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By Sarah Cook.

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Extra info for Coaching for high performance : how to develop exceptional results through coaching

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They serve as a reference point against which the coaching relationship can be evaluated as the coaching progresses. 61 5: Contracting and Goal-Setting This can include such factors as: x x x x confidentiality, roles and responsibilities, expectations of each other and how you will work together. It is helpful to write down the ground rules and, if the coachee wants to, for both of you to sign them. Here is an example of a contract that one IT manager set with his coachee: The coach agrees to: Keep the contents of our coaching sessions confidential Support and encourage you during the coaching sessions Challenge your thinking by questioning and observation Provide you with in-the-moment feedback on your observed behaviour The coachee agrees to: Keep to the time and dates set for the three coaching sessions Write up the actions arising from each session Take responsibility for implementing the actions Review the actions taken at the start of each session The benefits of starting the coaching process with a contract are that it lays the foundation of the coaching partnership and ensures that no assumptions are made by either side.

CLEAR stands for: x Contracting – agreeing the scope and outcome of the coaching, setting ground rules for working together. x Listening actively and reflecting back the coachee’s words so that they gain insights into the current situation. x Exploring both the impact of the coachee’s current behaviour and options for change. x Actions – helping the coachee to develop a realistic plan of action for change. x Review – reviewing the actions the coachee has taken as well as the effectiveness of the coaching relationship.

X Ask them to identify barriers they see to achieving the actions and how these can be overcome. ’ x ‘Can we do that in the time we have available? If not, how do you want to adjust your goal’? ’ ‘When is this an issue for you? ’ Options During the Options phase of the model, you encourage the coachee to generate as many options as possible for 35 3: Models of Coaching changing the situation. ’ Will/Way Forward The fourth part of the model encourages the coachee to take responsibility for change.

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