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Relevance of coaching to the Emerging Leaders Program
- 1. RELEVANCE OF COACHING IN THE ELP By Andree Aiken
- 2. The Rep as Servant Leader "Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? – Robert Greenleaf
- 3. Why the Need for Coaching? “Our chief want in life is someone who will make us do what we can.” - Emerson
- 5. What is Coaching? Coaching is based on inspiring people to realize an Impossible Future they can passionately engage in; it is not a remedial activity it involves personal reinvention - transformation
- 6. Coaching for LIVES Look at Passions Sow Identify Seeds Gaps Execute View Plans Future
- 10. Execute Plans
- 11. Sow Seeds
- 12. How does Coaching Work? 1. Establish Relationship 2. Recognize Opening 3. Observe/Assess 4. Enroll Emerging Leader 5. Coaching Conversations
- 13. Establish Relationship The type of relationship necessary for coaching is one that is based upon openness, communication, appreci ation and fairness. James Flaherty
- 14. Recognize Opening Openings occur when the transparent fabric of our routine is disturbed – either by something breaking down, by an offer someone makes to us, or by a change in circumstance that requires a new skill from us.
- 15. Observe/Assess
- 16. Enroll Emerging Leader “The best thing you can do right now is to finish what you started last year and not let those good intentions grow stale. You’ve got what it takes to finish it up, so go to it. Once the commitment is clear you do what you can, not what you can’t. The heart regulates the hand.” 2 Cor 8:10-12 TM
- 17. Coaching Conversations Type One – single conversations Type Two – more complex held over several sessions Type Three – longer conversations to bring fundamental change
- 18. Type One • Intervene in aimless complaining •Respond to a request on how to do something •Clarify standards for performance •Discontinue repetition of a simple mistake
- 19. Type Two • The ESL is not being open to the input of others • The ESL is not organized •The ESL is over-committing himself. •The ESL is acting timid and unassertive •The ESL must be trained to install and maintain a complex piece of equipment
- 20. Type Three • Discovering one’s life purpose •Making long-term financial commitments •Role Change •Raising a family
- 21. Activities
- 22. Case Study I wanted to run by you the ability to "discipline" ELP interns if they are not doing what is asked of them; case in point, I've asked an Emerging Leader to facilitate PSNC each morning, going back about two weeks. He has shown for one, and when I get to work he is 99% of the time still asleep in his office we gave him. There is little interaction with the students.
- 23. Evoke Transformation Coaches play a key role by holding a vision of what’s possible and through their commitment work with the Emerging Leader to evoke transformation in their lives. Kimsey-House et al.
- 24. References Flaherty, J. 1999. Coaching: Evoking Excellence in Others. Butterworth- Heinemann. Woburn, MA Greenleaf, R. 1977. Servant Leadership. Paulist Press. Mahwah, NJ Hargrove, R. 2003. Masterful Coaching. Jossey-Bass/Pfeiffer. San Francisco, CA Kimsey-House et al. 2011. Co-Active Coaching. Nicholas Brealey Publishing. Boston, MA. Stanley, P & J. Clinton. 1992. Connecting. NavPress. Colorado Springs, CO.
Notas do Editor
- Paul admonished Timothy in 2 Tim 2:2 “And the things you have heard me say in the presence of many witnesses entrust to reliable people who will also be qualified to teach others” (NASB)
- The call to raise up sons.The need for quality staff and leaders. The Men’s/Boys Centers are Raising up sons but the Women’s/Girl’s are not.11% of Level II graduates did the leadership elective track. There are 77 Countries without a Teen Challenge Contact and 20 + are requesting us to come and start a Teen Challenge.
- Take a quick survey. How many of you have had experience with a coach or has been coached?
- Coaching is a relational process in which you as Rep, who knows how to do something well, impart these skills to an ESL who wants to learn them (Stanley and Clinton, p. 79)As a coach you help the ESL do more than they think they can do (p. 73).Coaches know how to encourage and strengthen mentorees to do what is necessary to develop the skills and attitudes that will lead to excellence. (p. 78)
- Look at Passions – What fulfills me?Identify Gaps – Where Am I now to where I want to be?View Future – Who am I becoming?Execute Plans – What do I need to do right now to get there?Sow Seeds – Who can I help to work in their passion?
- As a coach, you help the Emerging Leader get clear on what they are passionate about by asking specific questions such as who do you want to become? What are your passions? What do you desire most from your life? What makes you come alive? Incorporate Discover Your God-given Gifts in this process.
- The next step is to help the Emerging Leader assess where they are now and where they hope to be. Questions such as “Is what you want doable?” What have you done in the past to fulfill this passion? What will you need in the future to fulfill this passion?
- What do you aspire to become, to achieve, to create that will require significant change and progress to attain? What is your 5-year goal plus a vivid description of what it will be like to achieve this goal?
- Ideas without execution are worthless. The graveyard is the richest place on earth, there in lies a wealth of ideas that never got tapped. Ask the ESL “how do we get you get from where you are to where you want to be?” Plan Specific, Meaningful and Measureable, Achievable, Relevant, Time-bound goals. Some will be short-term and others will be Long-term.
- Ask the Emerging Leader “what personal investment will you make to achieve your goal?” What resources will you need to achieve your goal? Name one or two persons that may benefit from you achieving your goal? How can you sow a seed in another person to help them reach their goal? Emerging Leaders accept responsibility for their LIVES!
- The coach shows genuine concern for the Emerging Leader's welfare and future,Continuously demonstrates personal integrity, honesty and sincerity, Establishes clear agreements and keeps promises,Demonstrates respect for ESL’s perceptions, learning style, personal being, Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure, Asks permission to coach ESL in sensitive, new areas.
- As the coach, you recognize these openings and steps forward with an offer to coach. Sometimes the occurrence will happen during performance reviews, assessment of the progress of projects such as work duty. Opening are associated with particular circumstance e.g. difficult problems, complaints from student body, equipment failure or the requirements of a new position.
- The first step is to speak with the Emerging Leader and the people who work with them. The second is to observe the Emerging Leader in action. Outside of studying their books and attending weekly meetings, how are they applying what they learn in the books to their role? Are they servant leaders while talking to students? Ask questions of the Emerging Leader in order to reveal their structural interpretation not to verify the assessment you made. It seems to me you have set a high standard for your work and you are not going to let the students get away with that. Is that right? Always keep your assessments open for revaluation and keep reminding yourself that there is much about the Emerging Leader you don’t know and they don’t know because they are still learning about themselves..
- The Rep as coach and the ESL make explicit what they are committed to accomplishing and to discuss hindrances to achieving the outcomes. Listen intently to what the Emerging Leader is saying and what he/she is keeping silent about. The mood of the conversation is one of openness, forthrightness and realistic viewing of the possibilities.Do not let yourself be argued into diminishing what’s possible by the statements of the Emerging Leader who may be discouraged by earlier attempts to improve. Ask questions such as “What are you willing to work through to succeed? What are you willing to change about how you work with people?
- As coach you now have a chance to a offer new way of seeing the situation. You may say “so let’s take a few moments and try and look at the situation in a different way. Then ask the ESL what new action he will take given the new way the situation is being observed. “How will you be able to correct yourself in the future so that your actions are consistent with your new observation?
- The conversation begins with a report from the Emerging Leader on what’s happening since the last time you spoke. Build on your ESL’s report. Use the report to strengthen their commitment, review the outcomes to see what progress is being made, keep listening to synthesize and understand the ESL better. Discuss what new behavior the ESL could initiate that would bring about the outcomes. Speak about what competency is necessary to successfully perform the behavior. Talk about new practices.
- The ESL report on new practice(s) and progress on outcomesIdentify pitfalls and working through them leaving ESL self-correcting and self-generatingSpeak about the new ways that people can trust and rely upon your ESL. Talk about their new identity, talk about new possibilities this opens for the ESL. Address potential breakdown, improve competence, appreciate the ESL’s work and communicating to be complete. ESL is more competent; not merely solving problemsHow will you identify the fulfillment of your goals?What distinctions must the ESL incorporate to fulfill the outcome specified?What fears, beliefs, negative assessments must the ESL abandon?
- A few of you share your experiences from the Listening exercise and the Powerful Questions exercise.
- What is the Emerging Leader communicating?What is the Emerging Leader saying and not saying?How would you coach the Emerging Leader in this scenario?What are some powerful questions you would ask?