Executive Coaching - A Guide For The HR Professional.pdf

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6 EXECUTIVE COACHING ........................... and the coaching process contribute to the learning of “soft skills,” such as interpersonal skills, communication, delegation, and adjusting to the fast pace of change. In this chapter you will begin to understand more about what actually happens in the coaching relationship and why coaching can be such an effective process. Conversely, it is also important to know when not to use a coach and when coaching will not have much of an impact. Chapter 3. How Do You Select a Coach? Here we provide some guidelines on finding a coach and things to look for in selecting the right coach. This chapter will help you to hire the professional who is most appropriate to the task. You will gain an understanding of the factors to think through when selecting a coach, such as training, experience, and skills and competencies. Since the chemistry between client and coach is so important to a successful outcome, this chapter provides some ideas on how to work with the client in selecting the coach. Finally, this chapter also provides some insight into things to avoid in a coach to enable you to prevent potential problems down the road. Chapter 4. What Are the Steps in the Coaching Process? In this chapter, we delineate the logical progression of the steps in the coaching process, such as contracting with the coach, setting goals, assessing results, action planning, and evaluation. In nearly all circumstances, a coaching process will begin with a general understanding among the client, the HR professional, the boss, and the coach about what is going to happen in the coaching engagement. You will learn about the importance of having a good structure for the coaching assignment and what elements should be in a good contract. Since one of the most important steps is having a clear understanding of the client’s issues, what is to be accomplished by the coaching is a critical part of the initial goal setting. Brief descriptions of different forms of assessment data and their value, such as interviews, multi-rater feedback, surveys, and direct observations, shed light on how and why
Section I: Coaching as a Service 7 .................................... objective information can be very powerful. Various forms of action planning, or planning for development, are explained so that you can see what the client may need to do in order to learn new behaviors. If you know what questions to ask to evaluate whether the coaching process was successful or not, it can help you to determine whether the client remained on track and whether or not goals were achieved. This chapter poses some questions for you to consider to enable you to evaluate the overall outcome of the coaching process.
Page 3 and 4: About This Book Why is this topic i
Page 5: About Pfeiffer Pfeiffer serves the
Page 8 and 9: Copyright © 2005 by John Wiley & S
Page 10 and 11: viii CONTENTS ................. Sec
Page 13: Acknowledgments ...................
Page 16 and 17: 2 INTRODUCTION ....................
Page 18 and 19: 4 INTRODUCTION ....................
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Page 25 and 26: Table 1.1 Driving Forces Behind Org
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Page 45 and 46: coaches do not have this certificat
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Page 51 and 52: Clearly, the internal coach should
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Page 57 and 58: • A starting and possible ending
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What Are the Steps in the Coaching
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64 EXECUTIVE COACHING .............
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What Is the Boss’s Role? 91 .....
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What Is the Boss’s Role? 93 .....
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What Is the Coach’s Role? 97 ....
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What Is the Coach’s Role? 99 ....
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serves as the catalyst in helping t
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What Is the Coach’s Role? 103 ...
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Multi-Cultural Issues 119 .........
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Multi-Cultural Issues 121 .........
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tests—that I was smart, worth som
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Howard’s Story 135 ..............
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David’s Story 139 ...............
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Carter’s Story 151 ..............
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• Is there flexibility in the pro
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Agreement Sample Agreement for Coac
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Appendix ..........................
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214 BIBLIOGRAPHY ..................
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About the Authors .................
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Index .............................
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Index 221 ............ D Developmen
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Pfeiffer Publications Guide This gu
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to stimulate or refocus the group.
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for example. The way in which the r
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