1. Coaching for Performance
A development seminar delivered on behalf of
The Cadet Centre for Adventurous Training

2. Introduction
Coaching has been a buzzword for some time now, with proven benefits in the areas of improved performance, enhanced learning, and the development of positive attitudes.
Despite this, coaching is still very much misunderstood, and there presently exists considerable confusion and conflict about what coaching is and does, why it is used, and how it is done.

3. Adventurous training has long been recognised as providing a positive environment & opportunity within which people can achieve performance, experience and personal development outcomes, and learn to both do and be their best.
Within this context, coaching can provide a powerful model & methodology with which to help people people ‘unlock their true potential and maximise their own performance’, whilst learning the psychology of success.

4. Aims & Purposes
1. To provide you with a introduction to the philosophy & psychology of coaching.
2. To provide you with a powerful model & methodology with which to put coaching theory into practice.
2. To provide you with some simple tools & techniques to apply within you own coaching context to even better achieve your own coaching outcomes.

5. Consideration & Limitations
1. Most people are experts in psychology -
but are usually unconscious of the fact.
2. Performance is mostly common sense - but is not usually common practice.
3. Performance is not about what you know -
but about what you do with what you know.
4. Coaching employs a skills set - that can only be developed through practice.
5. If you continue to do what you’ve always done, you’ll get what you’ve always got!

6. Attitude Change
Technology

7. Attitude Change Technology
Attitude Change Technology (ACT) is a ‘toolbox of tools & techniques’ with which to ‘change a person’s attitude’.
As such, it provides both a ‘meta-model of performance’ and ‘contextual model for coaching’.
In this way, Attitude Change Technology offers a powerful ‘model & methodology’ for ‘evidence-based’ coaching & mentoring.

8. Models & Metaphors
As a system of ‘mental models & metaphors’, Attitude Change Technology is predicated on the following learning principles:
Models: a picture paints a thousand words; seeing is believing; and if you change the viewing, you change the doing.
Metaphors: facts tell, but stories sell; people buy people; and if one person can, anyone can, and modelling can show you how.
In this way, ACT can be viewed as ‘drawing pictures’ and ‘telling stories’ whilst modelling the coaching process.

9. The Performance
Equation

10. The Performance Equation
The Performance Equation is a useful model with which to consider the problem of people performance.
As such, it illustrates the relationship between people performance, potential & psychology, and the different approaches to resolving people performance problems.
In this way, the Performance Equation is a useful model with which to consider the philosophy of coaching and position it within a leadership framework.

11. The Performance Equation
Pot
Psy = -

12. Theory into Practice
Consider all that you have learned from the the Performance Equation.
What are performance, potential and psychology? What do we mean by these things?
What are management, training and coaching? What is their relationship to peak performance and how can they be positioned within a leadership framework?
What is the philosophy of coaching? What is coaching about and how does it work?

13. The Core
Concepts

14. The Core Concepts
The Core Concepts are a series of useful models with which to help people set goals, learn from their own experience and develop a positive psychology.
As such, they relate directly to the Performance Equation and provide a useful set of maps and mirrors.
In this way, the Core Concepts offer a coherent framework and common vocabulary with which apply coaching psychology and guide the coaching process.

15. = - The Core Concepts The State Model Per Pot Psy GROW Model Self
ABC
Model

16. The GROW Model
Goal
Options
Will
Reality

17. The Self Concept Model
Ideal Self
Self
Esteem
Actualisation
Self Image

18. The ABC Model
Cognitive
Affective
Behavioural
Cognitive

19. The State Model Desired State Internal Resources External Present

20. Theory into Practice
Consider all that you have learned about the Core Concepts.
What are the Core Concepts and in what way are they useful? How do the Core Concepts relate to the Performance Equation and what does each model enable us to do?
How can we apply each model within the context of performance? What questions can we ask, and in what order and sequence, to guide the coaching process?

21. Goal Setting &
Goal Getting

22. Goal Setting & Goal Getting
A goal can be defined as an aim or target - something a person wants to achieve, something they want to have, something they want to do, or someone they want to be.
As such, goal setting & goal getting is the process by which a person achieves their goal and makes their goal a reality.
In this way, goal setting & goal getting is about planning your work & working your plan.

23. Goal Setting-Getting Process
Define the
Goal
Develop a
Strategy
Persevere
Take
Action
Take
More Action
Find Out
What Works

24. Action Review &
Action Plan

25. Aims & Purposes
1. To provide you with a introduction to the philosophy & psychology of coaching.
2. To provide you with a powerful model & methodology with which to put coaching theory into practice.
2. To provide you with some simple tools & techniques with which to apply coaching with your own context and even better achieve your own outcomes.

26. Aims & Purposes
1. To provide you with a introduction to the philosophy & psychology of coaching.
2. To provide you with a powerful model & methodology with which to put coaching theory into practice.
2. To provide you with some simple tools & techniques with which to apply coaching with your own context and even better achieve your own outcomes.

27. Theory into Practice
Consider all the things you might have learned by attending this seminar.
What have been the most important things you have learned and why have they been meaningful to you?
How might you apply your learning within your own context and to achieve your own performance, experience and personal development outcomes?
When, where and with whom will you do these things? And what will be the benefits if you do and the consequences if you don’t?

28. Mark Woodhouse
PERFORMANCE PEOPLE
Performance Learning & Development Ltd
The Coach House
10 Townsend Road
Shrivenham
Oxfordshire SN6 8AS
M: +44 (0)
T: +44 (0) E: W: