The Process of Coaching
The following stages describe a typical process of developing a positive and productive coaching relationship with a Leadership Certificate student. These stages are described more fully in The Handbook of Coaching:A Comprehensive Resource Guide for Managers, Executives, Consultants, and Human Resource Professionals, written by Frederic Hudson.
STAGE ONE: ESTABLISH THE RELATIONSHIP
Before talking about goals, agendas, what students is looking to learn or how they might want to develop themselves as leaders, first focus on building trust and gaining rapport with the student. Without this foundation of trust, a student may not wish to continue in the coaching relationship for the long term. In this sense, coaches should "lead from behind" by first understanding each student and their inner self before attempting to directly impact them. This will help them commit to the program early and begin the process of looking to you as a resource and trustworthy person to share their thoughts and goals with. The bulk of the first meeting (or longer) with a student should be spent in Stage One.
STAGE TWO: FORMULATE A COACHING AGREEMENT
After trust has been established, coaches can then begin to direct the relationship to the discussion "How would you best be served by working with me? What is the structure of our relationship going to look like?" This will help to set mutual expectations and boundaries to the relationship. Keep in mind that many students may not have thought explicitly about this topic, and may initially look to you as their coach to help them structure this agreement. In fact, they may not even think that such a step is necessary, and want to move immediately into stages that best come later in the relationship. It is important to spend time making expectations explicit between both of you. Be open to revisiting the agreement throughout the relationship, for as students mature and grow, how they utilize their coaches should change as well.
STAGE THREE: MOVE FROM A PROBLEM ORIENTATION TO A VISION ORIENTATION
In today's fast-paced society, high-achieving students are taught to competently "fix" problems they have or have had in the past. As students begin to think about their Personal Development Plan (PDP), though, coaches should help students focus on answering the questions, "What kind of leader do I want to be?" and "What skills are necessary for me to possess to become this type of leader?" Students may struggle with constructing their PDP because they may never have explicitly thought about their long-term goals and how they would like to accomplish them. Without pressure from their Certificate coach, some students may delay starting their PDP for many months. At this stage, coaches should help their students set realistic and timely deadlines for when the PDP will be completed and approved by the coach.
STAGE FOUR: HELP TO CONSTRUCT A CHANGE SCENARIO
Once students have begun to think about their future in a strategic way, coaches then help them to construct a specific plan. Without a specific plan, it is difficult to measure success; the "change scenario" represents the specifics within their PDP that serves as a blueprint for them to follow. Here, coaches may need to help students come up with examples of specific goals related to the list of 11 Skills and Attributes and how they may measure success related to their two overall learning goals. Try to ensure that students do not simply take "the best" example offered them, and that their goals are truly their own. As previously mentioned, some students may procrastinate during the construction of their PDP. While there is no official deadline for students to create their PDP, they should generally have the process completed within the first complete semester that they are enrolled in the program.
STAGE FIVE: RESIST RESISTANCE
Change often requires sustained effort and attention. For authentic learning to take place, students often need to not only change their habits, but actively spend time attending to thoughts and behaviors that may not initially be comfortable for them. Coaches, therefore, must intentionally challenge students to continue working on their goals as they work to support their current efforts. Share the idea that resistance to behavior change is natural. Invite students to brainstorm their own ideas and methods of resisting resistance, and provide feedback.
STAGE SIX: CHALLENGE, PROBE, CONFRONT
According to Hudson, there comes a time in every coaching relationship when the coach explores with the client (student) matters that are outside the client's awareness. This usually results in discomfort, and a challenge from the coach that begins with a challenge, such as, "What if you did this?" This sort of challenge is necessary for growth, and is often accomplished side-by-side with Stage 5. Together, they make up the bulk of the coaching relationship in terms of time spent within the Certificate program. The key to success within these two stages was built in Stage 1 — establishing a trusting relationship. This trust allows the student accept the challenge without choosing to disregard the coach, or worse, leave the program.
STAGE SEVEN: COACH THE NEW SCENARIO
As students look to complete their Certificate requirements, they will re-examine their PDP and reflect on their learning and success with their goals. Coaches should help students with this process, and provide their own feedback. Often, students naturally begin to wonder, "Now what?" At this point in the program and in the coaching relationship, coaches should spent some time helping students construct goals for themselves outside the context of the Leadership Certificate. Students may now be looking for further training, other types of experiences, or additional leadership resources.
STAGE EIGHT: CONCLUDE THE FORMAL RELATIONSHIP
Celebrate! By this point, the relationship has matured and much has been accomplished. Coaches should ensure that they spent time celebrating the accomplishments of their students and attending the Leadership Certificate Completion Ceremony. Attending to expectations regarding the student-coach relationship now that all requirements are fulfilled is also recommended. Coaches often become advocates, sponsors, and references for students at this time. Maintaining an ongoing relationship with a student after completion, however, is neither required nor expected.
If you have questions or would like to learn more about this topic, please check out our Leadership Resource Library, attend a Coach Connections session, or contact staff at the Illinois Leadership Center.
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