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The effective coach – a diagnostic activity


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.

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.


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