.
  • Re-evaluating – we use mental models to describe and simplify our interaction with the world. These mental models aren’t always accurate and don’t always get updated when circumstances change. When you sense that a coachee may have a mental model that isn’t serving them, it can be helpful to offer them the opportunity to re-think and update it.
  • Inspiring & Discovering – sometimes a coachee gets stuck or runs out of ideas. They aren’t sure what the issue is or what goal they are looking to achieve. Or perhaps they know the issue or goal, but can’t see any paths to moving forward. Lastly, they may know all of these things, but not how to overcome the obstacles along the path.
    A coach can help by asking questions which inspire the coachee and help the coachee connect more deeply with their inner creativity. This can then lead to discovery, the process of exploring possibilities and obstacles within and without.
  • Acknowledging, Celebrating
    • Acknowledging – helping coachees find and acknowledge the progress that has been made to help them stay motivated.
    • Celebrating – help coachee celebrate their accomplishments in the moment and to suggest that they plan a celebration commensurate with their accomplishment.
  • Encouraging, Challenging
    • Encouraging – learn techniques for encouragement. Explore links to planning, acknowledging, future benefits, perspective shifting, options, and the positive influence of the coach.
    • Challenging – helping those we coach to see how they may or may not be challenging themselves, find the level of challenge that is right for them, and set goals to provide that level of challenge.
  • Discovering vision and goals – creating goals and a vision are a way to create a path to becoming the person we want to be. Experience the power of vision and goals by helping a fellow participant discover and create their vision and goals. Also includes orienting to vision and goals.
  • Re-patterning – there are many patterns in our lives; habits, routines, recurring meetings and other patterns. Many of these patterns serve us in a positive way, but some do not. Re-patterning helps to uncover existing patterns and work towards creating new patterns.
  • Coaching Competency Focus Areas Part 2 (9 sessions) – instructor facilitated discussion of how to coach to the professional coaching competencies, within a specific focus area. Focus areas: exploration, focus, observing, creating awareness, intuition, action orientation, accountability, coachee growth, teams & organizations.

Alignment Part 2

  • Professional Coaching Demos – learn what makes professional coaching special. Includes demonstrations of professional coaching with participants as coachees.
  • Coaching with Feedback Level 3 – Observed Coaching ( 5 sessions) – in each session 2-3 coaches will have a chance to coach. At the end of each session, the coach will receive detailed feedback based on the assumption that they are very familiar with the International Coaching Federation assessment markers. Verbal feedback will be provided at the end of each session. During the course of the program, each student will receive written feedback for 3 of their observed coaching sessions. This module will be scheduled regularly such that each student will be able to incorporate the feedback into their learning and coaching practice.