“Discussion is an exchange of knowledge; an argument an exchange of ignorance.”
Remember that in a previous post I outlined the 5 basic coaching skills we really need to become effective coaches? We’ve already taken a look at the first four: contracting, use of some kind of structuring mechanism (with the GROW Model as an example), listening, and questioning. At long last we’ve arrived at the fifth basic coaching skill: non-directiveness.
In this post I’ll be taking a look at non-directiveness, as well as its place on what Myles Downey has called the ‘Spectrum of Coaching Skills’, before giving 2 good reasons for making sure we put effort into building awareness of when our interactions are non-directive and when they’re not.
Much is said in coaching circles about the need to be a ‘reflective coach’. Most experienced coaches would have us believe that they already are ‘reflective coaches’. But what does being a ‘reflective coach’ really mean, and why should we bother thinking about it, let alone work towards embodying it?
In this post, I’ll be looking briefly at what the word ‘reflective’ means in the context of coaching, how we can put together a template to use in our reflections, and 5 good reasons we should all put our efforts into becoming truly reflective coaches.
To me, this isn’t just another ‘flavour-of-the-month’ phrase to be batted around. Along with deep, transformative listening, it’s at the very core of what coaching is about. Listening is the coach homing in on the coachee – and reflective practice is the coach homing in on her or his own internal dialogue.