Read the following statements describing specific coaching competences, and answer how you think you approach the role of a coach.
Tick or cross each statement – tick = true of you, cross = not.
1. I show I listen to the whole issue before commenting.
2. I give advice appropriately, and can judge when it’s best for the learner to make the decisions.
3. I feel comfortable when not as technically skilled as those I am coaching.
4. I always question thoroughly to get to, and work upon the issues of most concern to a learner.
5. I can coach positively and effectively people I don’t get on with, or with whom I have ‘tensions’.
6. I have a good range of networks and contacts that can be used appropriately to help a leaner.
7. I know well the barriers and obstacles to acquiring and applying learning to the workplace.
8. I know what I am talking about – I am good at my own job.
9. I can work positively with people of all types and persuasions – I am free of bias and prejudice.
10. I can concentrate upon the specific issues a learner is focused upon, without being distracted.
11. I don’t get irritated by a learner who needs time to grasp a point quickly.
12. I understand that people learn in different ways, and at different rates.
13. I am encouraging – I am able to motivate a learner.
14. I am always well prepared in advance for a coaching session.
15. I am a positive role model in terms of my own achievements – I am credible as a coach.
16. I can help a learner believe in their potential.
17. I can identify the very specific issues on which to focus a coaching session most meaningfully.
18. I know when to introduce options and ideas and when it is best to keep these to myself.
19. I can challenge assumptions skilfully, and without discouraging a learner.
20. I can explain complex things in terms a learner can truly understand.
21. I am keen to learn more about coaching and learning issues to maintain my own development.
22. I can help a learner clarify their specific learning aims and objectives.
23. I can suppress my feelings of irritation or annoyance, so there are no outward sign of these.
24. I can make an accurate assessment of a learners’ progress and feed this back positively.
Tick/cross
25. I can find the right questions to ask in order to explore and enhance learning.
26. I can praise directly, specifically, and in a way that really encourages a learner.
27. I am knowledgeable about developmental issues.
28. I ensure I am seen to be genuinely interested in a learner when helping them to learn.
29. I don’t expect a learner to be like me.
30. I am perceptive, and can read non-verbal signals and cues accurately.
31. I can give feedback directly and skilfully.
32. I can allow a learner the freedom and confidence to make mistakes, and to learn from these.
33. I can demonstrate and explain how to accomplish tasks and develop skills.
34. I can accurately identify a learners’ specific development needs.
35. I can judge when enough evidence of competence has been shown to indicate achievement.
36. I can judge the capability of learners, bringing them on at a pace that is sustainable.
37. I take into account the work environment and its impact on a learner I am coaching.
38. I can spot and make good use of opportunities for development within real work situations.
39. I explore with those I coach factors that inhibit their learning and its use in the workplace.
40. I have specific objectives for coaching sessions – in terms of what will be done better.
41. I recognise that coaching doesn’t have to be a managerial function.
42. I know when to intervene with my own ideas, and when to let learners find their own way.
43. I really believe in the value of development.
44. I can avoid the temptation to direct conversation back to myself, my issues and experiences.
45. I can challenge constructively and directly to get to the heart of the matter.
46. I won’t just tell a learner what they want to hear.
47. I never appear keen to get a coaching meeting over with and move on to the next thing.
48. I get real satisfaction from seeing the positive effects of my efforts to help people learn.
49. I have a genuine desire to empower – I like to see people able to do more for themselves.
50. I am a positive role model for those I coach.
andrewgibbons@ntlworld.com
Read the following statements describing specific coaching competences, and answer how you think you approach the role of a coach.Tick or cross each statement - tick = true of you, cross = not.
1. I show I listen to the whole issue before commenting.
2. I give advice appropriately, and can judge when it’s best for the learner to make the decisions.
3. I feel comfortable when not as technically skilled as those I am coaching.
4. I always question thoroughly to get to, and work upon the issues of most concern to a learner.
5. I can coach positively and effectively people I don’t get on with, or with whom I have ‘tensions’.
6. I have a good range of networks and contacts that can be used appropriately to help a leaner.
7. I know well the barriers and obstacles to acquiring and applying learning to the workplace.
8. I know what I am talking about - I am good at my own job.
9. I can work positively with people of all types and persuasions – I am free of bias and prejudice.
10. I can concentrate upon the specific issues a learner is focused upon, without being distracted.
11. I don’t get irritated by a learner who needs time to grasp a point quickly.
12. I understand that people learn in different ways, and at different rates.
13. I am encouraging – I am able to motivate a learner.
14. I am always well prepared in advance for a coaching session.
15. I am a positive role model in terms of my own achievements – I am credible as a coach.
16. I can help a learner believe in their potential.
17. I can identify the very specific issues on which to focus a coaching session most meaningfully.
18. I know when to introduce options and ideas and when it is best to keep these to myself.
19. I can challenge assumptions skilfully, and without discouraging a learner.
20. I can explain complex things in terms a learner can truly understand.
21. I am keen to learn more about coaching and learning issues to maintain my own development.
22. I can help a learner clarify their specific learning aims and objectives.
23. I can suppress my feelings of irritation or annoyance, so there are no outward sign of these.
24. I can make an accurate assessment of a learners’ progress and feed this back positively.
Tick/cross
25. I can find the right questions to ask in order to explore and enhance learning.
26. I can praise directly, specifically, and in a way that really encourages a learner.
27. I am knowledgeable about developmental issues.
28. I ensure I am seen to be genuinely interested in a learner when helping them to learn.
29. I don’t expect a learner to be like me.
30. I am perceptive, and can read non-verbal signals and cues accurately.
31. I can give feedback directly and skilfully.
32. I can allow a learner the freedom and confidence to make mistakes, and to learn from these.
33. I can demonstrate and explain how to accomplish tasks and develop skills.
34. I can accurately identify a learners’ specific development needs.
35. I can judge when enough evidence of competence has been shown to indicate achievement.
36. I can judge the capability of learners, bringing them on at a pace that is sustainable.
37. I take into account the work environment and its impact on a learner I am coaching.
38. I can spot and make good use of opportunities for development within real work situations.
39. I explore with those I coach factors that inhibit their learning and its use in the workplace.
40. I have specific objectives for coaching sessions – in terms of what will be done better.
41. I recognise that coaching doesn’t have to be a managerial function.
42. I know when to intervene with my own ideas, and when to let learners find their own way.
43. I really believe in the value of development.
44. I can avoid the temptation to direct conversation back to myself, my issues and experiences.
45. I can challenge constructively and directly to get to the heart of the matter.
46. I won’t just tell a learner what they want to hear.
47. I never appear keen to get a coaching meeting over with and move on to the next thing.
48. I get real satisfaction from seeing the positive effects of my efforts to help people learn.
49. I have a genuine desire to empower – I like to see people able to do more for themselves.
50. I am a positive role model for those I coach.
andrewgibbons@ntlworld.com
