1. 1 Coaching A Path to Long Term Excellence

2. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-18732 Why Coaching Now Innovation is endless Retention of people Working in a multicultural environment Others?

3. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-18733 Desired Results of Coaching Long Term Excellent Performance Self-Correction Self-Generation

4. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-18734 Amoeba Model vs. What Really Happens Needle Sugar (poke) (reward) Doesn’t have long term effect Rewards can occur w/o effort Eliminates self-correction Action only taken when prompted Eliminates self-generation

5. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-18735 Premises of Coaching Behavior Structure of Interpretation PracticesLanguage Job of coach: Understand the client’s structure of interpretation In partnership alter this structure to get desired outcomes By providing a new language (self-correction and self-generation) and By providing practices (long term excellent performance)

6. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-18736 Coaching Principles Pragmatism Outcome based Relentless Correction Two Tracks Client and coach engaged in learning Breakdowns may occur in either’s commitment or competence Always/Already Always in the middle of something Not empty vessels Immediate concerns Current commitments Techniques Don’t Work Manipulative Undermine dignity Foster resistance and resentment Relationship Mutually Satisfying Based on Mutual Respect Mutual Trust Freedom of Expression

7. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-18737 Coaching Process Establish Relationship Recognize Opening Observe/ Assess Enroll Client Coaching Conversation

8. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-18738 Coaching Process Establish Relationship Recognize Opening Observe/ Assess Enroll Client Coaching Conversation Shared commitment Mutual Trust Mutual Respect Mutual Freedom of Expression

9. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-18739 Coaching Process Establish Relationship Recognize Opening Observe/ Assess Enroll Client Coaching Conversation Types of Openings Performance Review New Skill Expressed frustration, need or disappointment Interruption in accomplishment Broken promises Requests Business needs: high/lower costs Resistances Habit Social Identity

10. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187310 Coaching Process Establish Relationship Recognize Opening Observe/ Assess Enroll Client Coaching Conversation A way of speaking about the person, it is not the person Keep the client a mystery Validity of process is based on usefulness

11. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187311 Coaching Process Establish Relationship Recognize Opening Observe/ Assess Enroll Client Coaching Conversation Define outcomes Establish commitment of coach Establish commitment of client Confront potential hindrances Continue steps until completion

12. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187312 Coaching Process Establish Relationship Recognize Opening Observe/ Assess Enroll Client Coaching Conversation TypeTimingExamples OneOnce Intervention Request Clarifying standards Addressing lack of TwoSeveral Not open to input Not organized Complex skill attainment Over-commitment ThreeMonths Discovering purpose Long-term financial commitments Beginning/Ending relationship Raising children

13. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187313 Sample Self-Observation Exercise Invent, by declaration, an internal separation in yourself. Divide yourself into two persons, one who acts/reacts in life and one who observes and is passive in life. Begin to observe how you react in life. Observe what happens (life) and then what you do, say, feel, think, your reactions, etc. Observe quietly, passively. Keep noticing your judgment about yourself, about others, about life. Observe your internal states as well as what you show the world. At the end of each day, scan through your day again and note what happened and how you reacted. Do this exercise for ten days.

14. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187314 Sample Practice Exercise Objective: To become aware of my challenging behaviors and their consequences. Instructions: Stop twice each day – at midday and at the end of the day --- and ask yourself the following questions. I suggest you anticipate this exercise by observing yourself throughout your day. You may wish to record your responses in your journal. 1.Who did I challenge today? 2.Why? 3.What were al the outcomes of this challenge 4.What actions will I take from what I observed?

15. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187315 Appendix

16. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187316 Assessment Model: 5 Elements Model Immediate concerns Ask what those are Commitments Competency to achieve commitments Future Possibilities Desired achievements Potential roadblocks Potential solutions Personal/Cultural History Mood

17. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187317 Assessment Model: Domains of Competence Self-Management (I) Relationship (others) Facts and Events Qualities: Vision, passion, integrity, Trust, curiosity, daring. Skills: self-observation, -knowledge, -management, -remembering, -consistency. Qualities: Empathy, openness, Optimism, faith, reliability. Skills: Listening, speaking, setting standards, learning, and innovating. Qualities: Rigor, objectivity, persistence, creativity, focus. Skills: Analyzing, predicting, simplifying, building Models, organizing and prioritizing.

18. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187318 Assessment Model: Components of Satisfaction and Effectiveness Intellect Making distinctions Predicting consequences of action Emotion Bring people or events close or moving them away Will What is said will happen does happen Context Done inside of purpose Soul Compassion/kindness Experience of connectedness

19. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187319 Type One Coaching Conversation Process Enrollment Clarifying Intention Revealing Thought Process Invitation to See a New Way New Actions and Offering Support

20. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187320 Follow-Up Conversations Type Two Coaching Conversation Process Openings for coaching: Work breakdown Enhancing competence New possibility: role, product, market Observation of Client Assessing structure of interpretation Assessing level of competence Observing client behavior associated with topic of coaching Session I Enrollment Clarify outcomes Promising support Observation exercises Setting up communication Planning follow-up Session II Report on observation exercise Discuss new behavior Assign new practices Session III Report on new practices Results of new behavior Effect of new competence: relationships, identify, effectiveness Recommendations for the future Follow-Up Conversations

21. From Coaching: Evoking Excellence in Others by James Flaherty 11/25/02Karyn Lazarus 541-917-187321 Type Three Coaching Conversation Process 1. What will you specifically recognize the fulfillment of the coaching program? List observable phenomena. 2. What distinctions must the client incorporate in order to fulfill the outcome as specified? 3. What distinctions (e.g., belief, fear, negative assessment) must the client abandon? 4. What life-world structures (habits, relationships, practices, etc.) maintain the hindering distinctions? 5. What exercises(s) or practices(s) can you assign that will allow your client to observe these distinctions and structures? 6. What practices can you assign that will incorporate the new distinctions (from #2 above) 7. What are the likely potential breakdowns in your client’s enacting these practices? 8. What will these breakdowns reveal t your client? Should you allow the breakdowns to happen to try to prevent them? 9. What support will your client require during the program, especially during breakdown? 10. Who can provide support for your client? 11. How could you structure this coaching program? 12. What metaphor(s) could you use to show the outcome of the program to your client? 13. What paperwork (calendars, worksheets, etc.) would support your client? 14. How can you present this program to your client? What questions is your client likely to have? What concerns? What objections? How can you address these?