Here's the
syllabus of the program:
26 Modules designated from 0-25
The following description of the
COACH2 Level 1 Development consists of 26 modules that make up the
Basic Level of Instruction and Development. This development is
based upon the book by Founder, Mike R. Jay, Master Business Coach
called COACH2 The Bottom Line: An Executive Guide to Coaching
Performance, Change and Transformation in Organizations.
http://www.coach2-the-bottom-line.com.
0 – Client Effectiveness &
CAPABILITY [2 modules]
It’s all about them!
This will be the hardest thing for
all of you to accomplish. Learning about yourself, so you can keep
yourself out of the way of client effectiveness will be the ultimate
challenge. We’ll discuss this throughout the development system.
1 - RightACTION™
The concept of right action [right
people doing the right things, in the right way, at the right time
for the right reasons] that under girds the philosophy of
coaching outcomes of awareness, purpose, competence and well-being
is discussed during the first session and the first actual breakout
session is conducted with a facilitator for each 3 coaches [making
up what we refer to as a facilitated triad] in separate
calls. A reflection period finishes the discussion after the
breakouts conclude as participants return from their virtual
break-out sessions.
2 - COACH2 SYSTEM
The COACH2 methodology is reviewed
and discussed as three core competencies, a coaching interaction
model and 5 key abilities. The first actual role play in the
breakout sessions is conducted around the first core competency of
connection and the role play process is modeled to participants by
facilitators. The Behavior Event Feedback process is modeled
for participants and questions are taken on the process.
3 – COACH2 The Model
COACH2 is shown to be a source
model of communication. Each element in the model is required and
can’t be further distilled. Participants learn how to map other
communication models onto the COACH2 model and why the person being
coached is considered to be the source of wisdom and how to begin to
elicit that wisdom from the coaching interaction. Role plays with
feedback are conducted.
4 - COACH2 Learning Systems
Identify and learn the 3 learning
systems that are present in the COACH2 methodology. These systems
include single, double and triple loop learning. They are also
identified as performance, change and transformation.
5 – Dynamic Inquiry
Inquiry is used in a variety of situations and degrees
and types of inquiry
that can be delivered through a coaching interaction including the
ping, probe and prompt. We will learn
different ways of using questions and how questions can make the
interaction more effective. Role plays with feedback are
conducted.
6 – Connection
Connection is the first core
competency in COACH2. This competency is critical to achieving the
other two core competencies and is an essential foundation of
effective coaching. Connection paves the way for deeper
clarification and higher levels of commitment. Role plays with
feedback are conducted.
7 – Clarification
Clarification is important to
effective outcomes, as we are able to surface blind spots and
experience our gaps and discrepancies during clarification. This
core competency reveals a broad array of opportunities to help the
person being coached become clear about issues working for them or
not working as well as they would like them to be working in terms
of results. Clarity is probably the biggest missing piece in our
organizations today and it is usually the number one thing people
say is missing in workplace settings. Learning how to surface gaps,
blind spots and turn them into openings to coach through is an
essential goal of this module. Role plays with feedback are
conducted
8 – Commitment
Without commitment, there is no
coaching effectiveness. It becomes that simple. Commitment is
required to create right action personally and in organizations.
Finding leverage through connection and clarification of purpose,
motives and development helps us to move into commitment at deeper
levels. We learn how commitment is a function of how well we have
made the connection and how well we have clarified the issues, blind
spots and gaps in performance through openings. Role plays with
feedback are conducted.
9 - 1st Semester Role
Plays
We use this module to conduct a
full-length coaching session to bring together all the pieces of the
COACH2 Model into one session of experience. We provide you with
the opportunity to engage a live coaching issue. Your facilitator
provides you with written feedback on your behavioral events and
helps you learn which of those is most effective and offers
suggestions on how to improve your coaching methodology in the
future based on where you are right now. Role plays with feedback
are conducted.
10 - Ready/Willing/Able and Fit
This session asks the question,
when do we coach and what issues have to be in our favor to create
the greatest amount of leverage for the person being coached. It
teaches us to coach at the level of ready, willing and able of the
person being coached, not where the system or person coaching
requires them to be. Trying to develop people before they
are ready, willing and able is like teaching a pig to sing; it
doesn’t work and it annoys the heck out of the pig! This is a great
session to help us understand the focus is on the person being
coached in terms of how they relate to system demands. Role plays
with feedback are conducted.
11 – Coaching Interaction Model (CIM)
Overview
This module outlines the CIM and
shows how this non-linear model helps guide the coaching interaction
to effective results. There are many opportunities to learn
how to see this model used differently in many different ways. We
learn how to see the effectiveness of coaching through this process
and how to move around and through the process to make the process
highly leveraging. Role plays with feedback are conducted.
12 – Identify Openings
A focal area in the COACH2 style of
coaching is to recognize that we surface gaps and explore them
through openings. Openings are defined as a gap that is both
visible to the person coaching and the person being coached at the
same time. This allows the person being coached to begin to see not
only their behavior, but their motivations around what is seen as a
gap by the system and what is noticed as a limitation to what works
by themselves and others. This particular area of the model
solidifies COACH2 as a solutions-based versus a problem—solving
model. Role plays with feedback are conducted.
13 – Possibilities
The universe is infinite
potential. However, they are not always seen and the coach can
help the person being coached discover how to surface possibilities
on their own and to learn to explore possibilities in terms of what
works and what does not work through openings. When we begin to
coach through openings, we discover that possibilities frame our
opportunities. We learn how to use possibilities to both surface
and explore gaps and blind spots. Role plays with feedback are
conducted.
14 – Develop Plans
A plan is a prescribed course of
action. Sometimes these courses of action work and sometimes they
don’t. The coaching interaction is effective when plans arise from
development of plans that involve major areas of commitment. In
order for a plan to work, it must be created around intention and be
in alignment with the values of the person and the organization. We
learn how to help align courses of action that are now, near and
far-sighted and create the opportunity for success. Role plays with
feedback are conducted.
15 – Preview Outcomes
This crucial point of focus in the
CIM allows us to test the plan before we take action. We preview
various scenarios in order to pre-play the plan as it may turn out.
It allows us to surface barriers, which may be hidden or blind. We
learn the kinds of delivery that can help us illuminate the plan in
a way that provides insights into effectiveness. Scenario planning
has long been an opportunity to fast forward the future and to test
the effectiveness of prescribed actions. In coaching, we learn a
valuable tool that creates leverage during the action phase. Role
plays with feedback are conducted.
16 – Commit RightACTION
The action phase of the CIM is
where effective coaching is measured. Everything that leads up to
our pursuing right action culminates in the action we are committed
to take on behalf of achieving our desired states of increased
awareness, purpose, competence and well-being. We learn that action
taken for its own sake apart from the system is often weakened by
those unforeseen circumstances that inevitably arise. We learn to
evaluate our action in the face of system demands. Role plays with
feedback are conducted.
17 - 2nd Semester Role
Plays--bring your own issue
In this review of the model thus
far, we ask that each person being coached actually present a real
life situation in which they wish to be coached during the role
play. This helps us to evaluate our individual progress in the
coaching model and written feedback is given by facilitators
following role play. Role plays with feedback are conducted.
18 – Perspectives
The five levels of perspective
taking are discussed and the issue of how to coach multiple
perspectives is an important feature of this module. One of the
keys to improving development and dealing with complexity is
perspective taking. Role plays with feedback are conducted.
19 – Delivery
Delivery is one of the key
abilities and is discussed before the remaining abilities of the
model as the exchange of information between person coaching and
person being coached is accomplished through delivery. The
components of delivery are discussed. They are feedback; questions,
statements, challenges and ideas. These components are framed in a
time perspective and charge under which they can be
exchanged. Role plays with feedback are conducted.
20 – Listening and Observing
This module reviews listening and
observation techniques that can be used in face-to-face as well as
virtual settings, including email. We learn to listen for 100’s of
different issues in many different ways. We practice creating the
opportunities for listening through effective delivery. Observation
becomes both directed towards the person being coached as well as
the coach. To observe and become self-aware leads to higher levels
of emotional competence. Our ability to learn how to observe in all
mediums is critical to achieving coaching effectiveness. Role plays
are conducted
21 – Discernment
The ability to discern is the
fulcrum of coaching. Knowing when and what to delivery and when and
where to listen is crucial to the effective coaching interaction.
Over time the coach learns to use many faculties in discernment and
choice around how to best create interaction that are developmental
and leveraging for the person being coached. Role plays are
conducted.
22 – Modeling
Modeling is the one focal point for
coaches as most learning takes place through vicarious learning, in
other words what is modeled. The best way for the person being
coached to learn how to become higher functioning is to be in
interaction with high functioning people. Modeling is an effective
way of imparting learning for the person coaching. Role
plays are conducted.
23 – DNA Model of Coaching
The most r/evolutionary model in
business coaching. Learn how Desires, Needs and Actions converge to
produce productive behavior.
24 – Review
This session
is used to review the entire process of COACH2. We use the triad
model to facilitate the reviews and the team comes up with one
answer that is used for everyone as the competency review is used to
gauge depth of learning during the program.
25 - 3rd
Semester Certification Role Play—coach someone live on video
These role
plays are video taped in order to provide viewable feedback for the
coaching interaction. These are held during the retreat at the end
of the program for certification and the participant is given
feedback and a copy of the video to commemorate their participation
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COACH2 FREE
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25
modules of coach training facilitator guides
