Coaching Workbook_Saeed Mirfattah

2014

Saeed Mirfattah

Catalytic Collaborations

1/1/2014

Coaching Workbook

COACHING WORKBOOK

A Guide to Personal and Professional Development

This coaching workbook is a guide to developing yourself personally

and professionally. It is premised on taking a systematic approach to

developing your skills. Within it, you will find helpful tools, templates

and instructions that you can use to plan how you’ll develop the skills

you need for a satisfying and successful career.

Copyright © Catalytic Collaborations 2014 - By Saeed H. Mirfattah, M.A.

Do not reproduce or distribute without prior permission.

1/1/2014

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COACHING WORKBOOK

A Guide to Personal and Professional Development

Introduction

Welcome to the Coaching component of your personal development program. This

service is designed to offer you individual support as you develop your career goals

and increase your skills as a professional. During the coaching program, you will

meet with your coach one-on-one to help you as you develop your success plan.

These are referred to as your One-on-One Coaching Sessions. This coaching manual

is designed to give you some tools to help make your coaching experience relevant

and practical. In addition, your coach may ask you to read articles or complete other

assignments related to your goals. Please make sure that you have this workbook

with you each time you meet with your coach, whether it is in person or by

telephone.

Included in this workbook are:

1. Coaching Session Agenda

2. Coaching Model: GROW

3. Communication Styles: A Self Assessment Exercise

4. Personal S.W.O.T Analysis

5. Developing Your Personal Strategic Plan

6. Goal Setting for Success

7. Preparing For Your First Coaching Session

8. Goal & Action Planning Worksheet

9. Journal of Successes & Challenges

10. Conflict Resolution Process

11. Coaching Agreement

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But first we begin with a story.

"At the age of seven, a young boy and his family were forced out of their home. The

boy had to work to support his family. At the age of nine, his mother passed away.

When he grew up, the young man was keen to go to law school, but had no

education.

At 22, he lost his job as a store clerk. At 23, he ran for state legislature and lost. The

same year, he went into business. It failed, leaving him with a debt that took him 17

years to repay. At 27, he had a nervous breakdown.

Two years later, he tried for the post of speaker in his state legislature. He lost. At

31, he was defeated in his attempt to become an elector. By 35, he had been defeated

twice while running for Congress. Finally, he did manage to secure a brief term in

Congress, but at 39 he lost his re-election bid.

At 41, his four-year-old son died. At 42, he was rejected as a prospective land officer.

At 45, he ran for the Senate and lost. Two years later, he lost the vice presidential

nomination. At 49, he ran for Senate and lost again.

At 51, he was elected the President of the United States of America.

The man in question: Abraham Lincoln.

– Author Unknown

One can read this eloquent story and think about leaders like Lincoln almost as

"mythological" in their ability to rise above their own failures and triumph or even

change history. They can be seen as separate from the rest of humanity and

empowered by some mysterious quality that smoothes their path towards inevitable

success. However, that's not the way to read this story. The alternative reading is to

be inspired by such a story and know that many great individuals throughout

history, including Einstein, Edison, and many others, have struggled against their

own short-comings and against barriers placed upon them by their external

environment and through patience, persistence, focus, discipline and sheer hard

work, they have prevailed. You can too.

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1. Coaching Session Agenda

The initial session will be used to review the Coaching Workbook, establish a

common understanding and collaboratively develop a plan of action.

Initial Session:

Establish session objectives and topic(s)

Review “Preparing for Your First Coaching Session” worksheet

Discuss session topic

Complete action plan

Plan next meeting

Coaching agreement

The regular sessions will be structures in a similar fashion each time to achieve

consistency and develop habits of mind.

Regular Sessions:

Establish session objectives and topic(s)

Review progress/updates/weekly report

Discuss session topic

Complete action plan

Plan next meeting

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2. Coaching Model: GROW

Developed originally in the 1980s by performance coach Sir John Whitmore, the

GROW Model is a simple yet powerful framework for structuring your coaching

sessions.

GROW stands for:

Goal.

Current Reality.

Options (or Obstacles).

Will (or Way Forward).

A good way of thinking about the GROW Model is to think about how you'd plan a

trip. First, you decide where you are going (the goal), and establish where you

currently are (your current reality). You then explore various routes (the options) to

your destination. In the final step, establishing the will, you ensure that you're

committed to making the journey, and are prepared for the obstacles that you could

meet on the way.

Using the Tool

The coaching session is structured using the GROW Model as follows:

1. Establish the Goal (s)

Your coach will help you look at the behavior you want to change, and then

collaboratively, you will structure this change as a goal you want to achieve. You

will use the SMART goal model (Specific, Measurable, Attainable, Realistic, and

Time-bound) to achieve this. More information about his model is provided below.

2. Examine the Current Reality

Next, you and your coach will examine your current reality. This is an important

step: Too often, people try to solve a problem or reach a goal without fully

considering their starting point, and often they're missing some important

information that they need in order to reach their goal effectively.

3. Explore the Options

Once you and your coach have explored the current reality, it's time to determine

what is possible – meaning all of the possible options for reaching your objective.

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4. Establish the Will

By examining the current reality and exploring the options, you will have a good

idea of how to achieve your goal

The final step is to commit to specific actions in order to move forward towards his

goal. In doing this, you will establish your will and boost your motivation.

The GROW coaching model is depicted graphically as follows:

•Cover the full range of options •Invite suggestions •Offer suggestions carefully •Ensure choices are made

•Commit to action •Identify possible obstacles •Make steps specific and define timing •Agree on support

•Invite self-assessment •Offer specific feedback •Avoid or check assumptions •Discard irrelevant history

•Agree topic for discussion •Agree specific objective for session •set long term goals

Goals Reality

Options Will

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3. Communication Styles: A Self-Assessment Exercise1

Personal and professional development is all about discovering who you are and

what you want and creating a long term goal and vision for your career and then

planning how you will get there. However, no serious effort to create such a plan can

be done without adequate self-reflection. The following set of tools and templates are

designed to help you assess yourself in order to fine tool your goals and make them

meaningful and actionable. We start with Communication Styles – a basic building

block of self-development. Effective communication is paramount to success, both

personally and professionally. These tools are useful exercises for both individual as

well as team development.

Instructions: Please select from each pair of attributes the one which is most typical

of your personality. No pair is an either-or proposal. Make your choice as

spontaneously as possible.

There is no wrong answer.

1. I like action.

2. I deal with problems in a systematic way.

3. I believe that teams are more effective than individuals.

4. I enjoy innovation very much.

5. I am more interested in the future than in the past.

6. I enjoy working with people.

7. I like to attend well-organized group meetings.

8. Deadlines are important for me.

9. I cannot stand procrastination.

10. I believe that new ideas have to be tested before being used.

11. I enjoy the stimulation of interaction with others.

12. I am always looking for new possibilities.

13. I want to set up my own objectives.

14. When I start something, I go through until the end.

15. I basically try to understand other people’s emotions.

16. I do challenge people around me.

17. I look forward to receiving feedback on my performance.

18. I find the step-by-step approach very effective.

19. I think I am good at reading people.

1 (Based on the work of P Case “Teaching for the Cross-Cultural Mind” Washington, DC, SIETAR, 1981)

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20. I like creative problem solving.

21. I extrapolate and project all the time.

22. I am sensitive to others’ needs.

23. Planning is the key to success.

24. I become impatient with long deliberations.

25. I am cool under pressure.

26. I value experience very much.

27. I listen to people.

28. People say that I am a fast thinker.

29. Cooperation is a key word for me.

30. I use logical methods to test alternatives.

31. I like to handle several projects at the same time.

32. I always question myself.

33. I learn by doing.

34. I believe that my head rules my heart.

35. I can predict how others may react to a certain action.

36. I do not like details.

37. Analysis should always precede action.

38. I am able to assess the climate of a group.

39. I have a tendency to start things and not finish them up.

40. I perceive myself as decisive.

41. I search for challenging tasks.

42. I rely on observation and data.

43. I can express my feelings openly.

44. I like to design new projects.

45. I enjoy reading very much.

46. I perceive myself as a facilitator.

47. I like to focus on one issue at a time.

48. I like to achieve.

49. I enjoy learning about others.

50. I like variety.

51. Facts speak for themselves.

52. I use my imagination as much as possible.

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53. I am impatient with long, slow assignments.

54. My mind never stops working.

55. Key decisions have to be made in a cautious way.

56. I strongly believe that people need each other to get work done.

57. I usually make decisions without thinking too much.

58. Emotions create problems.

59. I like to be liked by others.

60. I can put two and two together very quickly.

61. I try out my new ideas on people.

62. I believe in the scientific approach.

63. I like to get things done.

64. Good relationships are essential.

65. I am impulsive.

66. I accept differences in people.

67. Communicating with people is an end in itself.

68. I like to be intellectually stimulated.

69. I like to organize.

70. I usually jump from one task to another.

71. Talking and working with people is a creative art.

72. Self-actualization is a key word for me.

73. I enjoy playing with ideas.

74. I dislike wasting my time.

75. I enjoy doing what I am good at.

76. I learn by interacting with others.

77. I find abstractions interesting and enjoyable.

78. I am patient with details.

79. I like brief, to the point statements.

80. I feel confident in myself.

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Scoring System for the Communication Styles Assessment

Instructions: Circle the items you have selected and add up the totals for each

style (one point per answer). The maximum is 20 per style and your total for the

four styles should be 40.

Circle your answer here: Total Score (max. 20):

Style 1

1 - 8 - 9 - 13 - 17 - 24 - 26 - 31 - 33 - 40 - 41 - ____________

48 - 50 - 53 - 57 - 63 - 65 - 70 - 74 – 79

Style 2

2 - 7 - 10 - 14 - 18 - 23 - 25 - 30 - 34 - 37 - 42 - ____________

47 - 51 - 55 - 58 - 62 - 66 - 69 - 75 – 78

Style 3

3 - 6 - 11 - 15 - 19 - 22 - 27 - 29 - 35 - 38 - 43 - ____________

46 - 49 - 56 - 59 - 64 - 67 - 71 - 76 – 80

Style 4

4 - 5 - 12 - 16 - 20 - 21 - 28 - 32 - 36 - 39 - 44 - ____________

45 - 52 - 54 - 60 - 61 - 68 - 72 - 73 – 77

The Four Communication Styles:

Style 1: WHAT Style 2: HOW

ACTION (A)

Results

Objectives

Achieving

Doing

PROCESS (PR)

Strategies

Organization

Facts

Style 4: WHY Style 3: WHO

IDEA (I)

Concepts

Theories

Innovation

People (PE)

Communication

Relationships

Teamwork

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The Main Characteristics of Communication Styles

Style Content – people with this style talk

about…

Process – people

with this style

are…

Action (A) Results Responsibility Pragmatic (down to

earth

Objectives Feedback Direct (to the

point)

Performance Experience Impatient

Productivity Challenges Decisive

Efficiency Achievements Quick (jump from

idea to idea)

Moving ahead Change Energetic

(challenge others)

Decisions

Process (PR) Facts Trying out Systemic (step-by-

step)

Procedures Analysis Logical (cause and

effect)

Planning Observations Factual

Organizing Proof Verbose

Controlling Details Unemotional

Testing Cautious Patient

People (PE) People Self-development Spontaneous

Needs Sensitivity Empathic

Motivation Awareness Warm

Teamwork Cooperation Subjective

Communications Beliefs Emotional

Feelings Values Perceptive

Team spirit Expectations Sensitive

Understanding Relations

Idea (I) Concepts What’s new in the

field

Imaginative

Innovation Creativity Charismatic

Interdependence Opportunities Difficult to

understand

New ways Possibilities Ego-centered

New methods Grand designs Unrealistic

Improving Issues Creative

Problems Potential Full of ideas

Alternatives Provocative

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Adjusting to Other Communication Styles

Communicating with an Action (A) oriented person:

Focus on the result first; state the conclusion at the outset.

State your best recommendation; do not offer many alternatives.

Be as brief as possible.

Emphasize the practicality of your ideas.

Use visual aids.

Communicating with a Process (PR) oriented person:

Be precise; state the facts.

Organize your discussion in a logical order:

o Background

o Present situation

o Outcome

Break down your recommendations.

Include options and alternatives with pros and cons.

Do not rush a process-oriented person.

Outline your proposal.

Communicating with a People (PE) oriented person:

Allow for small talk; do not start the discussion right away.

Stress the relationship between your proposal and the people concerned.

Show how the idea worked well in the past.

Indicate support from well-respected people.

Use an informal writing style.

Communicating with an Idea (I) oriented person:

Allow enough time for discussion.

Do not get impatient when he or she goes off on tangents.

Try to relate the discussed topic to a broader concept or idea

Stress the uniqueness of the idea or topic at hand.

Emphasize future value or relate the impact of the idea to the future.

If writing, try to stress the key concepts that underlie your recommendation

at the outset. Start with an overall statement and work toward the

particulars.

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4. Personal S.W.O.T. Analysis

Organizations commonly use SWOT Analysis (Strengths, Weaknesses,

Opportunities, and Threats) in strategic planning, team building and program

development exercises. It is also a useful tool for individual development. By

understanding your strengths, you can build on them; by knowing your weaknesses,

you can improve on them; by understanding your opportunities, you can exploit

them; and by knowing your threats, you can defend against them. Taken together,

your strengths and opportunities help you identify potential long term career goals.

Your weaknesses and threats you face need to be managed, mitigated or planned for

to ensure your goals remain achievable.

Instructions: Ask yourself a series of questions about your existing circumstances

and fill in the four-quadrant grid provided below.

Strengths (usually internal):

1. What am I really good at?

2. What skills do other people (and your supervisor in particular) recognize in

me?

3. What experiences, resources and connections do I have access to that others

don’t?

Weaknesses (usually internal):

1. What am I trying to master and continue to struggle with?

2. What do other people identify most often as a weakness in me?

3. What are the elements in my approach to work or behavior I would like to

change most?

Opportunities (usually external):

1. What opportunities are available to me in this current situation or

environment?

2. How can I use my strengths to enable me to take advantage of the

opportunities I have identified?

3. What do I need to do to overcome the identified weaknesses in order to take

advantage of the opportunities?

4. What trends or new technologies can I take advantage of?

Threats (usually external):

1. What obstacles do I currently face at work?

2. Could any of my weaknesses lead to threats?

3. Is my job in jeopardy?

4. How can I use these strengths to overcome the threats identified?

5. How will I minimize my weaknesses to overcome the identified threats?

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S.W.O.T Analysis Grid

This concept is depicted graphically as follows:

HELPFUL

(to achieving the goal)

HARMFUL

(to achieving the goal)

INT

ER

NA

L O

RIG

IN

(att

ribu

tes

of

the i

nd

ivid

ual)

STRENGTHS

WEAKNESSES

EX

TE

RN

AL

OR

IGIN

(att

ribu

tes

of

the e

nvir

on

men

t)

OPPORTUNITIES

THREATS

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5. Developing Your Personal Strategic Plan

Just as all good organizations create a strategic plan backed by statements of their

intended purpose, you too must define the basic direction of your development. Your

‘vision’ and ‘mission’ are the fundamental starting point statements without which

your goals and strategies would operate in a vacuum. They define what success and

excellence look like for you. They express your vision for where you want to be in the

future and they reflect your values, principles, and purpose and how you want to

operate as an individual and as a professional in the world.

How does a vision statement differ from a mission statement?

Vision and mission statements are very similar but they are also distinctly different.

Their differences are subtle enough to escape the casual observer so let’s examine

them more closely.

Vision statement:

A vision statement describes what you want to achieve in the future.

The vision statement answers the question “Where do I want to be?”

It defines the optimal desired future state – the mental picture – of what you

want to achieve over time, say in five, ten or more years.

It inspires you to give your best and shapes your understanding of why you

are doing what you do.

Example: “My vision is a future where I am independent financially and am able to

guide the direction of my own life.”

Mission statement:

A mission statement describes what you want now and how you will achieve

your long term aspiration.

A mission statement does not define a long term future state but is more

concerned with the present state. It answers the questions of; “What do I

do?”; “How do I do it?”, “Who do I do it for?”, “What makes me

different”, and “What is the benefit?”

It talks about the present leading to the future, and how you will get to where

you want to be.

Example: “My mission is to be successful in my business by providing value to

clients and to my field and fill gaps in needed services.”

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You can begin this process by using the questions below to guide your thinking:

1. What do I want to accomplish in my career?

2. Why is this accomplishment important to me?

3. What values are at the core of my decision to undertake such accomplishments?

4. How do I want others to perceive me?

5. What does success mean to me?

6. What personal qualities do you most want to emphasize in yourself?

7. How can you use and display these qualities in a working environment?

8. What are the most important values you want to express at work?

9. What am I most passionate about?

10. What will need to happen for me to feel proud of myself?

Now imagine yourself five or ten years from now and try writing your own personal

vision and mission statement. You will work with your coach to further refine your

basic statements.

My Personal Vision Statement:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

My Personal Mission Statement:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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6. Goal Setting for Success

As a general rule, it is beneficial to apply more energy against fewer goals, because

when it comes to setting goals, the law of diminishing returns is as real as the law of

gravity. The fundamental principle at work here is that human beings are

genetically hardwired to do one thing at a time with excellence. MIT neuroscientist

Earl Miller says, “Trying to concentrate on two tasks causes an overload of the

brain’s processing capacity….” Particularly when people try to perform similar tasks

at the same time, such as writing an email and talking on the phone at the same

time, which compete to use the same part of the brain. If you focus on 2 or 3 well

thought out and well written goals, you can often accomplish them. However, if you

set four to ten goals, you will likely achieve only one or two. You’ll be going

backward! If you go after eleven to twenty goals, you will lose all focus.

This concept is depicted graphically as follows:

NUMBER OF GOALS

2-3 4-10 11-20

GOALS ACHIEVED WITH EXCELLENCE

2-3 1-2 0

S.M.A.R.T. Goals

Developing sound goals is critical to personal as well as professional development.

The S.M.A.R.T. goals process provides a clear framework to developing and reaching

your goals. S.M.A.R.T. goals are defined as ones that are Specific, Measurable,

Achievable, Results-focused, and Time-bound. Below is a definition of each of the

S.M.A.R.T. goals criteria.

Specific:

Goals should be simplistically written and clearly define what you are going to do.

Be specific. Define the What, Why, and How. This is the core of the S.M.A.R.T.

model.

Measurable:

Goals should be measurable so that you have tangible evidence that you have

accomplished the goal. Usually, the entire goal statement is a measure for the

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project, but there are usually several short-term or smaller measurements built into

the goal.

Achievable:

Goals should be achievable; they should stretch you slightly so you feel challenged,

but defined well enough so that you can achieve them. You must possess the

appropriate knowledge, skills, and abilities needed or develop them as needed to

achieve the goal. Achievable goals are motivating and impossible goals never get

accomplished.

Results-focused:

Goals should measure outcomes, not activities. Use data, indicators and

measurements to determine whether you are reaching your goals. Make mid-course

corrections as needed.

Time-Bound:

Goals should be linked to a timeframe that creates a practical sense of urgency, or

results in a tension between the current reality and the vision of the goal. Without

such tension, the goal is unlikely to produce a relevant outcome.

S.M.A.R.T. Goal Questionnaire

The following questionnaire will assist you in creating S.M.A.R.T. goals. Begin by

writing your goal as clearly and concisely as possible. Then answer the related

questions. Conclude by revising your goals and listing them in the following

worksheet for your first coaching session.

1. Specific: What will the goal accomplish? How and why will it be accomplished?

2. Measurable: How will you measure whether or not the goal has been reached

(list at least two indicators)?

3. Achievable: Is it possible? Have others done it successfully? Do you have the

necessary knowledge, skills, abilities, and resources to accomplish the goal? Will

meeting the goal challenge you without defeating you?

4. Results-focused: What is the reason, purpose, or benefit of accomplishing the

goal? What is the result (not activities leading up to the result) of the goal?

5. Time-bound: What is the established completion date and does that completion

date create a practical sense of urgency?

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7. Preparing for Your First Coaching Session

Please complete this worksheet on your own ahead of time and discuss with your

coach at your first meeting.

1. What do I want my coach to know about me?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What do I want to know about my coach?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. What are my professional goals for the next 6 months?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. What are my personal goals for the next 6 months?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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8. Goal & Action Planning Worksheets

Complete this goal plan worksheet individually or in collaboration with your coach.

This is your meta-plan.

Name: Current Position: Date Started:

Personal Vision Statement:

Personal Mission Statement:

Major Career Goals (what you need to accomplish in the medium term to further your mission)

Goal 1:

Target Date:

Obstacles to achieving Goal1:

Goal 2:

Target Date:

Obstacles to achieving Goal 2:

Goal 3:

Target Date:


Goal 4:

Target Date:


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Weekly Action Plan

For the period of: ______________________________________________________________

Complete this action plan with your coach at the end of your coaching session. Make

extra copies of this page for use at each session.

Action: Target Date:

Today’s Date: Time In: __ Time Out: _______

Next Session:

Special Comments:

______________________________________________________________________________________

___ _______

Coachee’s Signature Coach’s Signature

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9. Journal of Successes & Challenges

Use this journal to keep track of key things that have happened to you as you make

progress. It is for your eyes only. It may be helpful for you to refer to this journal

when preparing for your coaching session. Make copies of this page to use for each

journal period.

For the period of: _____________________________________________________________

1. What success have I experienced?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What challenges have I experienced?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. What help do I need?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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10. Conflict Resolution

Should any conflicts arise between the coach and coachee, either party can initiate

the following process:

1. Acknowledge the conflict

Identify specifically what the conflict is about. Get it clear in your own mind

by writing it down.

Approach the other person about it. Agree to discuss the conflict, and when

to discuss it.

Schedule a meeting.

2. Discuss the conflict

State that you are interested in a solution.

Discuss what you have observed the other person saying or doing, or the

situation that you have observed, and the impact this is having upon you.

Invite the other person to respond, and actively listen to what they have to

say.

Ask questions to clarify and repeat back what you have understood. Make

sure you are both clear about the situation before you continue.

3. Agree on a solution

Discuss alternative solutions.

Decide on a mutually acceptable solution.

Decide on next steps.

Thank the other person for their commitment.

If it is a large conflict, start with small successes and build on this. Agree to

use a mediator if necessary.

4. Follow up

Follow up to ensure the conflict has been resolved.

Develop a new action plan, if necessary.

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11. Coaching Agreement

For a coaching relationship to be successful, it is important that the coach, coachee,

and the coachee’s supervisor agree to and respect certain professional courtesies as

well as the goals of the coachee and the overall plan of action. If there are any other

courtesies, goals or additional items that should be added beyond those already

listed, please list them in the space provided below.

The coach, coachee and coachee’s supervisor agree to the following:

Always maintain professional conduct and respect confidentiality. This

coaching process is designed for personal and professional development. It is

not intended to replace direct communication with your supervisor.

Be on time for all appointments and be prepared for all sessions. Ask for

what you need.

Be open and honest.

Do not allow interruptions during the session. For example, during in-person

sessions, cell phones must be silenced and during telecoaching sessions,

arrange for incoming phone calls to be accepted by another person or by voice

mail/answering service.

Do not cancel appointments in order to do something else unless absolutely

necessary. This is a legitimate business appointment and is just as

important as meeting with a colleague or client.

Coachee will complete all assignments and bring to in-person sessions.

If a conflict arises between the coach and the coachee, both parties will work

together to resolve the issue. If further mediation is required, both parties

should feel comfortable approaching the supervisor and be confident that the

supervisor will act in a fair and objective manner.

Additional agreements, goals and considerations:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

We have read and agree to the above courtesies, conflict resolution plan and to the

goals and action plans contained herein.

____ ___ ____ ___ ____

(Coachee’s signature) (Coach’s signature) (Supervisor’s signature)

____ ____

(Date) (Date) (Date)

Coaching Workbook_Saeed Mirfattah

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