A Goal-Oriented Coaching Framework

Author: Jonathan Dunnemann

2012

Co-Active CoachingFundamentals

From day one, coaching focuses on the coachee/client. People participate in or seek out coaching because they want things to be different. They are looking for change or they have important goals to reach. People come to coaching for lots of individual reasons. They are motivated to achieve specific goals: to write a book, to start a business, to have a healthier body. They come to coaching in order to be more effective or more satisfied at work or to develop new skills to help navigate life’s changes. Sometimes people want more from life—more peace of mind, more security, or more impact in their work. And sometimes they want less—less confusion, less stress, less financial pressure. In general, they come to coaching because they want a better quality of life—more fulfillment, better balance—or a different process for accomplishing their life desires. Whatever the individual reason, it all starts with a stirring of motivation within the coachee/client (House, House & Sandahl, 2011 p.1).

Coaching is the opposite of judging and the need to control and direct. A coaching relationship helps people work out issues and find their own answers through the skillful use of listening and probing questions.

Goal-oriented coaching has a distinctive coaching paradigm, distinguished by three key features1. Non-directive2. Goal-focused3. Performance-driven

The goal-oriented approach to coaching diverges from more therapeutic or personal development approaches and “closely aligns with a constructivist approach to learning which provides a client-centered, authentic and challenging area for goal-directed, problem-based learning (Woolfolk, 1998).”

The primary objective is assisting the client to identify and form well-crafted goals and develop an effective action plan. The role of the coach is to stimulate ideas and action to ensure that the goals are consistent with the client’s main life values and interests, rather than working on helping the client to adjust his or her values and beliefs.

The goal-oriented approach aims to achieve its goals in a comparatively short space of time and normally focuses on a relatively defined issue or goal.

Coaching is a collaborative solution-focused, result-oriented, and systematic process in which the coach facilitates the enhancement of life experience and goal attainment in the personal life of normal, non-clinical clients (Grant, 2003).

Coaching does not focus directly on relieving psychological pain or treating cognitive or emotional disorders.

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A Goal-Oriented Coaching Framework

Author: Jonathan Dunnemann

2012

Coaching aligns well with adult and lifelong learning theory. Working through a goal-oriented, self-directed and active connection between new learning and life experience, as in adult learning, coaching addresses an individual’s need to know and readiness to learn. Reflective of adult learning theory (Knowles, Holton & Swanson, 1998; Rodgers, 1986), by operating from a responsive goal-centered framework, it allows learners to clearly understand the benefits, value and reason for learning thereby facilitating understanding of what is most useful to real life (Hurd, 2002; Skiffington & zeus, 2003).

The following are a number of the essential features of effective coaching: Coaching is a systematic process designed to facilitate development (change)

whether cognitive, emotional or behavioral Coaching is intended for a non-clinical population Coaching is an individualized, tailor-made approach Coaching aims to encourage the coachee/client to assume responsibility for change

of their life Coaching is based on the twin growth areas of awareness and responsibility Coaching is reliant on the twin skills of deep listening and generating powerful

questioning Coaching involves a collaboration and egalitarian relationship, rather than one based

on authority A coach creates a relationship within which the client agrees to be held accountable

for the choices that they make Coaching is designed to access the inner resourcefulness of the client and is built on

their wealth of knowledge, experience, and intuition Coaching is focused on the achievement of a clearly stated goal rather than problem

analysis Coaching has been shown to foster and be underpinned by philosophies of adult

learning theory and theories of life- long learning (Hurd, 2002; Grant, 2001; Parsloe, 1992; Skiffington & Zeus, 2003; Wilkins, 2000).

Coaching also appears to draw on sizable chunks of mentoring theory (Parsloe, 1992; Zachary, 2000).

The specific knowledge, skills and experience needed consists of the ability to: Identify personally valued and relevant goals Help with the development of action plans and problem-solving techniques Work to keep the coachee/client active, motivated and engaged during the goal

striving process Help the coachee/client develop ways and means to overcome setbacks along the

way Explicit and formal training in evidence-based coaching skills in working with others Facilitate conversation processes such as questioning, reforming statements,

summarizing, listening reflectively and person reflection in order to evoke learning Network of experienced coaching support, an expanding body of knowledge and

evidence-based outcomes

General measures of success:

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A Goal-Oriented Coaching Framework

Author: Jonathan Dunnemann

2012

Achievement of specific personalized goals Building on existing strengths as well as adding new ones Deep and long-lasting learning through a learning partnership Experiential skill-based learning Life planning and enhancement Self-regulated accountability Solid commitment to planned action Understood value and reason for learning

Specific measures of success Ability to identify challenges and blocks Autonomy, purpose in life, and personal growth Better career choices Better communication and problem-solving skills Better reception and use of feedback Better understanding of consequences of actions Broader perspectives and insight Changes in behavior, increased awareness of wants, and present-focus Enhancement of academic performance Higher quality of life and sense of well-being Increased resilience when faced with difficulties or set-backs Improvement of competencies and functioning Life balance and lower stress levels More effective thinking strategies Resistance to bullying and peer pressure Self-confidence, self-discovery and self-expression Self-awareness, self-monitoring, and self-evaluation Self-regulation of cognition, emotions, and actions Self-actualization, full-functioning, and individualization Self-acceptance, positive relations with others, and environmental mastery

Advice:Advice, opinions, or suggestions are offered in coaching. However, the client is free to accept or decline what is offered and takes ultimate responsibility for action.

Selected instruments: ACS – Adolescent Coping Scale Frydenberg & Lewis (1993) ATS – Affect Temperament Scales Kuhl & Kazen (2007) PANAS – Positive Affect/Negative Affect Scales Watson, Clark & Tellegen (1988) PWB – Psychological well-being Ryff (1990) SDQ – Strengths and difficulties questionnaire Goodman et al (2003) SWB – Subjective well-being Land (1975) SWLS – Satisfaction with life scale Diener et al (1985) S-C-Eval – Summative Coaching Evaluation Runde (2005) SRIS – Self-Reflection and Insight Scales Grant et al (2002)

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A Goal-Oriented Coaching Framework

Author: Jonathan Dunnemann

2012

Target market: Schools Colleges Universities Civic organizations

o Chamber of Commerceo Rotary

Local churches and other organizationso YM/YWCA

Community centers Parent/Teacher Associations (PTA)

Certification:International Coaches Federation (ICF)Located in Lexington, KY

The ICF offers three credentials: ACC, PCC, and MCC:

Associate Certified Coach (ACC)The ICF Associate Certified Coach credential is for the practiced coach with at least 100 hours of client coaching experience.

Professional Certified Coach (PCC)The Professional Certified Coach credential is for the proven coach with at least 750 hours of client coaching experience. There are two ways to apply for the PCC: an ACTP application and a Portfolio application. The ACTP application is only for those who have completed an entire Accredited Coach Training Program (ACTP).

Master Certified Coach (MCC)The Master Certified Coach credential is for the expert coach with at least 2,500 hours of client coaching experience. There is a single application type for the MCC.

Note: There is an expectation that all ICF Credentialed coaches will continue their education and build on their level of experience. The resulting growth in competency and professionalism is evidenced by their journey to the MCC credential.

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