ACI Flashcards
1
Q
Three Coaching Foundations that make up the Columbia Approach
A
Our Compass: Guiding Principles
Our Vehicle: Coaching Competencies
Our Map: Coaching Process
2
Q
Our Compass
A
Guiding Principles
3
Q
Our Vehicle
A
Coaching Competencies
4
Q
Our Map
A
Coaching Process
5
Q
Four Guiding Principles
A
Adhere to High Standards of Ethical Behavior
Focus on the Client’s Agenda
Earn Commitment through Involvement
Earn the Right to Advance
6
Q
Coaching Competencies: 3 Clusters
A
Co-Creating the Relationship
Making Meaning with Others
Helping Others Succeed
7
Q
1st Coaching Competency Cluster
A
Co-Creating the Relationship:
- Relating
- Coaching Presence
- Leveraging Diversity
8
Q
2nd Coaching Competency Cluster
A
Making Meaning with Others:
- Questioning
- Listening
- Testing Assumptions
9
Q
3rd Coaching Competency Cluster
A
Helping Others Succeed
- Reframing
- Contributing
- Organizational Acumen
10
Q
The Success Pyramid
A
Questioning, Listening, Relating
and Coaching Presence in the middle
11
Q
Coaching Process Structure
A
3 Phases, 3 Components per Phase, Coaching Tasks per Component
12
Q
1st Coaching Process Phase
A
Outcome: Focus – learning for perspective
- Entry & Contracting
- Developmental Frames
- Situation Analysis
13
Q
2nd Coaching Process Phase
A
Outcome: Alignment – learning for knowledge
- Feedback
- Exploring Options
- Planning
14
Q
3rd Coaching Process Phase
A
Outcome: Performance – learning from experience
- Action Strategies
- Growth & Renewal
- Execution
15
Q
4 Response Modes
A
- Exploratory
- Affective
- Listening
- Honest Labeling
16
Q
Exploratory Response
A
Open-ended vs closed-ended questioning
17
Q
Affective Response
A
Ask about feelings
18
Q
Listening Response
A
Paraphrase, clarify, confirm
19
Q
Honest Labeling Response
A
Straight talk
20
Q
Coaching Conversation Outline
A
- Framing/Engaging
- Advancing
- Disengaging
21
Q
Framing/Engaging
A
- Purpose
- Benefit
- Check for Alignment
- Opening Move
22
Q
Advancing
A
Coaching Competencies – questioning, listening, relating, coaching presence
23
Q
Disengaging
A
- Summarizing
- Confirming
- Commitments
- Check for Alignment
24
Q
ORID
A
- Objective
- Reflective
- Interpretive
- Decisional
QUESTIONS
25
Objective Questions
What's happening?
26
Reflective Questions
How do you respond?
27
Interpretative Questions
What does it mean?
28
Decisional Questions
Now what?
29
STAR
Situation
Task
Action
Result
30
STAR: Situation
What is happening? What are the triggers? Players? Role?
31
STAR: Task
Intentions? Goals?
32
STAR: Action
What did you do?
33
STAR: Result
What was the outcome? Impact?
34
3 Levels of Listening
1: Self-talk / inner voice
2: client focused (exploratory, affective, listening response modes)
3: meta-communication (honest labeling, in sync)
35
What is:
As a coach you should...
- Devise a clear definition and philosophical orientation to guide your practice throughout the coaching process; commit to continuous personal and professional development.
- Honor confidentiality and privacy -- respect human and individual rights; acknowledge individual differences and diversity
- Manage personal boundaries with clients, avoid conflicts of interest, adhere to all applicable laws
Adhere to High Standards of Ethical Behavior
36
What is:
As a coach you should...
- Concentrate on the client's context, where they are in their learning and change process, change agenda, rather than your agenda
- Make sure that everything you say, everything you do, every suggestion or recommendation you make is of value to the client and promotes their agenda.
- Always ask yourself the question "what's in it for the client?"
Focus on the Client's Agenda
37
What is:
As a coach you should...
- Talk less; listen more by asking powerful high-leverage questions and helping client make discoveries for themselves
- Realize that opposition and resistance is a natural part of the learning and change process and is often a sign of involvement and should be explored with the client rather than stifled.
- Involve the client at every phase of the coaching process in defining their situation, determining their needs, exploring options and developing solutions.
Build Commitment through Client Involvement
38
What is:
As a coach you should...
- Help clients move from the general (or foundational work) to the specific (or more advance work)
- Help clients connect potential options to core organizational and personal values, linking each suggested intervention to their goals, wants, or needs
- Help clients make explicit the progress they have made toward their goals and the work yet to be done.
Earn the Right to Advance
38
What is:
As a coach you should...
- Help clients move from the general (or foundational work) to the specific (or more advance work)
- Help clients connect potential options to core organizational and personal values, linking each suggested intervention to their goals, wants, or needs
- Help clients make explicit the progress they have made toward their goals and the work yet to be done.
Earn the Right to Advance
39
What is:
Is conscious of one's own thinking and effectively manages emotions (self & others) to ensure client engagements are experienced as open, flexible, and productive.
Coaching Presence
40
What is:
Establishes a personal bond with clients by creating a safe, supportive environment characterized by a trusted partnership, mutual respect, and freedom of expression.
Relating
41
What competency are these behavioral examples related to?
- Tunes into the relationship with curiosity to understand the client's situation (w/o judgement)
- Manages desire to pre-maturely give advice by emphasizing a collaborative, relative to a directive, mode
- Takes thoughtful risks with clients to confront their challenges necessary to realize their intentions/aspirations
Coaching Presence
42
What Coaching Competency is related to these behavioral examples?
- Uses eye contact, compatible speaking patterns, gestures, and body posture
- Asks for permission to coach clients in sensitive, new idea areas that involved stretch and going outside one's comfort zone
- Acts with integrity by striving to ensure one's audios match the visuals and helping client achieve the same
Relating
43
ORID: Question associated with Objective
What's happening?
44
ORID: Question associated with reflective
How am I feeling?
45
ORID: question associated with interpretative
What does it mean?
46
ORID: Question associated with decisional
What do I do?
47
What ORID question is this description associated with?
- Focus: facts, observation and information
- Access: what you see, hear, say, do
- Learning Capability: contextual awareness (context), external focused
Objective
48
What ORID question is this description associated with?
- Focus: reactions, emotions, mood, feelings, associations
- Access: images, related experiences, metaphors
- Learning Capability: Contextual Awareness (context) - internal focused
Reflective
49
What ORID question is this description associated with?
- Focus: patterns, themes, meaning, values
- Access: exploring for impact, significance, learning, insight
- Learning Capability: Conceptual Clarity to focus & align priorities (content), external & internal focused
Interpretative
50
What ORID question is this description associated with?
- Focus: Options, consequences, payoffs, priorities, goals and planning
- Access: response, experiments, pilots, execution
- Learning Capability: informed action, leveraging contextual awareness and deep conceptual clarity, conduct, external/internal
Decisional
51
What Coaching Competency is this describing?
Ask questions that reveals the information needed for maximum benefit to the coaching relationship, the client, and capturing the learning embedded in experience
Questioning
52
What Coaching Competency are these behavioral examples describing?
- Uses open-ended questions early in conversations to generate a shared pool of knowledge and prompt possibility thinking; progresses to close-ended questions to clarify understanding of situation, confirm commitment to action or promote learning, insight and renewal
- Combines objective questions with reflective questions to ground situation in experience, current reality and future aspirations
- Moves to interpretative questions combined with decisional questions to help clients lead from the future today
Questioning
53
What Coaching Competency is this describing?
Focuses completely on what clients say (and don't say) to understand the meaning of what is said in the context of the clients' desired results (performance and aspirations); includes behavioral observation
Listening
54
What Coaching Competency are these behavioral examples related to?
- Has patience to hear clients out and accurately restates the essence of the client's key messages (including meta messages)
- Actively focuses on and conveys an understanding of the client comments and questions
- Works to capture the meaning associated with the message with respect to mood, character, atmosphere and emotional tone to acknowledge it's merits and potential gaps
Listening
55
What Coaching Competency is this describing?
Ability to communicate in a direct and clear way during coaching sessions as a tool for balancing challenge and support needed to facilitate learning, growth and renewal.
Contributing
56
What Coaching Competency are these behavioral examples related to?
- Outlines coaching objectives, session agenda, purpose of various coaching interventions
- Speaks with captions and headlines when sharing observations, feedback or suggestions, then invites clients to respond
- Challenges client's commitment to a specific process or course of action as appropriate by pointing out and working through inconsistencies
Contributing
57
What Coaching Process Phase is this describing?
The emphasis of this phase of the coaching process is on striving to understand and clarify the client's agenda, explore the client's personal capacities and competencies and surface the client's perspective on their personal story as a basis for determining need/fit and to establish a foundation for a productive relationship
Phase 1 - Context
| Outcome: Focus - learn for perspective
58
What Component is this description associated with?
Effectively establish the client-coach alliance, understand the client's context and set expectations for working together
Entry & Contracting
59
What Component are these tasks associated with?
- Inquiring about the nature of the presenting problem, trigger event, challenge or opportunity
- Surfacing hopes and concerns
- Clarifying expectations and the parameters of the coaching process
Outcome: determine need/fit
Entry & Contracting
60
What Component is this description associated with?
Assess the client's emotional intelligence, social intelligence, cultural competency to understand how each impacts the client's current situation and framing of future possibilities.
Developmental Frames
61
What Component are these tasks associated with?
- Clarifying client's self-awareness and self-management as well as social awareness and relationship management capabilities
- Determining emotional and social capabilities in terms of strengths and limitations
- Building client's capacity for growth and change by developmental sequencing the coaching process and related content
Outcome: understand the client's baseline as a basis for monitoring growth
Developmental Frames
62
What Component is this description associated with?
Encourage clients to tell their personal story and work to expand their awareness of the presenting situation by exploring stories form a variety of perspectives and sources
Situation Analysis
63
What Component are these tasks associated with?
- Engaging clients in identifying essential questions to focus data collection and feedback activities?
- Co-creating data collection strategies to determine what information is needed and from what sources to understand the presenting situation.
Working with clients to diagnose the situation by digging beneath the surface, map trends to reveal underlying drivers of the situation
Outcome: facilitate the client's movement from data to information to knowledge to strategic insight to reframe the presenting problem, challenge or opportunity
Situation Analysis
64
What Phase is this describing?
The emphasis of this phase of the coaching process is on encouraging clients to define a range of choices, developing a vision, and beginning the process of devising a plan to make the vision real.
Phase 2
| Outcome: Alignment, learn for knowledge
65
What Component is this description associated with?
Leverage the power of feedback's potential to facilitate learning and change throughout the coaching process by examining the past, present, and future
Feedback
66
What Component are these tasks associated with?
- Inviting clients to pay attention to various forms of observational feedback
- Urging clients to play an active role in summarizing and interpreting the feedback
- Facilitating the examination of client hunches about the feedback and potential disparities
Outcome: broader perspective of the context combined with agreement on the meaning of the feedback & implications for action
Feedback
67
What Component is this description associated with?
Here the focus shifts to helping clients discover and articulate a picture of their wants, needs, aspirations and potential outcomes
Exporing Options
68
What Component are these tasks associated with?
- Asking provocative questions to stimulate imaginative thinking about positive futures
- Practicing "feed forward" with various options to help clients illuminate for themselves how their choices might play on in action
- Prompting clients to consider potential benefits and costs before moving to action to shine a light on their personal commitment
Outcome: opportunity to explore choices & envision a desired future
Exploring Options
69
What Component is this description associated with?
| Now clients focus on the most important factors that will translate to action to results
Planning
70
What Component are these tasks associated with?
- Stimulating clients to integrate insights and define focus
- Collaborating with clients to create a coaching plan including SMART goals, while remaining open to more emergent, context-driven goals
- Reaffirming client's agenda by developing action plans for each performance and development goals and importantly striving to align with organizational systems and personal values
Planning
71
What Phase is this description associated with?
The emphasis of this phase of the coaching process is for the coach to support clients move into action by leading from the future session by session, day by day and in doing so helping clients achieve the results they truly desire.
Phase 3
| Outcome: Performance -- learn from experience
72
What Component is this description associated with?
| Foster continuous and transformative forms of learning to prompt clients to operate outside of their comfort zone
Action Strategies
73
What Component are these tasks associated with?
- Helping clients discover opportunities for ongoing learning
- Combining challenge with support to encourage clients to try-out a variety of actions to realize aims, reflect on action and keep what works
- Celebrating client's successes and capabilities for continued growth
Outcome: builds confidence and strengthen capabilities to learn from experience
Action Strategies
74
What Component is this description associated with?
Continue to help clients make explicit their path of personal growth by integrating informal and incidental forms of learning with strategic learning
Growth & Renewal
75
What Component are these tasks associated with?
- Creating opportunities for clients to conduct honest, on-going self-appraisal
- Translating client's insights about their strengths & weaknesses to focused and aligned goals
- Finding ways to promote self-renewal
Outcome: facilitates whole person engagement
Growth & Renewal
76
What Component is this description associated with?
| Putting it all together by supporting clients in their transition from experimentation to full implementation
Execution
77
What Component are these tasks associated with?
- Holding client's attention on what's important by following up and asking clients about commitments
- Building client's capacity to reflect in action by helping them to recognize teachable moments
- Modeling flexibility and adaptation by helping clients move back and forth between the big picture and adjusting the plan to account for shift in the internal and external environments
Outcome: integrate learning and doing, doing and being work and grounds the work in tangible experience
Execution
