Coaching conversations for change (part 1)

Transcription

1 Coaching conversations for change (part 1) Session 4 in the Leading Transition Series facilitated by Bronwyn Cross BC Learning

2 Table of Contents SESSION 4 OVERVIEW... 3 WHAT IS COACHING?... 4 QUALITIES OF EFFECTIVE COACHING FEEDBACK... 4 THE COACHING CONTINUUM... 5 MANAGER AS BOSS VS COACH... 6 POTENTIAL CONFLICT BETWEEN ROLES OF MANAGER AND COACH... 7 FIVE BASIC NEEDS... 8 FURTHER DISTINCTIONS ON COACHING CONTEXT... 9 COACHING IN A CHANGE CONTEXT... 9 THE ADKAR MODEL ADKAR ANALYSIS IDEAS AND REMINDERS EMPOWERING QUESTIONS CONVERT TO EMPOWERING THE GROW COACHING MODEL QUESTIONS UNDER PRESSURE DIMENSIONS THE MPH MODEL CREATE CHOICE CHANGE REFLECTIVE PRACTICE THE NATURE OF TRUE DIALOGUE NOTES BC Learning 2012 page 2

3 Session 4 Overview Learning Objectives By the end of the session participants will be able to: Identify a range of work-based contexts where coaching conversations can add value (i.e. achievement of outcomes, workplace relationships, change leadership etc.) Use the G.R.O.W coaching model as a framework to initiate and facilitate a coaching conversation Identify the types of questioning approaches most beneficial for different types of coaching conversations Explain why and how a particular type of coaching conversation is initiated in relation to change management lifecycles Key Content PROSCI s change management tool/transition model ADKAR (Awareness, Desire, Knowledge, Ability, Reinforcement) and its usefulness in leading change G.R.O.W. model (Goal, Reality, Options, Way forward) Research on the efficacy of coaching conversations during change (ADKAR and types of change interventions) The importance of trust and rapport in a coaching environment Key Skills Quality questioning (i.e. open enquiry, probing, open and closed etc.) Dialogue facilitation skills (i.e. intention, listening, paraphrasing, self-reflection and self-management etc.) BC Learning 2012 page 3

4 What is Coaching? In their book The Complete Guide to Workplace Coaching Zeus and Skiffington provide some key themes to help define coaching; Coaching occurs through conversation Coaching is about learning Coaching helps individuals access what they already know Coaching is about asking questions (rather than providing the right answers) Coaching is about change and transformation (the ability to grow and change habits) Coaching is a journey where the journey is as important as the destination Coaching operates on the emotional plane ( moving out ) taken from Zeus and Skiffington, The Complete Guide to Coaching at Work,2001. Qualities of Effective Coaching Feedback Intend to help (not to control or manipulate) Is a subjective interpretation (I language) delivered in the moment (or soon after) Presume innocence (not attributing negative motives) Describe observed behaviours and impacts (not evaluate and judge) Be authentic and candid AND compassionate, to build trust and respect Stimulate mutual learning and inspired action Allows receiver to maintain dignity and self respect Allows receiver to maintain control over his or her choices and how to respond to the feedback taken from Thomas Crane, The Heart of Coaching, BC Learning 2012 page 4

5 The Coaching Continuum Two key principles 1. Transference belief that coaching is a process whereby a person with prior knowledge or experience can impart this wisdom to others with a goal to optimise performance 2. Discovery belief that coaching is to help others release untapped capability to help the person be who they are and what they want to be (focus is on releasing potential) What is the appropriate balance? Extrinsic solution Intrinsic solution Managing Teaching Mentoring Coaching Counselling Therapy Mediation Focus on performance Focus on potential Helping people Collaborative coaching to help themselves taken from Mick Cope, The Sevens Cs of Coaching, BC Learning 2012 page 5

6 Manager as Boss vs Coach Pushes / drives Manager as Boss Tells / directs / lectures Talks at people Controls through decision Knows the answer Triggers insecurity using fear to achieve compliance Points to errors Problem solver / decision maker Delegates responsibility Creates structures and processes Does things right Knowledge is power Focussed on the bottom line Lifts / supports Manager as Coach Asks / requests / listens Engages in dialogue with people Facilitates by empowering Seeks the answer Stimulates creativity using purpose to inspire commitment Celebrates learning Collaborator / facilitator Models accountability Creates vision and flexibility Does the right things Vulnerability is power Focussed on process that creates bottom line results taken from Thomas Crane The Heart of Coaching, BC Learning 2012 page 6

7 Potential Conflict Between Roles of Manager and Coach (where coachee also is in line reporting role) BC Learning Manager Responsible for output Can reward and discipline Reports to senior manager Extrinsic measurement Intention to manage Monitors and gives feedback on performance Has more power in the relationship Coach Responsible for process No disciplinary process Reports to coachee Intrinsic measurement Intention to unleash potential Gives guidance and encouragement Equal power in the relationship How do you work with the differences between these two roles? What strategies do you use to distinguish between the two roles? (for both yourself and the coachee) BC Learning 2012 page 7

8 Five Basic Needs I need to be SEEN I need to be HEARD I need to be RESPECTED I need to be SAFE I need to BELONG When all of my basic needs are met Then I m ready to LEARN taken from Thomas Crane The Heart of Coaching, BC Learning 2012 page 8

9 Further Distinctions on Coaching Context We have explored the key contextual differences between the roles of manager and coach. There are further distinctions that can be useful when working in the area of developmental coaching. They relate to the contexts that may occur for the coachee, such as: 1. Coaching shorthand sharing feedback (both appreciative and constructive) corridor coaching, on the spot, at the time. 2. Problem solving usually initiated by coachee where you would ask effective learning questions (not giving them the answer) 3. Coaching dialogue usually initiated by the coach to engage in mutual learning and create an action plan 4. Any others? BC Learning 2012 page 9

10 Coaching in a Change Context Best practice research* has identified the critical role of leaders and managers in successful change management. This key role is reinforced by what is identified as the number one obstacle to success employee resistance. Employee s direct supervisors have the greatest influence on the extent of engagement in the change process. They also have a strong influencing role as the conduit between senior managers and employees or the project team and employees. Who is the Preferred Communicator of Change Messages? CEO/President Executive manager Senior manager Department head The employee's supervisor Project team member Project team leader CM team member CM team leader Other Personal messages Business messages 0% 10% 20% 30% 40% 50% 60% Percent of respondents *Reproduced with permission Prosci. Best Practices in Change Management 2007 BC Learning 2012 page 10

11 Sponsoring is necessary at all levels of the business Change sponsoring roles: Senior Managers Business Imperative: Must lead the achievement of business strategies Change Imperative: Visible & active participation Build coalition of sponsorship and manage resistance from mid-level managers Communicate directly with employees Mid-Level Managers & Supervisors Business Imperative: Keep the business running Change Imperative: Understand the change and your leader role Fulfil the 5 Roles of Manager (communicator, advocate, coach, liaison, resistance manager) Front Line Employees Business Imperative: Perform functional tasks Change Imperative: must change in order to achieve desired business results Act as on the ground ambassadors BC Learning 2012 page 11

12 What might be the specific change sponsoring role(s) that you have as a UTAS Leader? Business Imperative Change Imperative Critical Messages for People in Change The Prosci research identifies FIVE Critical messages for change sponsors to communicate around: Impact on me How will the change affect me? Reason for change Why is it happening? Why now? How does it align with goals, vision, strategy? What is changing Exactly what and how will the future state look? What will be happening during the transition? Impact to business How will the business and our clients be affected? What negatives should we be prepared for? What support and resources What will be done to support us during the change? When will it be available? How will we access it? BC Learning 2012 page 12

13 The ADKAR Model Prosci s ADKAR model for change provides a solid foundation for change management activities. The ADKAR model has 5 elements, each of which must be in place for a change to be realised. Outcomes Enablers Influential Factors A Awareness of the need for change Ready-access to information Customer input Marketplace changes Management communications A person s view of the current state How a person perceives problems The credibility of the sender Circulation of misinformation or rumours Contestability of the reasons for change D Desire to participate and support the change Discontent with current state Imminent negative consequences Enhanced job security Affiliation and sense of belonging Career advancement Acquisition of power or position Incentive or compensation Trust and respect for leadership Hope in future state The nature of the change and WIIFM The organisational or environmental context for the change and history An individual s personal situation What motivates them / intrinsic motivators K Knowledge on how to change Training and education Information access Examples A person s current knowledge base The capacity or capability of this person to gain additional knowledge The resources available for education and training Access to or existence of the required knowledge A Ability to implement required skills and behaviours Practice applying new skills or using new processes and tools Coaching Mentoring Psychological blocks Physical abilities Intellectual capability The time available to develop the needed skills The availability of resources to support the development of new abilities R Reinforcement to sustain the change Incentives and rewards Compensation changes Celebrations Personal recognition The degree to which reinforcement is meaningful to the person impacted by the change The association of the reinforcement with actual demonstrated progress or accomplishment The absence of negative consequences Accountability systems to reinforce the change BC Learning 2012 page 13

14 ADKAR Analysis Awareness What is the level of awareness of the need for this change with this impacted group? Will building awareness of the need for change with this group be easy or difficult? Why? Desire What are the motivating factors in support of this change (what would cause someone in this group to support this change)? What are the opposing forces to this change (what would cause someone in this group to object to this change)? Do you anticipate support or resistance to this change from this group? Why? Knowledge List the knowledge, skills and behaviours needed to support this change with this impacted group. Is the gap in knowledge, skills and behaviours as compared to today large or small? Ability Considering the skills and knowledge needed from above, what potential challenges do you see for employees in this group successfully implementing this change? What barriers may inhibit this group from implementing this change? Reinforcement What reinforcements would be necessary to sustain the change in this group? What characteristics of the group may cause the change not to be sustained? BC Learning 2012 page 14

15 Change management tools Communications ADKAR phases of change Awareness Sponsor roadmap Desire Coaching Knowledge Resistance mgmt Ability Training Reinforcement ADKAR elements Awareness of why the change is needed Who the most influential players Primary sponsors (business leaders), Direct supervisors How the most influential change management plans Communications, Sponsorship (leadership), Coaching Desire to support and participate in the change Primary sponsor, Sponsor coalition, Direct supervisors Sponsorship, Coaching, Resistance management Knowledge on how to change Project team, Training team, HR Training, Coaching Ability to implement the change Direct supervisors, Project team, HR, Training team Coaching, Training Reinforcement to sustain the change Primary Sponsor, Direct supervisors Sponsorship, Coaching, Communications BC Learning 2012 page 15

16 Ideas and reminders BC Learning 2012 page 16

17 Empowering Questions A question is empowering if It gives you greater understanding It generates new ideas It focuses you on solutions (rather than the problem) It moves you to action (you actually do something) It makes you responsible (e.g. able to respond and believe you can make a difference) It gives you deeper meaning in your life It helps you and others to learn something BC Learning 2012 page 17

18 Convert to Empowering Create empowering alternatives to the following questions DISEMPOWERING Why does this always happen to me? Why do I have to work so hard? EMPOWERING Why don t people know what they want? Why do they always speak to me that way? Why don t I ever get any positive feedback? Why do I always have to explain everything twice? Add your own favourites BC Learning 2012 page 18

19 The GROW Coaching Model Part One: Overview of the Process GOAL Agree topic for discussion Agree specific objective of session Set long term aim if appropriate WRAP UP Commit to action Identify possible obstacles Make steps specific and define timing Agree support REALITY Invite self-assessment BC Learning Offer specific examples of feedback Avoid or check assumptions Discard irrelevant history OPTIONS Cover the full range of options Invite suggestions from coachee Offer suggestions carefully Ensure choices are made Part Two: Quality Questioning in the GROW Model GOAL What would you like to achieve? What is it you would like to discuss? What would you like to happen that is not happening now? What outcome would you like from this session? What would need to happen for you to feel that this session was well spent? How would you know when you had achieved your outcome? WRAP UP What are the next steps? Specifically, what will you do and when? What obstacles might there be? How will you overcome them? What support do you need? How will you enlist help? What systems will you use to help you? (e.g. log actions in diary) How will you review your progress? REALITY What is happening at the moment? How do you know that is accurate? When does this happen? How often does this happen? What effect does this have? What other factors are relevant? Who else is involved? What is their perception of the situation? What have you tried so far? OPTIONS What could you do to change the situation? What alternatives are there to that approach? What approaches/actions have you used in similar situations? Who might be able to help? What are the benefits / pitfalls of these options? Which options do you like the best? How can I help you? Acknowledgement to Max Landsberg, The Tao of Coaching, 1997 BC Learning 2012 page 19

20 Questions Under Pressure When people are under pressure they tend to revert to habitual responses. How effective are your responses when you are under pressure? Less Effective Attention is on the problem Looking for someone to blame Focus is on the past You hold a meeting about it You philosophise asking why? More Effective Attention is on the solution Finding someone to help Focus is on the future You are motivated to act You re pragmatic asking how? Target your questions to become more effective. What could we do differently to achieve our desired result? How can we meet the needs of the operation AND the customer? What have we not yet tried? What else could be done? What specifically IS working for us right now? How can we build on that? How can I assist others to help me? What can THEY do to make my job easier? How am I currently viewing this situation? Is that the most useful perspective? What can I do to make the greatest difference at this point in time? Notice how each of the above questions start with WHAT or HOW. These words direct our attention to future action and solutions. WHY questions are valuable when we want to reflect on the past, to explore possible causes and to encourage dialogue. When under pressure, when deadlines have to be met, when action needs to be taken WHY questions tend to slow you (and others) down. Consciously ask WHAT and HOW questions. Ask yourself WHAT and HOW questions to keep your attention focused on what is possible and can be done now. Ask your customers WHAT and HOW questions to direct their attention to what is practical and most effective. Ask WHAT and HOW questions to initiate solutionsfocused discussions. BC Learning 2012 page 20

21 3 Dimensions Many learning and education models draw from the three dimensions (or domains); 1. Heart 2. Head 3. Hands Sometimes there is benefit in adopting a holistic approach to questioning. This can still be very focussed and targeted AND provide a broader range of areas in which to guide and coach an individual. Where a coaching situation is more complex or when the coachee is more vague or fuzzy further exploration may be needed. Mick Cope describes a series of questions that cover the 3 domains (heart, head, hands) as probes and prompts to identify the specific area(s) where coaching can add value. These can be used as a framework for a coaching conversation or as prompts if the coach wants to go somewhere else in the conversation. HANDS (do behaviours) HEAD (think thoughts) HEART (feel emotions) BC Learning 2012 page 21

22 Sample exploratory 3D questions What are you feeling at the moment? Why are you feeling like that? Is it a feeling you want to change? What would you like to feel? What are you thinking or saying to yourself? Why do you think you are saying that? What does this mean about you? How are you behaving? BC Learning Why are you behaving that way and could you do something different? How would you like to behave? Sample questions exploring the inter-dependencies between the dimensions To what extent are your feelings driving what you are thinking? To what extent are your thoughts triggering a certain feeling? How are your thoughts impacting on what you are doing? How are your feelings influencing what you do? In what way are your behaviours influencing your feelings? To what extent are your behaviours impacting on what you are thinking? Sample pause questions highlighting the choice points where things could be done differently At what point did you realise that the choice being made was not right? What did you feel when you realised this? What did you do? What would be the benefit of pushing the pause button before it happened? Do you think you might be able to push the pause button before it happens next time? At what point might you realistically be able to push the pause button next time? What can I do to help you push the button? What can you do now to help yourself push the pause button next time? These exploratory questions help you gain an understanding of the issue the coachee wishes to address. Ideally the aim is to gather information from all 9 quadrants in reality this may not be as easy because coachees (e.g. all people) tend to come from certain clusters of quadrants. BC Learning 2012 page 22

23 The MPH Model This model, developed by Mick Cope, provides the coach with a robust and extensive framework from which to craft questions and facilitate coaching conversations. The essential categories used are; 1. PERSPECTIVE (meta, macro, micro) 2. TIME (past, present, future) 3. DIMENSION (head, heart, hands) and in more detail Meta overall outline of the situation Macro examples of the issue Micro specific information about it Past what has been happening Present what is happening Projected what they want to happen Heart their feelings about it Head the logic behind it, why it exists Hand what they are doing (behaviours) META Describe in general terms PAST Looking back HEART How do you feel? MACRO Give an example PRESENT At present HEAD Why is this? MICRO Describe in more detail PROJECTED In the future HAND What are you doing? BC Learning 2012 page 23

24 The idea is to probe and ask questions to gain a balanced view of the situation (e.g. ask questions about the quadrants NOT mentioned by the coachee). REMEMBER: You re not trying to find the cause of the problem or determine actions, simply to gain a richer understanding of the current situation. Sample past and present questions; Can you give me some examples of this problem? (Macro) Can you give me some specific details about the issue? (Micro) What happened in the past and how did you get to this point? (Past) Can you describe what is happening at the moment? (Present) How do you feel about this what are the highs and lows? (Heart) Why is this important and what is the rationale behind the problem? (Head) What are you doing to help or hinder this issue? (Hand) META Describe in general terms PAST Looking back HEART How do you feel? MACRO Give an example PRESENT At present HEAD Why is this? MICRO Describe in more detail PROJECTED In the future HAND What are you doing? BC Learning 2012 page 24

25 Sample future questions; Can you describe in broad terms what will be different when we have finished the journey? (Meta) Can you give me some examples of what will be happening when it is complete? (Macro) Can you take one of these examples and talk me through in detail what will be happening when it is complete? (Micro) Can you describe how you will be feeling when it is complete? (Heart) What will you be saying to yourself when the outcome is achieved? (Head) What will you be doing differently when complete? (Hand) Future Picture Map Your questions can then direct the coachee s attention to the future and building a future map of where they want to be, and how they will know when they are there. META Describe in general terms what it will look like HEART How will you feel when it is achieved? MACRO Give an example of this PROJECTED In the future HEAD What types of things will you be saying to yourself? MICRO Give specific examples of what will be happening HAND What will you doing? BC Learning 2012 page 25

26 Even MORE! coaching questions Meta Past Heart What are your feelings about what has been happening? Meta Past Head Why do you think this occurred? Meta Past Hand What have you been doing? Macro Past Heart Pick one aspect of what happened and tell me how you felt about it Macro Past Head What were your thoughts on this issue? Macro Past Hand Give an example of what you were doing at the time Micro Past Heart Can you hone down and really help me understand how you felt at THAT moment? Micro Past Head What were you specifically saying to yourself then? Micro Past Hand How did you behave when that specific thing happened? How did you react? Meta Present Heart How do you feel about the whole thing at the moment? Meta Present Head What are your general thoughts? Meta Present Hand What types of things are you doing? Macro Present Heart Give me an example of something that is happening and what your feelings are about it Macro Present Head Why did you describe it that way? Macro Present Hand What are your behaviours associated with the incident? Micro Present Heart Take one specific example and describe what is going on inside you. How do you really feel? Micro Present Head Looking at this moment, what are you saying to yourself? Micro Present Hand Describe your behaviours in detail? What specifically are you doing? Meta Projected Heart How would you like to feel in the future? Meta Projected Head Why is that a good strategy or outcome? Meta Projected Hand What sort of things will you be doing? Macro Projected Heart Draw a picture of something happening in the future how will you feel about it? Macro Projected Head What is that a good example of? Macro Projected Hand Give an example of what you will be doing Micro Projected Heart Taking one specific moment, what will you be feeling at that moment in time? Micro Projected Head What will you be saying to yourself? Micro Projected Hand What will you be doing at that moment in time? BC Learning 2012 page 26

27 Know / Don t Know Model High I don t know what I know I know what I know Knowledge Content I don t know what I don t know I know what I don t know Low Low Knowledge Awareness High Mick Cope The Seven Cs of Coaching, The top left quadrant is the comfort zone. One of the coach s roles is to take the coachee out of the comfort zone in a safe, respectful and supportive way. The coach will need to decide which context is most important (content or awareness) and then ask the appropriate questions. Two key questions are; What could I do? - a divergent process to CREATE options. What should I do? - a convergent process to select optimum CHOICE. BC Learning 2012 page 27

28 CREATE What could I do? (Divergent) What should I do? (Convergent) Randomise What are the options? Explore What are the strengths and weaknesses of the ideas? Challenge What are the criteria for a successful outcome? Evaluate What are the best ideas? Test What ideas meet the criteria? Appraise What are the good ideas? taken from Mick Cope The Seven Cs of Coaching, BC Learning 2012 page 28

29 Some CREATE-ive Coaching Questions (coaching context: problem solving) Challenge Randomise Explore Appraise What are the criteria for a good solution? When do you need them by? Is there anything out of bounds? How would you know a good solution if you saw it? What are the cost limitations? What are the quality criteria? How perfect does the solution have to be? What could do you? What mustn t you do? What is the opposite of that? What is the most outrageous thing you could do? What would the person you most admire do? What would xxx suggest? (someone they respect) What are the strengths of each option? What are the weaknesses of each one? What are the costs of each one? What are the consequences of each one? Which of these seems to be a good idea? Intuitively would you keep it in? Test Evaluate Does it meet the criteria set in the Challenge stage? How can you be sure that it meets the criteria? How can you be sure that it doesn t meet the criteria? Which is the best idea? How would you rank the others? What is the worst idea? Why? Which will you take forward? taken from Mick Cope The Seven Cs of Coaching, 2004 BC Learning 2012 page 29

30 CHOICE Control Does the coachee have all the necessary power to affect the suggested solution? Hunger Do they really want to do this (as opposed to spending time and energy on other important activities)? Options Can we guarantee that all possible options have been considered? Internalisation Is this the solution that the coachee accepts responsibility (and accountability) for? Consequences Have we fully considered what can happen as a consequence of the choice? Is it still the best option? End game Can we be sure that this choice aligns and supports the coachee s desired outcome? (check against the future map) Discussion Questions How would you respond if the coachee comes up with an idea that you know (from your operational experience) will not be an effective solution? How would you respond if the coachee offers a suggestion that you know will have widespread political/relationship implications outside the Business Unit? How would you respond it you think the coachee s suggestion is an interesting one but not in line with current priorities? BC Learning 2012 page 30

31 Some CHOICE Coaching Questions (coaching context: dialogue) Control Hunger Options Internalisation Consequences End game Is this under your control? Could anyone stop you from doing this? Could anything stop you from doing this? Would you have to convince anyone to make it happen? How important is this? Why is it important? What would you give up to achieve it? What if you were told that you could not do it? How many options did you consider? How many should you have thought of? Is there anything else you could have done to look for other possibilities? Why are you doing this? Is it because you want to do it? (or do you think someone else wants it to happen? Wants you to do it?) What could stop you from doing it? Whose fault might it be if it doesn t work out? What are the consequences of doing this? What are the costs? What are the highs? What are the lows? Does this take you towards your future (perfect) picture? How does it do that? How do you know it takes you in the right direction? taken from Mick Cope The Seven Cs of Coaching, 2004 BC Learning 2012 page 31

32 CHANGE The coaching relationship can change over time. In fact, it is desirable that it does. It is helpful to keep in mind the CHANGE process as a way of monitoring the progress (and progression) of a relationship between the coach and the coachee. Command coach owns the change and does not delegate ownership of the mobilisation to the coachee Helm coach gives away some of the level of control but still retains significant authority over direction of the process Agree and negotiation coach gives away significant areas of power through agreement Nudge coach keeps a presence and encourages the coachee to take small steps Guide coach s role is to guide the coachee, provide occasional feedback and put the coachee in contact with experts (where appropriate) Empathy coach shows understanding of potential problem and offers coachee time and space to acclimatise to the change. In effect the coach backs off, leave the coachee to self coach and is available when requested by the coachee. taken from Mick Cope The Seven Cs of Coaching, 2004 BC Learning 2012 page 32

33 Reflective Practice You are encouraged to take every opportunity to focus on your OWN practice as a coach. Aim to meet with colleagues who are also actively developing their collaborative coaching skills and to share your insights, observations and successes with them. You may already have your own processes in place to observe, track and review your performance as a coach, and you are most welcome to continue using these. We have included below a handy tool that you may wish to use. EDA Effective Develop Actions In preparing for a coaching conversation ask yourself; EFFECTIVE DEVELOP ACTIONS What works effectively for me? How do I know this? How can I build on this? What areas do I want to develop in this session? Which specific coaching skills will I consciously practise in the conversation? What specific actions do I need to take to ensure the conversation is successful? And after a coaching conversation ask yourself; EFFECTIVE DEVELOP ACTIONS What worked effectively for me? How do I know this? How can I repeat this in the future? What did not work so well? Why not? How could I develop this area of my coaching? What needs to be done differently? What specific actions do I need to take to ensure the conversation is successful? BC Learning 2012 page 33

34 The Nature of True Dialogue Dialogue dia and logos meaning flowing through The respectful two-way, open ended flow of communication that balances listening and speaking for the purpose of learning. taken from Thomas Crane The Heart of Coaching, Using Words to Protect Listening to argue Pointing out faults Manipulating and controlling others Proving one s rightness Locking into positions Changing others Protecting and defending Using Dialogue to Learn Listening to understand Clarifying with questions Respecting, valuing and partnering with others Proving one s commitment to learning Truthfully sharing points of view and being willing to change them Supporting others Disclosing and being open taken from Thomas Crane The Heart of Coaching, BC Learning 2012 page 34

35 Activity What types of phrases might you hear from each position? How might a question begin from each position? What might you notice in the body language from each position? Using Words to Protect Using Dialogue to Learn Phrases / words used Questions asked Body language observed BC Learning 2012 page 35

36 Notes BC Learning 2012 page 36