Behavior that the coach seeks to change is their constant procrastination leading to missed deadlines, often being late to engagements or appointments, and generally lacking a structure to their daily routines. The key is to set a goal that adheres to the SMART model but also is challenging and promotes growth, motivation, and increased productivity. The proposed goal is to create a structured schedule for your daily routine and follow it for a period of several weeks until it becomes a habit, and one learns to manage time effectively.
|S||Goal is specific, to create and follow a structured schedule.|
|M||Goal is measurable, one can track how many days did the coachee follow or not follow the set schedule, average tardiness time on deadlines or arrivals to appointments.|
|A||Goal is achievable, it does not require extraordinary effort from coachee. It simply ca|
|R||The goal is meant to lead to positive outcomes which are time management and structure in daily routines that counteract the individual’s procrastination habits.|
|T||A time frame of 8 weeks (~2 months) is a realistic timeline, allowing for trial-and-error, potential modifications, and finally building a habit.|
The objective of the first session is to familiarize with the coachee and set the SMART goals such as the one above to begin working on their behavior change. One of the fundamentals to the first session will be contracting with the coachee and building a mutual relationship while establishing ground rules. The coach-coachee relationship is dependent on mutual trust and respect, and there are expectations when working together (Cook, 2009). I will set expectations that:
|The coach agrees to… |
|The coachee agrees to… |
Therefore, the goal for the session is to familiarize with the coach, set expectations, and begin working on their respective problem. This consists of setting a SMART goal and then evaluating the starting point, the ‘reality’ in the GROW model. The coachee should describe the current behavior, potential influencing factors causing this behavior, and what outcomes they are experiencing as a result. The coachee should describe their expectations from achieving this goal as well as what efforts have been made to resolve the issue. By having a comprehensive picture of the status quo, only then can the process move on to the next step of considering options. Without evaluating the starting point, highlighting positives and failures, and having the coachee fully realize why they need this change, progress can be less effective. Solutions start to emerge from the information given about the current situation (MindTools, n.d.).
The questions asked during the session will be situational based on the coachee’s narrative and attitude. Some of the key questions will be:
- What are the biggest struggles are you experiencing with procrastination?
- Do you feel that it is an issue of work ethic or attitude/perception?
- Have you always struggled with procrastination and tardiness or is this a recent occurrence?
- What commonly motivates you to be proactive and on top of your game?
A wide range of skills has to be utilized when coaching. While fluency in coaching skills is important, ultimately the best coaches do not just give advice but can excellently facilitate the coachee’s self-learning. One of the most critical skills is listening and not forcing one’s own judgment or opinion. The coach cannot even force a solution and lead coachees toward it, the coachee always remains in control in a coaching style relationship (Wilson, 2014). Therefore, the key skills to practice are patience, reflection, and mindful guidance. A coach must demonstrate intuitive listening and leading questioning. By asking the correct questions with the acquired information, the coachee is allowed to make their own conclusions and find the solutions which best fit their goals and perspectives.
The coaching session generally went positive. I felt that the relationship with the coachee got off to a good start and we had a mutual understanding about the coaching process. All the introductions were made, and expectations were agreed upon. The coachee seemed very engaged and positively responded to both rules and questions. We discussed his issue, the coachee answered my questions and provided a detailed background to his issue. We then set SMART goals as planned in pre-coaching. The discussion later turned to the ‘jumping off’ point, as to where does the coachee feel like they can begin, what is their emotional state approaching this, and what are some key elements impacting their procrastination. I discovered that the coachee has been continuously suffering from depression and anxiety for the past couple of years, which has been a significant contributor to their behavior. I aimed at addressing the underlying cause by attempting to discuss what was causing this. I wanted to guide the coachee towards seeking help from a mental health professional alongside our coaching relationship, as it was key to address such serious prolonged issues as the underlying cause to his lifestyle and behavior.
The things that went well were the interactions with the coachee, the process of questioning and determining information, and the general collaboration on goals and establishing the foundation to coaching. I felt confident in my approach in terms of meeting the coachee and asking the relevant questions in order to understand the situation better, and I believe it helped to determine some potential causes, that could later turn into solutions. While nothing necessarily went wrong, I believe I could have demonstrated much better listening skills. The coach did speak frequently in our interaction, but I potentially pushed a bit too much in some conversation and potentially overstepped the line in terms of giving private advice. I used my intuition well in the conversation and it allowed to progress the topic of the coaching session. However, in some points, reflecting back, I could have been better in use of tone and language. I felt that I could have been more specific as well more positive, not negative as this could have come off as judgmental.
From this session, I learned that coaching is highly complex and requires a very balanced approach of skill, emotion, and experience. I truly realize now that experience matters in coaching, as it allows to learn how to approach people in a manner that is best fitting for them. In order to be a good coach, one does not force, teach, or even really advise someone, one guides them to find their own answers and to look within themselves within certain contexts. Some things I would differently the next time is to practice more intuitive listening and focus on providing feedback. Sometimes the feedback can challenge the coachee, but it is important to provide accurate and personal feedback in order for them to be aware of their own errors or contexts. The coachee should strive to reflect on the questions asked and statements made by the coach in the effort to later find justifiable and effective solutions to their problems.
Cook, S. (2009). Coaching for high performance: How to develop exceptional results through coaching. IT Governance Publishing.
MindTools. (n.d.). The GROW model of coaching and mentoring. Web.
Wilson, C. (2014). Performance coaching: A complete guide to best practice coaching and training. London: Kogan Page.