EFFECTIVE COACHING MYLES DOWNEY PDF

Non-directiveness Why is non-directiveness a key skill for a coach to cultivate? Transformative coaching has non-directiveness at its core because only the coachee can find the key to opening the doors through which transformation comes in her or his particular case. Click on the PDF icon to the left to take a look. For example, if there is particular relevant information which a coachee cannot be expected to access through his or her own experience alone, a coach might ask permission to offer a suggestion, put in tentative non-judgemental terms, or even to put it more strongly as guidance or key information. Although this is not expected of coaches, they should nevertheless be able to escalate their style when necessary.

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Non-directiveness Why is non-directiveness a key skill for a coach to cultivate? Transformative coaching has non-directiveness at its core because only the coachee can find the key to opening the doors through which transformation comes in her or his particular case. Click on the PDF icon to the left to take a look.

For example, if there is particular relevant information which a coachee cannot be expected to access through his or her own experience alone, a coach might ask permission to offer a suggestion, put in tentative non-judgemental terms, or even to put it more strongly as guidance or key information. Although this is not expected of coaches, they should nevertheless be able to escalate their style when necessary. A coach who is proficient in all the skills on the spectrum can be flexible in which is applied according to precise context, being capable of challenging a coachee to push further or to explain why agreed action points have not been undertaken.

Challenging as a skill can be difficult to put into practice for those coaches whose main driver is to be liked or to please people. Which means that such individuals need to plan their development as coaches carefully to ensure that the more directive skills also become functional parts of their skill set.

So much of their time has been or still is spent solving the problems of others, instructing in rules and regulations, or telling people what to do. Whilst their contribution of insight might be invaluable if requested in a mentoring relationship, for the most part it is highly detrimental in the context of coaching.

The result is that coachees may be forced to revert to learning from someone else, being deprived of the opportunity to be facilitated in exploring how to move forward in their own time and in their own way. In a previous post I discussed the importance of reflective practice in coach development.

Coaching sessions should be far more than cosy chats between friends. Challenge is seldom pleasant. Yet challenge is often essential in a coaching relationship — coach challenging coachee, and coachee challenging coach if need be. This is where the coach needs strong interpersonal and communication skills capable of building sufficient rapport and trust with the coachee to withstand what can become stormy seas.

Having the sensitivity and ability to read the whole person is essential for a coach when choosing less or more directive modes of interaction in the moment. Challenge should not be feared.

It should be prepared for by building sharp awareness of exactly how directive or otherwise one is or needs to be in the moment, as well as sufficient flexibility to move from one mode to another as and when necessary.

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