www.pwcacademy.

pl

Business Coaching
Diploma Intensive
Module 1
Establishing the coaching relationship

Joanna Antkiewicz
Anna Olszewska-Florczak
Mentoring
 Module 1 agenda

Day 1 Day 2 2 x 10-15 min breaks / day

1. Mindset wrap-up & 1. Check-in

mentoring
2. Coaching presence
2. Coaching – essential info
3. Building trust
3. Paradigm & process of
change 4. Key coaching skills

4. Dilts’ logical levels 5. Active listening techniques

5. PCSI® communication styles 6. GROW

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Mindset
wrap-up
 „Change occurs when one becomes what one is,
not when he tries to become what he is not”
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Arnold Beisser from „ Paradoxical theory of change”
 ICF Core Competency:
Embodies a Coaching Mindset
Definition: Develops and maintains a mindset that is open,
curious, flexible and client-centered.

1. Acknowledges that clients are responsible for their own choices

2. Engages in ongoing learning and development as a coach
3. Develops an ongoing reflective practice to enhance one’s
coaching
4. Remains aware of and open to the influence of context and
culture on self and others
5. Uses awareness of self and one’s intuition to benefit clients
6. Develops and maintains the ability to regulate one’s emotions
7. Mentally and emotionally prepares for sessions
8. Seeks help from outside sources when necessary

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 What is coaching?

Coaching is unlocking people's potential to maximize their own

performance. It is helping them to learn rather than teaching
them.

– Sir John Whitmore

Coaching is discovering one’s own potential, building awareness

and empowering choice. It inspires people to find answers to their
most important questions.

– L. Whitworth, K.Kimsey-House

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 What is coaching?

ICF defines coaching as partnering with clients in a

thought-provoking and creative process that inspires them
to maximize their personal and professional potential. The
process of coaching often unlocks previously untapped
sources of imagination, productivity and leadership.

We all have goals we want to reach, challenges we’re

striving to overcome and times when we feel stuck.
Partnering with a coach can change your life, setting you
on a path to greater personal and professional fulfillment.

- International Coaching Federation

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 What coaching is not

Mentoring – giving instructions and advice, indicating the direction of actions, help in understanding objectives and value of
organisation. Based on a master-student relationship.

Counselling, Consulting – giving professional advice. Advisor acts as an expert, recommended actions are treated as the most
effective and are preceded with problem analysis.

Therapy – refers to the past, focuses on reasons of the problem. It may analyse traumatic experiences and help with emotional
disorders.

Counselling (in psychology) – helping people with physical, emotional and mental health issues, improving their sense of
well‐being, alleviating feelings of distress and resolving crises.

Motivational Speech – touches emotions, triggers action, puts in a good mood. It often contains a well-told story concentrating on
the author, her/his way of life and limitations he/she manager to overcome.

Training – concentrates on transfer of knowledge and developing skills and behaviors.

Facilitation – supports group or team work. Engages meeting participants to get different perspectives. The facilitator offers
different methods of work to reach the planned goal.

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 Coaching pillars

1 2 3
Usefulness Taking responsibility Ecology

Is it useful for you? Do you have any Does it serve you and
influence? others?
Is it not harmful to you and
others?

11

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 Coaching goals

To develop a strategy to
To determine how things To determine what we fill in the gap between
are now wish to achieve the current and the
desired state

12

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Paradigm
 Paradigm

Paradigm – The way we see the world in terms of

perceiving, understanding, interpreting.
A sort of a map which guides us in the world.

• Influenced by: our experiences, values, knowledge, etc. –

everything that makes us - us.

• Source of: our attitudes and behaviors.

We see the world not as it is, but as we are.

Map vs territory

Source: Stephen Covey, 7 Habits of Highly Effective People

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 Paradigm shift

The more aware we are of our basic

paradigms, maps, or assumptions
(…) the more we can (…) test them
against reality, listen to others and
be open to their perceptions, thereby
getting a larger picture and a far
more objective view.
– S.Covey

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 Frame of the problem – frame of the solution

• It is a way of interpreting reality, a filter or scheme of perception

• Reframing is a change in perceiving a particular event

Questions from the frame of the problem: Questions from the frame of the solution:

• What is the problem? • What would you like instead?

• What is wrong? • What do you need?

• Whose fault is it? • How will you know that you achieved what
you wanted?

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Process of
change
 Change cycle: Kuebler-Ross model (grief cycle)

Active /
External Anger

Acceptance
Denial Bargaining
Emotional
Response
Time
Event

Depression
Passive /
Internal
Source: Oxford Medical, https://www.medicalinterviewsuk.co.uk/

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 4 phases of change in coaching

Phase 1 Phase 4
denial engagement

Phase 2 Phase 3
resistance experimenting

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 Process of change - summary

The Butterfly Circus

Thoughts, reflections?

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My role as a Coach
Dilts’ Logical Levels
 Dilts’ logical levels

Vision
Mission
„C” coaching
Identity
Values
Beliefs

Skills
Behavior „c” coaching
Environment

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 Questions to Dilts’ Logical Levels

Environment When? Where? Who? What surrounds me?

Behavior
How do I behave? What do I do? What actions do I take?
Skills
What do I know? What skills do I have?
Beliefs What do I think of myself? What do I think of others? What is possible?
What is difficult?
Values
What is important? Why am I doing this? What are my values?
Identity
Who am I?
Mission
What is the goal? Where am I going?
Vision
What is the point? What sense does it make?
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 My role as a Coach

Environment

• When?

• Where?

• Who?

• What surrounds me?

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 My role as a Coach

Behavior

• How do I behave?

• What do I do?

• What actions do I take?

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 My role as a Coach

Skills

• What do I know?

• What skills do I have?

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 My role as a Coach

Beliefs

• What do I think of myself?

• What do I think of others?

• What is possible?

• What is difficult?

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 My role as a Coach

Values

• What is important?

• Why am I doing this?

• What are my values?

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 My role as a Coach

Identity

• Who am I?

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 My role as a Coach

Mission

• What is the goal?

• Where am I going?

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 My role as a Coach

Vision

• What is the point?

• What sense does it make?

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 My purpose statement

My purpose is…

I am achieving it through…

Thanks to which I am becoming…

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PCSI®/Belbin®/MBTI®
Communication styles
 PCSI ®, Belbin ®, MBTI ®

• PCSI® (Personal Coaching Styles Inventory) provided by Corporate Coach U – test

completed individually, can be done in class as a whole
• Belbin® Team Roles – Individual Report generated before the course with up to 6
Observer Assessments, discussed in class
• MBTI® (Myers-Briggs Type Indicator) – distributed before the course for completion and
discussed in class

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 PCSI® coaching styles

EXTERNAL
Tessy - 19
Ester - 12
1 2 Elnur - 17
Directive Presentative Miriam - 12
Weronika - 15

TASKS PEOPLE
Mirjana - 7
Martin - 12
Martin -12
Analytical Mediating
Katy - 11
4 3 Mariann - 14
Elnur - 17
Guy - 18
INTERNAL Elien - 14
Tijana - 20
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 1. Directive

Strengths: Limitations:

• Fast thinking and acting • Gets impatient if others work more

• Concentrated on actions, goals and slowly
results • Prefers to work individually
• Quick in making decisions • Has a tendency to be judgmental
• Takes responsibility • Has a tendency to dominate
• Likes leading others • Delegating is not his/her preference
• Has vision and broad view • Desire to control leads often to
• Consistent frustration
• Has difficulty in listening

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 2. Presentative

Strengths: Limitations:

• Knows how to enjoy life • Problems with closing things

• Full of positive energy • Gets bored easily
• Open communication • May promise more than is able to
• Motivates and engages others deliver

• Creative • Prefers talking than listening

• Likes new projects • Time management problems

• Great optimist • Sometimes is not treated seriously

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 3. Mediating

Strengths: Limitations:

• Good listener • Does not like to be in the center of

• Likes to help others attention
• Empathic • Not talking about him/herself too
much
• Motivated by appreciation and
recognition • May concentrate more on people
than on business results
• Cares for everyone in the team
• Does not like to give difficult
• Good advisor feedback
• Cares for agreement and harmony • Does not like to receive difficult
• Liked by others feedback as is very sensitive
• Creative • Does not like surprises

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 4. Analytical

Strengths: Limitations:

• Detail-oriented • Perfectionist
• Analytical • The worry of making mistakes costs
• Looking for facts him/her a lot of time in order to check
everything
• High standards
• Critical
• Anticipates barriers
• Worries too much
• Objective
• Avoids major changes
• Structurizes, systemizes
• Long decision taking process
• Precise in communication
• May concentrate on the process at the
cost of results

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 My communication style as a Coach

How this style may impact my work with

people?

What kind of styles are my coachees, team

members and what they need from me as
their coach?

What can I do to meet or anticipate those

needs?

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 If you are the coach to a directive coachee…

• Expect a desire for moving fast

• Look for the essence
• Focus on results
• Use brainstorming as a tool for discovery
• Share new ideas which may be inspirational and
may add to your client’s basket of his own
options
• Point to practical aspects if it tends to be skipped
• Express recognition and be authentic
• Encourage to consider both: results and people

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 If you are the coach to a presentative coachee…

• Your session needs to be a cool event!

• Emphasize things which are presenting your
client in a positive perspective
• Concentrate on how important your client is in
this „game”
• Control your client on accountability and their
commitments
• Show by example of good listening
• Support your client in finding the essence,
structure in order to achieve results

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 If you are the coach to a mediative coachee…

• Keep the stabile pace during your meetings

• Appreciate his creativity
• Avoid to use any pressure
• Encourage to be courageous
• Emphasize how the clients actions may help
other people
• Confirm the importance of his support

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 If you are the coach to an analytical coachee…

• Book more time for your meetings

• Bring all facts before you go for the essence
• Remember they don’t like change as such, so be
cautious how you encourage them
• Emphasize quality and precision and appreciate that
• Ask the client to sum up the session with stating how
useful was the meeting for them (what exactly was
useful)
• Some notes that the client or you make may be
important for them
• Encourage being more relaxed
• Encourage the client to engage others

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Welcome to day 2
Check-in
Coaching presence
 Coaching presence

Our mind wonders on average 47%.

Paying attention - practise:
Follow
Breath

Redirection
of Distraction
Attention

Notice
Distraction

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 Silence

Coach: Client:

• Giving the client space and time • Focusing on here and now

• Giving the coach space and time • Concentrating on one’s own thoughts,
ideas, emotions

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Building
trust
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 T. Harris’ 4 life positions

I am OK

I am OK I am OK
You are not OK You are OK

You are not OK You are OK

I am not OK I am not OK
You are not OK You are OK

I am not OK
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 The concept of a wounded healer

• Introduced by C.G. Jung to describe the

phenomenon between psychoanalyst and
patient – both in a positive and negative
aspect.

• Jung wrote that a good half of every

treatment that probes at all deeply consists in
the doctor’s examining himself... it is his own
hurt that gives a measure of his power to
heal.

• A healer who does not see his/her wound

will not see the one of their patients, and can
even unintentionally deepen it.

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Coaching
skills
 Coaching skills

Listening (3 levels)

Powerful questions

Providing feedback

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 3 levels of listening – empathy and emotional intelligence

Head
Facts / Information for rational
cognition

Heart
Emotions for non-rational cognition

Intuition Beliefs / Assumptions / Values /

Motivation to know what is behind
and between the words

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 Exercise: 3 levels of listening

Part 1 Part 2 Part 3

One person tells the others a story After 3 minutes each listener gives The person that was telling the
from their life, which was their reflection on what they heard: story sums up by describing her
emotional to him/her. The others own reaction (what they learned
• Head – what you said
listen to the story, paying special about themselves, what they
was….
attention to one of the three levels noticed in themselves after
(each person focuses on • Heart – when I was listening to others’ observations)
something else): listening, I felt… I noticed,
that you could feel…
• Head – Facts because…
• Heart – Emotions • Intuition – from what you
• Intuition – Values, said it seem that what
motivation, beliefs motivates you is… your
values / beliefs are…

Participants work in groups of 3 or 4

Time: 12 mins (3 mins of story + feedback + reflection)

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GROW model
 GROW

Goal – general goal

G What do you want?

Reality
R Where do you stand?

Options
O What are the options?

Wrap up / Will
W What will you do?

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 GROW – questions

Goal What is my goal? How can I change the problem into a goal?
What do I wish to achieve? What is important?

Where do I stand (environment, culture of organisation,

Reality processes, procedures, people)?
What are my resources (people, budget, time, abilities)?

Options What actions can I take? Which solutions to choose?

What are the benefits and costs?

Wrap up When will I do this? How will I implement particular actions?

How will I be monitoring the progress? What can I do today?

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Further reading
(homework)
Active listening
techniques
 Active listening techniques

Echo

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 Echo

• Repeating the client’s exact words

• Intonation can stay exactly the same

as well – the point is for the client to
hear the same thing again spoken by
someone else

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 Active listening techniques

Echo

Paraphrasing

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 Paraphrasing

Strong incentive to go forward

Showing or checking the • I understand that...

understanding of the client’s map
• I see that...
Ecological interruption
• I hear that...

Saying with own & repeating client’s • So...

words
• From what you said, I understand
Objective, brief that...

Content & emotion

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 Active listening techniques

Echo

Paraphrasing

Mirroring

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 Mirroring

Body Talking Language

• similar body • similar voice tone • the same register,

language, and volume the same words
moves selections of
• similar pace and expert words
• the same rhythm
rhythm of
moves

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 Active listening techniques

Echo

Paraphrasing

Mirroring

Concluding

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 Concluding

Summarising the entire conversation

or its particular stages

Example:

• „To conclude, you said that...”

• „Please allow me to sum up...”

• „From what you said, it seems that…”

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Linguistic
intervention
 Language in coaching

• Clear
• Unambiguous
• Without coach’s interpretation, map
• Avoids generalisations
• Invites the client to take ownership

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 Suggestions, assumptions, presuppositions

I like you a lot but you have

problems

I like you a lot and you have

problems

I like you a lot even though you

have problems

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 Linguistic procedures 1
Replacing depersonalising pronouns with
personalising ones:

• Replacing WHAT with I:

“What she does is annoying.”
“I’m annoyed when my wife criticises me in
front of our guests.”

• Replacing YOU with I:

“When you go skiing, you feel healthy and full
of vigour.”
“When I go skiing, I feel healthy and full of
vigour.”

• Replacing WE with I:
“We are always told what to do.”
“I don’t need orders. I don’t like my job and I
want to change it.”

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 Linguistic procedures 2
Replacing verbs:

• Replacing I CAN’T with I DON’T WANT TO

(naturally followed by WHAT I WANT
INSTEAD)

• Replacing I NEED with I WANT

(differentiating between necessity and
desires)

• Replacing I MUST with I CHOOSE TO, I

WANT, I CAN

• Replacing I KNOW with I IMAGINE

• Replacing PASSIVE VOICE with ACTIVE

VOICE
“I was faced by the necessity to…”
“I have decided that…”
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 Linguistic procedures 3

• Replacing WHY with WHAT? AND HOW?

• Omitting qualifiers: MAYBE, POSSIBLY, I

SUPPOSE:
“Maybe I’m a bit sad.”
“I’m a bit sad.”

• Always or never, everyone and no one,

everything and nothing

• Failure an undesirable result; a result

we did not want

• Difficult requiring effort, preparation…

• I will try, do my best I will or will not do

it
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