‘That was hard work. Exhausting. How to keep thinking of good questions…and then even more good questions??’ I hear this time and again from coaches and from leaders who are keen to develop a coaching style. The pressure is on to create a magical experience, find a ground-breaking solution, that leaves the other person feeling totally dazzled and impressed. Or at least that they found it useful enough to warrant paying you a fee - if you’re coach or trainer in private practice(!)
But what is really going on here? Whose conversation is it? Who is responsible for any outcome that is achieved? Is it really all down to the leader, coach or trainer to make something happen? What part does the client play in enhancing their own performance and development? In my experience, these are really important questions to think though, discuss and contract around with the client. It clarifies and manages mutual expectations and forms a healthy, effective relationship.
A key principle is to build the client’s capacity to make best use of the resources, the opportunities, that are available to them through me and, by extension, in other situations. This often entails supporting and challenging them to develop their personal leadership: that is, their ownership, proactivity, resourcefulness and influence over their own learning and growth. This could involve, say, working to develop a curious, assertive stance in place of a more defended, passive one.
So, in practice, irrespective of the person’s presenting issue, we will spend time negotiating and contracting explicitly around, e.g. ‘What are we here to do?’, ‘What do you want to be different?’, ‘How shall we do this?’ and ‘What are you willing to take responsibility for?’ This reinforces what we do as a coactive process in which the client, rather than coach, takes a lead role. And, critically, it ensures that we focus our attention and approach on what the client will find most useful.
Nick is a psychological coach, OD consultant and trainer, specialising in developing critical reflective practice.