In a previous post I outlined the 5 basic coaching skills we really need in order to become effective as coaches. We’ve already taken a look at contracting, use of some kind of structuring mechanism (with the GROW Model as an example), and listening. This time I’m going to discuss questioning, which (coupled with listening) is the way coaching is given direction, and conversations can be taken forward into ‘light-bulb moment’ territory.
First, we’ll be looking at framing questions during the ongoing interaction with a coachee, before turning to the most important questions we coaches need to ask ourselves.
It had been a taxing coaching session. Concentration on listening, feeding back, spotting limiting self-beliefs, challenging… Even, let it be said, dealing with a little voice of frustration whispering in my ear – a voice which faded away soon after it began…
Reflecting afterwards on the session it suddenly struck me. The voice of frustration had faded away so fast. Why? I puzzled over this and a realisation dawned… What if mindfulness were a coaching tool? It certainly looked like it had become so for me. How?
Last time in Part 1 we looked at benefits for coaches of having insight into coachee context, along with 5 questions that could help us build up a wider picture of a coachee’s situation. This time we’ll be looking into potential drawbacks to having wider insight.
The 5 questions we asked last time were aimed at information gathering about the organisation. This time we’re looking at the coach him- or herself. Could there be potential shortcomings or blind spots in a coach’s approach to what he or she knows about a coachee’s context? What could be the results? And most importantly, how can we as coaches strategise to avoid these deficiencies, minimising the drawbacks to having wider insight into coachee context whilst maximising the benefits?