Respond to at least two of your peers’ postings i

Natasha Mills 

Understanding Coaching Models

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The contemporary business environment is characterized by multicultural environments, constant reengineering and downsizing efforts, and the endless need for innovation (Flaherty, 2010). These factors give importance to the process coaching. Thus, as coaching continues to become fundamental to leadership and organizational success, it is necessary to adopt the right coaching model for effectiveness. The coaching models include the coaching manager model, the mineral rights model, the GENIUS model, and the flow model. The table below presents an analysis of the characteristics, main steps, and uses of each model.

Each of the coaching models has best practices associated with it. The coaching manager model, for example, has the best practice of identifying the coaching opportunity, such as the emergence of day-to-day challenges concerning collaboration within teams (Hunt & Weintraub, 2017). It also has the characteristic of a supportive tone during the coaching process. From this perspective, the coaching manager model can be termed as one that is deployed at a critical moment to help the coachee navigate a specific difficult situation. The mineral rights model, on the other hand, has the best practice of turning the impossible into possible by allowing the coach and coachee to connect at a deeper level (McPhedran, 2009). The model strives to cultivate personal accountability, meaning that it nurtures coachees to become effective leaders.

The GENIUS model, while it widely applies to creatives, has the advantage of helping the coachee to understand the need to do things by breaking down the goals of the coaching process for purposes of consistency (Scott, 2011). Lastly, the flow model is a diagnostic tool that helps coaches and coachees diagnose the effectiveness of the coaching process, as well as design the actions involved in the process. My evaluation of these coaching models makes the GENIUS model the most effective for me and my organization. This is because it is easy to find oneself setting big goals at the onset of a coaching process, which can be difficult to achieve and cripple the effectiveness of the entire process. Therefore, breaking the goals down into three types, including aspirational goals, session goals, and action goals, improves the outcomes of the coaching process by encouraging consistency (McPhedran, 2009). This makes it easy to turn ideas into reality.

Flaherty, J. (2010). Coaching: Evoking excellence in others (3rd ed.). Burlington, MA: Elsevier Butterworth-Heinemann.

Hunt, J. M., & Weintraub, J. R. (2017). The coaching manager: Developing top talent in business (3rd ed.). Thousand Oaks, CA: Sage Publications.

McPhedran, A. (2009). Turning ideas into reality. Training Journal, 63-66

Scott, S. (2011). To encourage others, model the kind of accountability that is empowering. Journal of Staff Development, 32 (1), 57-58.

2nd Colleague – Don Tizzano

Donna Tizzano 

RE: Discussion – Week 2 Tizzano Initial Reply

Hello Class,

As we develop our skills in coaching, we must keep in the forefront that coaching is dependent on developing a relationship with the person you will be helping to develop. Because every person is different and every coaching situation is unique, it is necessary to be flexible and adapt to each situation using the tools from the most appropriate Coaching Model to ensure success. One of the most important things to remember when discussing coaching is that you must listen to the employee, assist the employee, support them, and help them develop problem solving skills. McPhedran (2009) uses the analogy of a conductor to describe the responsibilities of a coach. It is up to the conductor to extract the answers and talent from the employee.  The coachee, not you, must own the process and identify their own solutions (McPhedran, 2009). To understand what model will be best for a coach to use in different situations, I will discuss the characteristics, use, and main steps of the following models:

Developmental Coaching

This model is effective for developing employees and helping them succeed in identifying and pursuing career goals. This model is my personal favorite because it employs some level of feedback and guidance from the coach when involved in the coaching experience and focuses on helping a caregiver develop in their role by promoting their autonomy (Hunt & Weintraub, 2017). There are Four Stages in this model, but they do not necessarily occur in a step-like fashion. A relationship based on trust must be established. Even though there is no need for an emotional component to this relationship, the coach must communicate with the coachee in a non-judgmental manner (Hunt & Weintraub, 2017).  The first stage is the Opportunity. This stage is where the coach identifies an opportunity to expand the skills and abilities of the coachee. For example, providing a newer nurse the opportunity to be the Charge Nurse on the unit to coordinate workflow and manage admissions and discharges for the shift. The second stage is Reflection, where both the coach and coachee take time to reflect on the experience that has taken place and identify potential opportunities to improve upon the next time (Hunt & Weintraub, 2017). Here, the coach and the nurse would discuss how the nurse handled the Charge Nurse assignment, what went well and what did not. The third stage is Feedback which supports the coachee’s learning once they have had time to reflect on their experience. Here the coach provides objective feedback based on observation and discussion. The fourth and final stage is the Follow Through and Action Planning for the coachee. The Action Plan will outline and identify outcome oriented action steps to maintain the coachee’s success along with a plan for continued follow up from the coach.

Mineral Rights Model– This model is a question-based model that helps people develop personal accountability and helps them eliminate feelings of powerlessness by creating self-generated insight and behavior changes. These changes are accomplished by the coach taking the client through a series of steps and engaging them in the Mineral Rights conversation (Scott, 2011, p. 58).  The coach in this model engages the client in a conversation that identifies issues by demonstrating empathy and asking pertinent questions of the client. This model can be used in any organization and would benefit any employee needing to increase personal accountability (Scott, 2009). The coach helps the client develop a plan of action to resolve the issue by asking strategic questions. The initial step is to Identify the most Pressing Issue; then through questioning, the coach Clarifies the Issue. The third step is for the coach to Determine the Current Impact, and then step four Determines Future implications. The Fifth step is to Examine your Personal Contribution to the Issue. Once identified, the sixth step is to Describe the Ideal Outcome and lastly to Commit to Action. In this model, the conversation between coach and coachee is the relationship. What makes this model so attractive is because the coachee is responsible for developing the idea to resolve the issue and a plan of action to achieve resolution once they see what the issue is costing or how it is affecting them. The coachee is driven by the potential gain they will achieve with resolution and they will then become engaged and vested in the organization and begin to develop personal accountability (Scott, 2009). This model is beneficial when organizations struggle with employee engagement and lack of accountability because it helps identify specific issues that need to be brought forward and addressed by engaging the coachee in problem-solving.

GENIUS Model-This model focuses on three types of goals and is especially helpful when coaching talented and creative people. The first is the Aspirational Goal that establishes a goal the coachee will have achieved by the end of the coaching program. The second goal is the Session Goal which identifies what will be accomplished by the end of the coaching session. The last goal is Action Goals that describe the coachee’s steps to achieve the Aspirational Goals set in step one (McPhedran, 2009). To determine if the goals are attainable and appropriate, the coach must assess the energy levels of the coachee to see if they are sufficient to allow the coachee to achieve their aspirational goal (McPhedran, 2009). If it is determined there are sufficient energy levels, the next step is to nurture ideas and opportunities through strategic questioning and active listening. McPhedran (2009) suggests using Bono’s Six thinking hats in this stage to develop ideas and consider available options by looking at things from several different perspectives. The next stage, the Inhibitor Stage, forces you to look for obstacles or challenges that may prevent your idea from working. Once challenges are identified, you may need to revise your ideas from the nurturing phase so you can eventually reach the Utopia Stage of the Model (McPhedran, 2009). In the Utopia Stage, the coach helps you envision your end goal in the most realistic way possible. When you can “see” your goal then you can attain your goal. The final stage is the Steps Stage that outlines what the coachee needs to accomplish before his next session.  It is the action plan that the coachee needs to complete on his journey to achieving their goal (McPhedran, 2009). This model is beneficial for someone who has a great idea, but needs assistance in figuring out how to implement the idea and put it into action.

Flow Model: There are five stages in the Flow Model; The Relationship, Recognizing an Opening, Observe/Assess, Enroll Client, and Coaching Conversations. Although described as a linear model, each stage is different, and when applying this model in real life you will find the stages are interconnected (Flaherty, 2010). The First Stage and the most essential stage is Establishing a Relationship. This relationship must be based on trust and respect and the ability to be open, and communicative with one another. The second stage is Recognizing the Opening for Coaching. This Opening Opportunity can occur through annual events such as providing performance evaluations, completing the budget process, etc. It can also happen when something goes wrong, a problem develops, or there is a complaint about a caregiver. Stage three begins the Assessment Stage, where the coach can assess the skills and competencies of the caregiver and the work that they are responsible for. This stage allows the coach to observe the client in their work environment and see what projects they are working on and how they interact with others to gain insight into the behaviors and performance of the client (Flaherty, 2010). The Fourth stage is the Enrollment phase where the coach and coachee’s intended relationship is identified and the proposed outcome of the program is shared with both the coach and coachee committing to the process (Flaherty, 2010). The final stage in this model outlines the Coaching Itself. Here, the coach outlines the coaching process, determines a potential timeline, how often they will meet, and whether that will be in-person or by phone or zoom. In this stage, the coach needs to maintain their role and ensure the client continues to have experiences that will enhance their competence (Flaherty, 2010). This model reflects similarities to the Developmental Model in the sense that a relationship is established and the coach has an opportunity to assist the coachee in developing a skillset, but in my opinion, I believe this process is more formal than the Developmental Model since the Flow Model outlines a formal process for coaching and how it will occur.

Reflecting on these different coaching Models, I believe the most effective one for me to use in the hospital where I work is the Developmental Coaching Model. This model focuses on helping the coachee develop problem-solving and critical thinking skills to do their job in addition to assisting them to identify opportunities for growth in their role. The coach guides them in using their knowledge and applying it to specific situations.  It is also a model where the coach and coachee continue to develop and become proficient in their skills (Hunt & Weintraub, 2017). The coach could be helping to develop a new nurse in various components of their job responsibilities or helping people develop their interpersonal skills or Customer Service and Service Recovery Skills.  It can apply to any situation where an employee needs to develop or enhance their skills. I have several managers reporting to me with various levels of leadership experience, so I often find myself coaching them through situations they encounter. Over time, it is very fulfilling to observe the growth in caregivers after you have helped them grow and expand their comfort zone and competence through coaching.

Have a good week,

Donna

References,

Flaherty, J. (2010). Coaching: Evoking excellence in others (3rd ed.). Burlington, MA: Elsevier Butterworth-Heinemann.

Hunt, J. M., & Weintraub, J. R. (2017). The coaching manager: Developing top talent in business (3rd ed.). Thousand Oaks, CA: Sage Publications.

McPhedran, A. (2009). Turning ideas into reality. Training Journal, 63-66

Scott, S. (2011). To encourage others, model the kind of accountability that is empowering. Journal of Staff Development, 32 (1), 57-58.

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