Index
action plans, 271, see also development plan
adult change and growth, 31–34
agendas for session, 77
alignment, importance of, 47–48
anxieties of new coach, 240–241
applause meters, 191
appointments, priority of, 79
assessment certification, 271
assessment interpretation, 271
assessment tools, 271
assessments
data from, 94
developing approach to, 226
multirater, 96–98
self-report, 95–96
authority, response to, 15
backgrounds, for coach, 239
behavioral or observable changes, for coaching evaluation, 192
behaviorist approach to change, 32
belief structures, 31
boundaries, 182
challenges after closure, 202–203
developing approach to, 225
Burger, Yvonne, 29
C-suite executives, 159–161
Cairo, Peter, 29
case illustration
closure, 184–186
contracting, 60–61
development plans, 123–126
for engagement management, 49–53
facilitation with feedback, 112–115
goal evolution, 90–93
informational interviewing, 101–104
interim evaluation, 194–197
praise and relationships, 141–143
senior leaders, 161–164
sponsor disappearance, 70–73
stories of “poor me,” 134–136
tough choices in coaching, 204–206
tough talk in coaching, 149–152
trust in process, 82–84
Center for Creative Leadership, 2
change
development plan and, 118
and growth, 31–34
life-stage conceptions of, 32
partnership to motivate, 145–152
predictability and, 147
resistance to, vs. reluctance, 81
theories of intentional, 81
chemistry meeting, 57
ability to use coaching, 199
bond between coach and, 9
coach reaction to characteristics, 76
and coaching, 10
and coaching evaluation, 190
facilitating discovery, 127
felt needs of, 46
ideas about leadership, 154
integrity of relationship with, 202
negative behaviors, 80–81
perspectives for thinking about, 79
relationship building, 75–85
treatment of coach by, 138
closure, 176–187
achieving, 48–49
anticipating, 177–182
boundary challenges after, 202–203
case illustration, 184–186
characteristics of good, 177
schedule for ending coaching, 178–179
and sponsors, 183–184
coachee, 28
coaching, 2–3
awareness of reaction to clients, 139
challenges, 200–203
challenges to operating values, 199–200
definitions, 27–29
developing approach to, 224–227
integrating into other professional activities, 229
organizational context, 200
personal agenda, 52
potentially negative factors, 199
practices, 16–17
qualifications, 3
range of services, 34–37
tough choices, case illustration, 204–206
tough talk in, 149–152
trust in process, 82–84
use of self in, 135–136, 139–141, 143
see also executive coaching; personal coaching; Personal Model of Coaching
coaching culture, 210
coaching session
agenda, 77
guidelines for first, 78
preparation for, 76–77
structure, 80
cognitive perspectives about change, 33
collegiality, 169
communicating, 127
competencies for, 21
in engagement management, 44
competencies, 19–23
for managers, 97
confidence, 154
confidentiality, 25, 58, 79, 182, 271
as challenge, 200–201
contracting about, 201
of feedback, 104, 106, 109–110
internal coaches and, 211
consultants, senior leaders’ treatment of coach as, 160
consulting
coaching and, 229
vs. coaching, therapy, 249–251
vs. executive coaching, 30–31, 82
case illustration, 60–61
definitions and challenges, 55
expectations, 56
process, 55–59
sample, 252–254
sample letter to HR sponsor, 255
topics addressed, 57–58
contracting process, sponsors and, 65–66
counseling conversations, 216
demonstrating as coach, 188
data, categories, 95
De Haan, Erik, 29
designed objectives, 89–90, 91, 107
development goals, 86–87
development plan, 18, 47, 107, 117–126, 146
case illustration, 123–126
and coaching evaluation, 192
formats for, 118–119
on interpersonal impact on others, 150
samples, 263–267
for self as coach, 235–238
sponsors and, 66–67
themes in, 110
development plan coaching, 107
development planning, 271
development planning meeting
coach participation in, 119–120
potential benefits, 121
risks, 121–122
typical flow, 120
development planning skills, 271
development themes, 271
dialogue, encouraging, 127–136
differences, 166–175
case illustration, 171, 173–175
categories, 166–167
coach-client, 167–168
coach’s responsibility, 168–169
in workplace, 170
differences decision tree, 172
discouragement, 146
diversity initiatives, coaching to support, 170–171
Dotlich, David, 29
emotional intelligence, 32–33
endings, see closure
engagement management, 41–53
alignment, 47–48
case illustration, 49–53
closure, 48–49
communication, 44
initial steps, 44–45
pre-engagement events, 43
developing approach to, 227
interim, case illustration, 194–197
evaluation of coaching
effectiveness, 188–189
information gathering, 191–194
sources of information for, 190–191
executive coaching, 272
vs. consulting, 30–31
development, 1–2
foundations, 24–37
key principles from training programs, 3–4
vs. personal coaching, therapy, consulting, 249–251
phases, 42
skills required, 25–26
story of development process, 239–248
existential/phenomenological thinking, 33
expectations, 146
external practice
getting started, 230
marketing, 230–231
practice plan, 232–234
facilitation skills, 127–128, 133, 135, 272
feedback, 106–116
case illustration, 112–115
confidentiality of, 104, 106, 109–110
discussion of, 112
as goal of coaching, 196
goals, 107
honesty in, 150
integrating sources, 111–112
on interpersonal style, 20
of qualitative information, 109–111
of quantitative assessments, 108–109
summary sample, 261–262
verbatim report sample, 259–260
feedback coaching, 107
feedback skills, 272
feelings, reflection of, 128
felt needs of client, 46, 87–88, 90, 92, 170
Flaherty, James, 29
follow-up support, 68, 180, 182
goal evolution, 45–47
development, 86–87
and evaluating progress, 189
evolution, 86–93
evolution, case illustration, 90–93
of feedback, 107
hardcopy description of services, 233
Hargrove, Robert, 29
help
attitudes about, 243
willingness to ask for, 22
helping clients, Personal Model statements on, 222
in feedback, 150
hope, 20
Human Resources professional, 63, 67
C-suite executives and, 161
in the moment feedback, 22, 141
influencing skills, 272
information gathering, 94–105
for coaching evaluation, 191–194
informational interviewing, 99
case illustration, 101–104
feedback from, 109
recommended steps in arranging, 100–101
of stakeholders, 88
inputs to Personal Model of Coaching, 13–17, 216–217
intentional change, theories of, 81
internal coaches, 208–217, 272
boundaries and confidentiality, 203
considerations, 213–215
getting started, 231–232
informal interactions between client’s colleagues and, 211
obstacles and challenges, 210–211
practice plan, 232–234
trends in use, 212
typical short engagement, 209
interpersonal skills, 242
interpersonal style, feedback on, 20
and self-monitoring, 189
Kirkpatrick, Donald, 191–193
challenges, 154–159
coaching senior, 159–161
exposure from, 155–156
vs. management, 155
organizational influencing and politics, 158
polarities and choices, 158–159
leadership experience myth, 22–23
learning
coaching skills, 11
competencies fostering, 21
methods of coaches, 236–238
new skills, 244–245
Personal Model statements on, 223
or retention, evaluation, 191
life coaching, 272
life-stage conceptions of change, 32
management, vs. leadership, 155
manager, 63
choice to lead, 156–157
feedback from, 111
style, and coaching development, 240
marketing, for external practice, 230–231
for coach, 202
mission creep, 160
motivation, 15
motivational interviewing, 82
multirater assessments, 96–98
negotiated goals, 46, 88, 91, 107
networking, 232–233
nonverbal signals, 128
objectives, 47
O’Neill, Mary Beth, 29
optimism, 20
organization development, 30
organizational hierarchy, 15
organizational influencing, 158
organizational results, and coaching evaluation, 192
organizational settings, yourself in, 14–16
organizing principle, 227–228
outputs to Personal Model, 17–18, 217
patience, 81
perceptions, 110
personal coaching, 272
vs. executive coaching, therapy, consulting, 249–251
Personal Model of Coaching, 9–18
components, 11–12
depth, 247
functions for, 246
inputs, 11, 12, 13–17, 216–217
organizing principle for, 227–228
Personal Model outputs, 17–18, 217
approach to coaching, 221–228
executive coaching practice, 229–234
professional development plan, 235–238
personal myth, 130
personal style, Personal Model statements on, 223
plans for coaching process, sponsors’ involvement, 65
politics, 158
positive chemistry, 45
positive psychology movement, 33
practice plan, 17–18
praise, and relationships, 141–143
predictability, change and, 147
preparation for sessions, 76–77
presenting issue, 272
process checks, 43
professionalism, 198–207
program review meeting, 67, 180
progress, 146
proposal, sample, 256–258
psychodynamic thinking, 32
psychological curiosity, 272
psychometrics, 160
psychotherapy, vs. coaching, consulting, 249–251
feedback of, 109–111
gathering for senior leaders, 160
quantitative data, 95
feedback on assessments, 108–109
reaction to clients, awareness of, 139
reactions or relative satisfaction, 191
reflection, of feelings, 128
relationships with clients, 10
building, 75–85
competencies and, 21
developing approach to, 225
integrity of, 202
Personal Model statements on, 222–223
and praise, 141–143
reports, verbatim feedback sample, 259–260
research studies, 193–194
reframing, 148
responsibility, 198–207
shared, 25
return on investment (ROI), and coaching evaluation, 192
savior mode, 243
self-assessment, 133
about differences, 169–170
competencies and, 19
self-awareness, 168–169
self-esteem, 154
endings and, 181
encouraging, 127
self-report assessments, 95–96
self, use by coach, 135–136
Seligman, Martin, on endings, 178
shadowing the client, 68–69, 98, 190, 272
for senior leaders, 160
shared responsibility, 25
social media, 182
sponsor management skills, 272
behavioral feedback from, 196
case illustration of disappearing, 70–73
and closure, 183–184
developing approach to, 225
educating about goals, 87
role in coaching process, 64
sample contracting letter to, 255
sharing development plan with, 119
touchpoints for, 65–68
transparency of contacts with, 79
informational interviewing of, 88
stories
case illustration, 134–136
of coach development, 239–248
disclosure of troubling, 131
encouraging, 127–136
importance of, 129
of leadership, 157–158
succession planning systems, 2
summary statements, 127
supervision, 272
theory preferences, Personal Model statements on, 222
therapy, vs. coaching, consulting, 249–251
360-degree interviewing, 88
360-degree questionnaires, 96
time frame, for goal setting, 87
tough talk in coaching, case illustration, 149–152
training, for coaches, 210
transference, 148
transparency, 25
of contacts with sponsors, 79
in coaching process, 82–84
and feedback, 108
use of self, 135–136, 139–141, 143, 246
whole person, 10
coaching and, 13–14
work-related goals, 25
written summary, of feedback, 110