2 catherine Moors Pachoosit. BR 1G 1944-2019 Coaching skills are highly transferrable and exceedingly valuable. And they are also very trainable With conscious effort, anyone ean enhance their ability to communicate better, isten ‘more attentively, or motivate others to grow ~ whether that’ as an individual or as an employee. But what skills should we focus our efforts on, to become a better coach? And which techniques are best for different contexts? In this article, well cover some essential coaching skills that are worth developing and how you can train to become a more effective, more powerful coach, This article contains: Essontial Coaching Skills to Train What Techniques Does An Expert Life Coach Use? Tipsfor Coaching: Communication kills ‘Motivational Techniques Effective Coaching Skill for Leaders and Managers 4 Different Coaching Models Coaching Techniques for the Workplace How to Best Improve Your Coaching Skills? "Notes on Group Coaching 7 Best Books to Read on Developing Coaching Skills ‘ATake-Home Message References Essential Coaching Skills to Train ‘The International Coaching Federation (ICFs perhaps the most well-known, credentialing body for aspiring life coaches, and it defines coaching as ICF-com, 2019 partnering with cients in a thought-provoking and ereative process that inspires ‘them to maximize their personal and professional potential ICP credential-holders do at least 60 hours of applied training to gain the minimum [ACC (Associate Certified Coach) certification and commit to excellence and continued development as lid out ina professional code of ethics. So what are theICP Core Competencies! or essential coaching skis, that they test for? “There are iin total, which fall into four broader categories. 1. Professional Foundations This involves a coachis ability to meet professional standards, ethical guidelines, and establish a coaching agreement. While different bodies have varied ethical {uidelins, every coach should be able to understand and apply the relevant standards in their practice, ‘They should be able to start from a clear place where their clients know what they are in for, and in particular, the difference between coaching and therapy, ‘mentoring, and similar. As well as clarifying what coaching entails, practitioners should be able to define some clear parameters for their continued relationship ~ including ‘practical issues such as fees and timeline. 2, Relationship Co-creation AL coaches should be able to develop trust and professional closeness with their clients, which creates a psychologically safe climate for their ongoing work together. It includes providing support, respecting boundaries, commitments, and being genuinely concerned for their well-being “The ability to maintain good coaching presence is another skill the ICF considers essential, and it entails being present, appropriately sensitive, and self-management, among other things. 3.Effective Communication cay seem fairly obvious, but with good communication skills, coach can make the entire experience much more effective in terms of results and the working interpersonal relationship. “More specifically, coaches with solid communication skils can gather relevant information, identity their client's motivation and morale, provide feedback, and establish rapport (Stone, 1999). There are myriad ways to improve your communication skill, but the IC highlights three in particular + Aetive Listening by listening attentively, with the coachee’s interests in mind and exploring issues further; + Powerful Questioning ~to identify not just facts, but possibilities (Kroth, 2007); and + Direct Communication ~ including, bu not limited to, conveying ‘understandable information, reframing where required, and using appropriate terminology. 4, Promoting Learning and Outcomes ‘To move toward results, coaches often need to shift a client's perspectives or help them reach new understandings, Usually, this involves ereating awareness in the coachee around circumstances, emotions, and perspectives, for instance, where 2 clients perceived barriers are not grounsted in reality. A coach can then help plan ‘goals and design actions that wil take the client toward their desired outcome. Last, but not least, the ability to manage progress is an essential coaching ski hich allows practitioners to follow up on their client's commitments while placing the responsibilty for those actions firmly with ther,‘What Techniques Does An Expert Life Coach Use? The competencies we ust looked at are by no means definitive, nor are they the only essential skills that a coach will find useful in his or her career “The concept of ‘essential skills is an interesting point of contention inthe literature. es worth noting that to date, no empirical research has examined which skills impact coaching effectiveness (Kampa & White, 2002), nor i there seemingly "a universal credentia..co identify competent coaches" (loo, 2005: 476), On top of these arguments isthe fact thatthe life coaching industry remains very ‘uch unregulated, so there are no exhaustive or conclusive lists of skills to refer to. ‘Throughout this article, well consider some useful techniques commonly linked withthe above list of skills. These include communication Techniques such as open- ended questions and feedback delivery and motivational Techniques lik vsioning, self-esteem building, and various approaches to goal-design. ‘What Other Techniques do Coaches Use? Elsewhere in our articles, we've also looked at the overlap between positive ‘psychology and life coaching. This is readily apparent in the fact that lots of life coaches also choose to use postive psychology interventions such as: + Imagery and visioning motivational techniques (illey & Gilley, 2007) ~ Such as guided imagery, goal visualization, and guided meditations. These are often a positive and highly powerful way of clarifying intention and promoting goal- directed behavior + Mindjuness exercises ~ These can include imagery exercises, but also help clients to focus their attention and deal with everyday challenges (Collard & ‘Walsh, 2008), They may sometimes be part oftheir action plans, depending on. their individval goal and + Gratitude exercises and activities ~ Where clients find that negative thought patterns are obstacles that they want co overcome, techniques such 2s gratitude journaling, letters, and lists can be useful Let’ start with a look atthe communication techniques that coaches rely on, Tips for Coaching: Communication Skills Whether it's gathering information, delivering feedback, or building trust, coaching relies heavily on healthy two-way communication. As well as active listening, which we've touched on above, life coaches may use: + Techniques for effective feedback, There isa very broad consensus among. experts that effective feedback is as timely as possible ~ if not immediate, Research shows that it is also gentle but specific, clear, delivered with the client's desired outcome in mind, and delivered in a way that encourages them to self-reflect(Losch eta, 2016). Depending on the individual life coach, this could involve ‘Chronological fashion' feedback, the Pendleton Model, or any ‘number of informal acronyms (Hardavella et al, 2017); + Open-ended questions. A crucial part of listening actively, open-ended ‘questions encourage clients to develop greater awareness around their perceived challenges (Dembkowski & Eldridge, 2003). In comparison, closed {questions invite shor, direct answers ~ precluding any additional insight into a Cent’ way of thinking, motives, and perspectives; + Nonverbal techniques. Emotional intelligence skis pl ‘coaching, and non-verbal communication is eritical in healthy coach-client relationships Expert life coaches are keenly aware of how to use body language, eye contact, and tone of voice to make their clients fel as supported and psychologically sae as possible (Kroth, 2007), Ths encourages sharing, a massive role in‘openness, and can boost a clients motivation. [Expert coaches don't limit themselves to these techniques, by any means ~ the above are just afew examples, I's probably far more accurate, concise, and helpful to think of effective communication differently entirely. In other words: Effective coaches make a conscious effort to be aware of their communication styles and pay attention to their clients communication tendencies in turn. They ean thus switch effectively between different techniques, based on what will be most effective for their desired goal Learys Rose (1957) sjust one highly useful example framework that coaches can look into fora whole diverse range of communication styles Motivational Techniques So, how does a great coach keep their client motivated? There are numerous ways to keep cients driven and sustain momentum: effective goal-setting, giving the necessary support, and helping them overcome obstacles along the way. 1 Effective Goal-Setting Helping clients design appropriate goals is a critical motivational technique in itsel. Inlife coaching, especially, goal design involves tapping into the personal values that your client holds dear and transforming those into conerete, clear commitments, To ‘assess your client's values, please see this post, ‘Techniques include (Locke & Latham, 2002; 2006} + Ensuring goals are appropriately challenging ~ overly-simple goals are dul, while excessively difficult goals are overwhelming; + Making them explicit and actionable ‘Building in rewards and feedback to sustain momentum; Breaking them down into sub-goals and charting a pathway for success: + Creating postive, pproach-focused goals (rather than avoidance-based goals) ‘that emphasize achievement and success; and + Collaborating to brainstorm pathways and alternatives. 2. Providing Feedback and Support ‘We can even take some tips from sports coaches, who are the most powerful source of performance feedback for driving athletes’ performance. The support they provide is critical in helping athletes build up their self-efficacy, sense of competence, and thus, their self-esteem (Sllivan & Strode, 2010). Research shows that perceived competence, ability, and enjoyment were found in athletes whose coaches provided higher frequencies of informational feedback to theie athletes, as wellas greater intention to continue playing Sulvan & Strode, 2010 Of the field and in the office, executive coaches who provided more Feedback (described as coaching intensity) were associated with employees who demonstrated good sales performance (Agarwal etal, 2009) In contrast to a ccommand-and-control style of coaching, this feedback-rich developmental ‘approach was much more motivating “To keep clients motivated, evidence suggests that coaches can thus provide constructive, informational, and performance-related feedback as much as possible. 3.Encouraging a Positive, Growth MindsetCoaches themselves can bring a positive mindset to their interactions to foster the same in clients (Dweck, 2008). By supporting a growth mindset in clients, they ean enhance their motivation to improve and develop their capabilities. When clients, are focused on learning, when passion and dedication drive effort, they are better able to overcome obstacles along the way. ‘A supportive coach who encourages clients to develop a growth mindset can help them accept their shortcomings and any mistakes they make on their journey, boosting their self-confidence and pushing them to implement their intentions for improvement (Driver, 201. 4. Developing Resilience ‘Adversity and setbacks are part of life ~ they are frequently a part of an individual's coaching journey. Resilience isthe ability to be flexible and adapt when challenges arise, helping them back on track when they are knocked off course (Luthar et al 2000), Coaches who can help their clients develop resilience will not only encourage them to persevere but can help encourage greater well-being (Carrington, 2 Specifically, coaches can + Help clients use critical thinking and identify perceived obstacles to goal achievement + Provide alternative perspectives to challenge any ‘thinking traps" which are solely mental; + Assist them i lear the way forwards + Help construct realistic, practical plans for the client to pursue themselves. ing from past mistakes, providing tacties and strategies for Effective Coaching Skills for Leaders and Managers As increasingly more firms look to develop skils from within, coaching has almost become a pro forma leadership skil. Leaders who encourage others to ‘own’ their professional development are essential in any future-focused organization ~ they can foster engagement, stimulate better performance, and drive others toward personal and professional success. Ina lot of ways, leaders and managers rely on the same core coaching skills a life coaches. Nonetheless, they differ fundamentally: tits very core, workplace coaching is about enhancing individual performance forthe organization’ strategic benefit lanes etal, 2015), So, while workplace coaching outcomes professionally benefit ~ and are valued by ~ ‘the individual coachee, they have two mutually inclusive purposes (Smither, 201. 1. Aligning Organizational and Individual Goals “Thus, business coaching relies on the successful alignment of individual and organizational goals. The mini-table below gives usta couple of examples of how business coaching goals are always designed to be mutually beneficial for the employee and the organization: ample CoategGoa *THEMee For Te Organon Suceesion planing ae Enhancedinteralprometionopporturites; More multsklled Greater sense of purpose“Imgongsomevare workforce; and teal SES anche doy. anther dolar” (Greater organizationaladaptabiy, High transferrable ski set other fe More ecient ros Imorove mais ‘yetonacalsbration: communication Lersfrequentmiunderstandingsinliding, Fewer potential confit skis uplcaonof effort and stress and and Improved sel expression Hiaher productivity Sources: Kellogg Insight (2017); Amabile (1993). ‘This creates a need for leaders and managers to develop sills that can support this. “balancing act? for example: + Self aawareness ~ Recognizing when to switch between managerial leadership and coaching “hats” (Brocato etal, 2003); + Adapting their approach accordingly ~ in other words, general and psychological flexibility (Yuk & Masud, 2010) and + Situational awareness ~ which comes hand-in-hand with self-awareness, helping leaders decide when and how to coach others. Ina nutshell, most ofthese skills can be linked back to emotional intelligence, which research has linked consistently to coaching leaders (David, 2005; Grant, 2007) 2, Balancing Intrinsic and Extrinsic Motivation Ie probably sounds ridiculous when written so plainly, but life coaches don't reward their clients to reinforce desired behaviors. They consider only the client, and they will usually encourage them to engage in self-motivating behaviors, but atthe end of the day life coaches don't need to worry about an organization's strategic goal. Employee development or workplace coaching, however, takes place within the ‘much broader, interconnected context ofthe whole firm, So, coaching leaders nced to consider how their practices will lik to existing extrinsic reward systems in place ~ pay, time to pursue personal projects, flexible ‘working arrangements, an so forth, aiming fora balance that suits everyone. This, balancing act isa skillset in itself. For a better understanding of what it entails, we can look at Harvard Professor Teresa Amabile’ 1993 paper entitled Motivational Synergy, which suggests that leaders need to be able to: + Understand individual worker's motivational orientations ~ some staff may be :more driven by growth opportunities, some by autonomy (Hackman & Oldham, 1976; Deci & Ryan, 1985); + Offer work experiences that inerease individual’ ski flexibility, sense of ‘competence, and employability (trong intrinsic motivators), and + Use “synergistic motivators” These are external rewards that support intrinsic motivation ‘synergistically ~ they support our sense of competence (intrinsic motivation) without undermining our sense of seli-determination. We dive into these here, and I recommend the above paper if youre curious. A Side Note: Leaders as Coaches For those interested in learning more about the benefits of employee coaching, the Ability, Motivation, and Opportunity (AMO) Framework very beautifully places workplace coaching into a motivational context Just briefly, the AMO Framework premises that an employee's jab performance is heavily impacted by three things ‘alley, 1993; Edmonson, 1999; Appelbaum et aL, 2000; Boxall & Purcell, 2003) 1. Their ability to perform ata igh level; 2. The drive they have to doo: and 3. Opportunity ~ for example, a supportive or psychologically safe environment in Which to perform at their best. Coaching helps workers set goals related to improving their abilities, and aneffective leader or manager will help motivate them on the development journey. ‘When an organization allocates resources to coaching, they are allowing staf to pursue personal growth ina way that is also professionally relevant. 4 Different Coaching Models Whether you're a life coach or an organizational leader, a framework can help you ‘maintain a solution-focused outcome and navigate the journey ahead with some structure, Because there are vast numbers of different models in practice, we can think about them a fling into at least a few main categories (Stout-Rostron, 2009; 2018: + Quadrant Models ~ including GROW and Kolb’ (1984) Experiential Learning Mode! + Circular Models ~ such as the 0 (Input, Throughput, Output) mode! + Nested Models ~ for example, Weiss and colleagues’ (2004) original 3 ‘model and its variants; and, + The U-Process Model - referring to one specific change and learning framework by Scharmer (Scharmer etal, 2005). Here are our of the most common models youll find life and professional coaches using 1 The GROW Model Way forward Options Goal Reality Source: Compassiontolead.net Perhaps the most well-known coaching framework, Sir John Whitmore's GROW Model takes a four-step approach to develop the coach-client relationship. ts an acronym for: + Gout: Determining the coachee’s ultimate aims + Reality: Exploring their existing ‘realty’ or contest, before pursuing any action. + Options /Opportunities: Investigating what options exist for them; and + Way Forward/What’s Next Determining on an action(s) they'l be pursuing. For example: ob aims to progress from being a snowboarder to becoming a snowboard Instructor (Goal). He and his fe coach tak about the current realities of his situation ~ he doesnt have money to train as an instructor, and he has never taughtbefore, ‘Together, they investigate how he could make more money for the traning and also ssn teaching experience (Options) Bob looks further into training institutions at hhome, and his coach suggests some jobs he might try out to earn cash and get some ‘teaching experience, ‘We can see right away thatthe skills required by Bobs coach include things ike active listening, asking the right questions, and strength-spotting, among others, A ‘common critique ofthe GROW model, on the other hand, is that it doesnt sufficiently consider a client’ past ~ this has led to variants ofthe original such a8 the REGROW framework (Grant, 201 2. The FUEL Model ae Comet ate Des sate Source: Zenger and Stinnett (2010) Developed by Zenger and Stinnett (2010), the FUEL model provitesa set of coaching. pathways for guiding the process, Like the GROW model it has four key aspects {(Clemmer Group, 2015): 1. Framing the coaching conversation ~ outlining the aim of the coaching and the process, which includes discussions around evaluation, feedback, and so forth 2. Understanding the client's current state ~ concerning thei perspectives, beliefs, and any thought patterns at plays 43, Exploring their desired state ~ helping the client envision their success and understanding that it will probably involve change; and 4. Laying outa pian of action for reaching that state As with the GROW framework ~ as with ll frameworks, tobe fair ~ a successful ‘outcome relies heavily on the individual coachis skis and thelr ality to build a trusting relationship withthe client. Zenger and Stinnett also argue that itis more Aexible than GROW, ofering more potential workplace applications and a greater likelihood of staying on track than the former, thanks to the Understanding stage (Clemmer Group, 2015). Source: Adapted from Stout-Rostron 2018) “This framework was developed by Lane and Corrie (2006) and encompass three steps, asthe name suggests (Stout-Rostron, 20181. Purpose ~ Which covers the rationale forthe coaching relationship and the coachee’s goals: “Where and why” 2, Perspectives ~ What perspectives are going to shape the process? What backgrounds, values, interpretations, assumptions, and so forth will the coach and client bring tothe table? 43, Process - How will we work together to get there? “This model helps the coach understand a coachee's requirements, establish rapport, understand their desired outcomes, and begin a process together from the same Place, Stout-Rostron’s (2018) book gives a pretty nice first-hand description from a coach who has enacted this framework. 4. Kolb’ Experiential Learning Model Conerete Ly experience. —_ 4 Grasping APPREHENSION Accommodative i knowledge Transformation via EXTENSION ivergat inowledge ¥ Transformation INTENTION Active experimentation Reflective observation Convergent Assimilative knowledge knowledge Grasping via COMPREHENSIONconceptualisation Source: Ord & Leather (2011) Kolbs work on learning has been highly influential in business settings, but it has far broader implications and can be valuable in ife coaching, too. The premise of Kolbs (0984) Experiential Learning Model is that a coach or mentor can transform a client's experiences into usable knovledge in way that we cant always do by ourselves, ‘You, me ~ all of us ~ go through a consistent cycle of continued learning through various stages, argues Kolb: + Concrete experiences ~ trying to ride a bike, for instance, where we feel and experience: + Reflective observation on them ~ e4, “Every time I wobbled, it's because Iwas Teaning to one side + Abstract conceptualization ~ “I wonder how I'd go about not leaning to one side" and + Active experimentation ~ going out and doing, trying things out, or practicing. Coaching using this model is focused on integrating the stages where the connections might not otherwise be made (Griffiths, 2005). IF we pop back to Bob the snowboarder, for instance, he might never have realized that working asa tutor or teaching assistant would give him some conerete experience to become a snowboarding instructor. Coaching Techniques for the Workplace ‘To recap, important workplace coaching techniques include: 1. Building trust; 2. Active listening, 3, Asking open-ended questions 4. Effective goal-setting, 5. Encouraging an outcome focus; 6, Fostering engagement with goals; 7 Providing support on the development journey; 8. Giving constructive feedback: 9, Strengths-spotting; 10, Making resources available where required 1, Motivating employees and 12, Balancing extrinsic and intrinsic rewards Outside of the coaching sessions themselves, leaders nd managers need to consider how to build a healthy workplace culture that is conducive to learning and professional development. This i linked intrinsically with psychological safety ~ the idea that mistakes are viewed as normal, questions are encouraged, and workers feel comfortable asking for feedback (Lipshitz eta, 2002), ur toolkits full of more useful exercises and assessments that leaders and managers can use to develop these practical ski, such a a 360-degree feedback Strengths Scoring Sheet and our Work and Well-being Survey. How to Best Improve Your Coaching Skills? Experience is usually the best way to improve your coaching skis, but as Kolb would argue, its possible o speed up your progress by consciously practicing relevant techniques. As with any learning process, enhanced performance startsyoud love to develop? Basel on the skills and techniques we've looked at inthis resouree, you may want t: + Research and understand the psychological importance of the skills themselves ~ eg, why do values matter? How can we help our clients set meaningtl if foals, the right way? How can I encourage them to own their development goals and take accountability for them? + Work actively on your EQ skills with Emotional Intelligence Training; + Widen your palette of communication skills ~ this wil help you take an adaptive ‘approach to build coaching relationships, and it will help you move forward ‘while maintaining a solution-focus; + Learn more about the theory behind different coaching models and how to {implement them ~ what are the strengths of each? How do they itn with your ‘current approach, your typical clients? Studies of coaching skils interventions have also used feedback techniques and EQ training to help leaders improve thelr approach. This research by Grant (2007) saw managers: + Undergoing an intensive face-to-face course on coaching skills: + Practicing their skills in the workplace: + Writing their experiences up as case studies; and + Using the case studies to make analytical reflections on their performance. In these cases, coaching leaders also hal others observe their coaching sessions to provide structured feedback. Allin all, the results suggested that short, regular training was more effective than longer, one-off training for coaches who wanted to improve ther skills ~ provided the training involved feedback. Notes on Group Coaching ‘Team Coaching in the Workplace Where groups take part in development sequences together in the workplace, its usually considered team coaching: direct interaction with a team intended to help members make coordinated and task-appropriate use oftheir collective resources in accomplishing the team's work, “The coaching process itself wll involve wholly diferent dynamics from the one-on- lone coaching we've discussed so far, as well as distinct emphases and collective rather than individual goals 18S fair to say that alot ofthe time in group working situations, an external facilitator may be involved, or the team leader may themselves step back into a facilitator role ~ atleast for some of the sequence. Team members may even coach each other, depending on the nature ofthe sequence or intervention, so a whole host of ether skills come into play on a leader's part. Very briefly, these can include, but arent limited to (Marks etal, 200% Hackman & Wageman, 2005): + Collective goal specification + Team coordination and monitoring, + Resource management; and + Conflict management. Group Life Coaching On top ofthe interpersonal considerations just listed, group life coaching involves a host of logistical skills that wouldnt ordinarily fall under a life coach's expertise Outside of organizational contexts, group lfe coaches dont have the convenience ofready-made teams on hand, Scaling up processes which have been initially designed for one-on-one clients takes effort and hard work, but with a ready market for group life coaching, its possible. (ur Positive Psychology Toolkit has group exercises, activities, and interventions. that are designed specifically for groups, 7 Best Books to Read on Developing Coaching Skills Here are some excellent books for coaches, several of which are focused on asking ‘he right questions, Weve also included a read or v0 about coaching with mindfulness using emotional inteligence in coaching and other skis that could help you develop your unique approach holistically. + The Coaching Habit: Say Less, Ask More & Change the Way You Lead Porever by Michael Bungay Stanier (Amazon) + Effective Coaching: Lessons from the Coach’s Coach by Myles Dowley (Amazon) + Change Your Questions, Change Your Life: 12 Powerful Tols for Leadership, Coaching, and Life by Marilee Adams (Amazon) ‘+ Mindful Coaching: How Mindfulness Can Transform Coaching Practice by Liz, all (Amazon) '+ Emotional Intelligence Coaching: Improving Performance for Leaders, Coaches ‘and the Iudividual by Steven Neale, Lisa Spencer-Arnell, and Liz Wilson (Amazon) + Simple Habits for Complex Times: Powerful Practices for Leaders by Jennifer Garvey Berger and Keith lohnston (Amazon) + ‘Trillion Dollar Cac: The Leadership Playbook of Silicon Valley's Ell Campbell by Erie Schuidt, Jonathan Rosenberg, and Alan Eagle (Amazon) ‘Another useful way to enhance your coaching skills would be to target the specific stills at you fel are most relevant to take your practice to the next level. This article about the Best Books on Emotional Intelligence might be useful, while we also have a more comprehensive list of 20 Top Life-coaching Books. ATake Home Message Nobody is born with 2 fll set of coaching skis, bt you dorit need a milion years of experience to become an effective coach, Weve broken down a whole bunch of| broader concepts here into smaller ones, but isnot difficult to see that alot of it comes down to afew key things Coaches rely on emotional intelligence to communicate with their ellen, to understand their perspectives, give feedback, and more. They use cognitive intelligence to take key concepts and apply them into practice, and all coaches use elements of positive psychology to motivate others. Av the same time, an effective coaching process or sequence will he firmly based on personal values, and ideally, twill develop one’s strengths to achieve the client's desired goal Whether you want to become a snowboarding instructor ike Bob, or you want to coach your project team to suecess, these skills will kely make a substantial positive difference along the way. References +Was this article useful to you? ‘About the Author Catherine Moore has 28S in Psychology from the Univesity f Melbourne. Se erioys researching andusing her HRknowedgetowriteabout Positive and Organizational psychology. When she init esting sper psyched about her avert topics of reativty. motivation engsgement arin. nd happiness she loves to sur and travel Comments Ayaan Abiodun on Ath January 20203 1:10am What great artic Itshows clearly how much passion youput into wrtng his awesome article mad havethe oppertunitto reat. ove the tips and techniques coaching you covered. 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