Coaching Manual: The Definitive Guide to the Process, Principles & Skills of Personal Coaching

369 Pages·2009·2.69 MB·English

by  Julie Starr

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About the author Whether you’re new to coaching or
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COACHING
of coaching within business. Julie
combines a constant study of • K ey questions and considerations to
personal development with a passion COACHING help take your coaching forward.
for producing coaching tools that MANUAL • T he ‘Coaching Path’ –
simply work. Her methods, models a simple structure for an effective
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PRINCIPLES AND SKILLS
and how you can avoid them.
OF PERSONAL COACHING
• E motional maturity - how is it
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International, and author of CoachingForPerformance. THE DEFINITIVE GUIDE
TO THE PROCESS,
PRINCIPLES AND SKILLS
OF PERSONAL COACHING
Visit us on the web
www.pearson-books.com JULIE STARR
Starr_02E_0273713524.indd 1 11/10/07 16:53:47

THE COACHING MANUAL JULIE STARR
COAC_A01.qxp 10/10/07 08:28 Page i
The
Coaching
Manual
COAC_A01.qxp 10/10/07 08:28 Page ii
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The
Coaching
Manual
The definitive guide to
the process, principles and skills
of personal coaching
Second edition
Julie Starr
COAC_A01.qxp 10/10/07 08:28 Page iv
Pearson Education Limited
Edinburgh Gate
Harlow CM20 2JE
Tel: ⫹44 (0)1279 623623
Fax: ⫹44 (0)1279 431059
Website: www.pearsoned.co.uk
First edition published in 2002
Second edition published in Great Britain in 2008
© Pearson Education Limited 2008
The right of Julie Starr to be identified as author of this work has been asserted by her in accordance
with the Copyright, Designs and Patents Act 1988.
ISBN: 978-0-273-71352-4
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Starr, Julie.
The coaching manual: the definitive guide to the process, principles, and skills of personal coaching /
Julie Starr. -- 2nd ed.
p. cm.
Includes index.
ISBN 978-0-273-71352-4 (pbk.)
1. Personal coaching--Handbooks, manuals, etc. I. Title
BF637.P36C634 2008
158'.3--dc22
2007036878
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without either the prior written permission of the publisher or a licence permitting
restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron
House, 6–10 Kirby Street, London EC1N 8TS. This book may not be lent, resold, hired out or
otherwise disposed of by way of trade in any form of binding or cover other than that in which it is
published, without the prior consent of the Publishers.
10 9 8 7 6 5 4 3 2 1
11 10 09 08 07
Typeset in 10/16pt Palatino by 3
Printed by Ashford Colour Press Ltd., Gosport
The publisher’s policy is to use paper manufactured from sustainable forests.
COAC_A01.qxp 10/10/07 08:28 Page v
Contents
Acknowledgements ix
1 Introduction 1
The purpose of this book 3
What is personal coaching? 4
Coaching in business 10
Personal coaching: life/lifestyle 13
A comparison of coaching and therapy 14
Chapter summary: Introduction 17
2 Collaborative coaching 19
What does collaborative coaching mean? 20
Non-directive versus directive language 20
Attributes of a good coach 27
Chapter summary: Collaborative coaching 30
3 Coaching principles or beliefs 33
Operating principles for coaches 34
Maintain a commitment to support the individual 35
Build the coaching relationship on truth, openness and trust 40
The coachee is responsible for the results they are generating 43
The coachee is capable of much better results than they are
currently generating 48
Focus on what the coachee thinks and experiences 50
Coachees can generate perfect solutions 52
The conversation is based on equality 56
Chapter summary: Coaching principles or beliefs 57
4 Fundamental skills of coaching 59
Can anyone coach? 60
Skill one – building rapport or relationship 61
Skill two – different levels of listening 82
v
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THE COACHING MANUAL
Skill three – using intuition 96
Skill four – asking questions 102
Skill five – giving supportive feedback 121
Chapter summary: Fundamental skills of coaching 141
5 Barriers to coaching 143
Physical and environmental barriers 144
Behavioural barriers: ‘what not to do’ 147
Chapter summary: Barriers to coaching 173
6 Coaching conversations: the coaching path 175
The coaching path: guiding principles 176
Stage one – establish conversation 178
Stage two – identify topic and goal 181
Stage three – surface understanding and insight 187
Stage four – shape agreements and conclusions 197
Stage five – completion/close 206
The coaching path: making the process your own 207
Chapter summary: Coaching conversations: the coaching path 208
7 Coaching assignment: structure and process 211
Four stages of a coaching assignment 213
Stage one – establish the context for coaching 215
Stage two – create understanding and direction 228
Stage three – review/confirm learning 243
Stage four – completion 251
A framework for coaching 259
Chapter summary: Coaching assignment: structure
and process 261
8 Emotional maturity and coaching 265
What is emotional maturity? 266
Emotional maturity – four competences 274
Chapter summary: Emotional maturity and coaching 301
9 Becoming a coach 305
What do we mean – ‘become a coach’? 306
So you want to be a coach? 307
Paid coach or unpaid coach? 309
vi
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CONTENTS
Professional coaching – ‘just coach’ or ‘coach and also . . .’? 310
What kind of coach are you? 313
How do you equip yourself to be a great coach? 316
Chapter summary: Becoming a coach 318
10 Summary and close 321
Key points of learning 322
The future of coaching 329
Taking your learning forward 330
Chapter summary: Summary and close 331
Appendix 1
Coaching overview document 333
Appendix 2
Summary of a first session 340
Appendix 3
Feedback interview document 348
Index 351
vii
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Acknowledgements
There are many people who have contributed to the development of the
ideas and thoughts in the book and I hope I’ve remembered to acknowledge
most of them. I would like to express my gratitude for the work of the fol-
lowing people: Anthony Robbins, Stephen Covey, John Grinder, Richard
Bandler, Deepak Chopra, M. Scott Peck, Landmark Education, Brian Tracey,
Frank Daniels, Brandon Bays and Milton H. Erickson.
I’d also like to thank Scott Downing, Mike Fryer, Bob Janes, Joss Kang,
Richard Watts, Xanthe Wells, Julia Whiteley, Marcia Yudkin and Rachael
Stock for their challenges, thoughts and ideas in the preparation of the text.
Further resources
For a recommended reading list and other useful resources, see
www.starrconsulting.co.uk
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