There are many different assessment models developed which enable the coach to assess the client from a number of varied perspectives. The majority of these models are simply used as a tool, providing a schema for noting observations. An ideal assessment model is an instrument used to obtain structure within the framework of the coaching encounter. The coach is never limited to the parameters of the model, but the model should provide a guide in the evaluation of the client. In other words, the model allows the coach to develop a frame of reference for client observation. Although, there is no single correct coaching model, the coach must rely on a broad range of coaching techniques to adequately assess the client’s condition and present circumstance. It is the multiplicity of views that offers the greatest coaching models (Watts & Corrie, 2013).
Lennard (2010) reminds us that the models merely provide an outline, a structure, and a direction. She also emphasizes the models are used to facilitate a method of exploration which is extremely important for client self-awareness and continual development. Coaching is centered on unlocking a person’s potential to maximize his or her own performance. Focusing on improving performance and developing skills is essential for an effective coaching outcome (Fielden, 2005). The use of a model can lead to greater insight and understanding by simplifying and clarifying this process.
After careful review, the author has decided to critique the Five Elements Model of assessment. The author feels this model provides clarity and highlights specific elements needed to properly assess the client’s current circumstance. The structure of the Five Elements Model is conducive to the use of o...
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Lennard, D. (2010). Coaching models: A cultural perspective. New York, NY: Routledge.
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Watts, M., & Corrie, S. (2013, December). Growing the “I” and the “We” in transformational leadership: The lead, learn & grow model. The Coaching Psychologist, 9(2), 86-99. Retrieved from http://eds.a.ebscohost.com.proxy1.ncu.edu/eds/detail?vid=2&sid=8e554014-6a09-439b-ab3d-ea3490e3ca0e%40sessionmgr4003&hid=4211&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=s3h&AN=91837383
This method is grounded in the strengths perspective, a perspective in which the worker center’s their sessions around the clients’ abilities, gifts, and strengths (Shulman, 2016). Instead of focusing on what is wrong with the client, the worker highlights what is right with the client building on their strengths instead of emphasizing their deficits: the client already has what they need to get better or solve their problem (Corcoran, 2008). The role of the worker in this model is to help the client recognize their potential, recognize what resources they already have, and discuss what is going well for the client and what they have been able to accomplish already (Shulman, 2016). Techniques commonly used in this model, although they are not exclusive to this model, include an emphasis on pre- and between-session change, exception questions, the miracle question, scaling questions, and coping questions (Shulman, 2016). These questions are used for many reasons: for example, the miracle question is used because “sometimes asking clients to envision a brighter future may help them be clearer on what they want or to see a path to problem-solving.” (Corcoran, 2008, p. 434) while coping questions are used to allow the client to see what they are already accomplishing, rather than what they are transgressing (Corcoran, 2008). All
This constitutes the single largest barrier to successful coaching. Common barriers to
Case conceptualization explains the nature of a client’s problem and how they develop such problem ( Hersen, & Porzelius, p.3, 2002) In counseling, assessment is viewed as a systematic gathering of information to address a client’s presenting concerns effectively. The assessment practice provides diagnostic formulation and counseling plans, and aids to identify assets that could help the client cope better with concern that they are current. Assessment is present as a guide for treatment and support in the “evaluation process. Although many methods can be employed to promote a thorough assessment, no one method should be used by itself” (Erford, 2010, p.269-270). Eventually, it is the counselor's job to gain adequate information concerning the client and the client's presenting concerns to establish an effective treatment strategy. Using a combination of assessment techniques increases the likelihood of positive interventions and promotes successful treatment (Erford, 2010, p.271). A case conceptualization reflects how the professional counselor understands the nature of the presenting problems and includes a diagnostic formulation. Case conceptualization organizes assessment data into meaningful outline, applying research, and theory to make sense of client’s current problem.
As a coach you do fail sometimes and that's what is difficult but Michael Jordan once said, “I’ve failed over and over and over again in my life and that is why I succeeded.” I believe that this goes for coaching as well because you are going to fail over and over again and you will soon see that those failures are actually your accomplishments. No one said life was easy but coaching can be easy and it’s a way to connect with players and others and bring out the best in people and show that people can work together and accomplish many things no matter how difficult or hard it is and it can be fun and thrilling at the same
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Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135
Executive Coaching: One of the greatest fulfillment of a leader is to build other leaders and LTL implements this principle through several different means. We have completed Executive Coaching one on one based on the unique needs of the leader. We have provided them with materials that is written by us through teleseminars, in person meetings, and written communication via email. We have also conducted workshops to Executive Leaders at the Mckormick Center for Childcare Leadership at National Louise University “Connections Leadership Conference.” The participants was provided with information that would aid them in being a more effective leader and building a better connection
D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135 Gordon, S. P. (1989).
Starr, J. (2008) Coaching Manual: The Definitive Guide to the Process, Principles and Skills of Personal Coaching. (2nd edition) Harlow: Pearson Education Ltd.
Coaching via Coaches help all sorts of people move forward in life as they specialize in meeting the needs of a wide variety of people with their own unique challenges and opportunities. Coaching makes a lasting impact on people’s lives because the coaching relationship developed between the Coach and the Client leads to constant growth and change in the Client. Coaching relationships brings to light what the person being coached already knows, but may not know they know, and then helping the person to make decisions and take action so they can move forward to accomplish a dream or goal they want to achieve. The continuing evolvement of leadership requires coaching.
I wanted to start telling the story of our experience by sharing the feelings I brought into this exercise. A few years ago I underwent an experience of coaching through several sessions that left me this taste in the mouth that the coaching as a tool to develop others is not very effective. I have not taken the time to deeply analyze what went wrong but in general if I had to choose to do it again I think I would choose another methodology to foster change. Its objective in general is to assist in building behavioral skills, but in my opinion to really look for a long lasting change you need to give a deeper understanding to the lack of a certain skills, strongly reflect on the variables linked to it as could be the emotions, values and motivations that conduce you towards a behavior different that that one desired. Personally, I enjoy seeking information that allows me to jump beyond the facts, and staying on the behavioral side of the reality limits my passion for inspiration and insight.
Coaching, however challenging, is a great way to influence the lives of others while also building their character. For as long as there have been sports, there have been people teaching the sport to the players and making them better at it. Coaches must have certain qualities in order to obtain success. One must also look at a coach’s motivation for his job, his passion for what he does, his methods for coaching, and how he became a coach in order to fully understand him. There are many questions someone may want to ask a coach about his profession if they are interested in coaching. Some questions would include: Why did he choose this as a profession? How did he get into coaching? What does one have to do to get a job as a coach? How does a coach become successful? I aim to answer all of these questions and more in my paper.
In today’s society being a coach can be extremely complicated especially compared to earlier years. Coaching requires not only many technical and personal skills but also has to include positive psychology that will affect all athletes regardless of gender, age, and race. After reading various articles this leads me to the question, what is a coach? How do coaches differ from one another? In addition are we forgetting the importance of not only coaching but the sports psychology aspect of coaching overall? Regardless of what you may have read or heard I believe not only do all coaches have their own coaching style but every coaching technique and style is different. Coaching styles and positive psychology are two techniques that can provide
Northouse, P. (2010). Leadership: Theory and practice (5th ed.). Thousand Oaks, CA: Sage Publications, Inc.