Home > Subjects > HR > Skills Needed To Be a Good Coach

Skills Needed To Be a Good Coach

Skills Needed To Become a Good Coach

Coaching plays an important role in the lives of the people. It makes them able to undertake their responsibilities accordingly. There are different factors that can improve coaching. It is important for the coach to improve his or her skills and confidence by having several sessions. Furthermore, coaching cannot be successful without individuals involved in it asking questions. The primary aim of asking such questions is to get deeper into the matters pertaining to knowing what did not work out and coming up with proposals on how best it can be improved. From the coaching session, it is important to take note that the objectives were met because the stakeholders or the teams involved worked together and adhered to agreed principles of communication skills (Venditti et. al., 2014, pp. 16). To prove that the learning objectives on how to improve communication, the parties had a clear direction in terms of what they were supposed to do and their decisions were guided by the suggestions from the discussions. They never implemented the decisions that they were never aware of since they were sure of the decisions before their implementation. A coach has to understand that the perfection of the activities does not come overnight (Cox, Bachkirova, & Clutterbuck, 2014, pp. 5). It needs concerted efforts. Otherwise, the desirable objectives would not be easy to attain. Giving attention to the concern of individuals in the different groups was key in improving the coaching skills.

Skills Needed to be a Good Coach

The success of the coaching sessions on how to improve communication and deliver on the set objectives is as a result of the application of the skills necessary in the coaching profession. The coach listened to all the people with curiosity as a way of showing that he was interested in all that was said by the other people. This is valuable in coaching dialogue, which is affected by the lack of attentiveness and impatience. The other necessary skill is Skills Needed To Be a Good Coachabsorbing what was learned (Aguilar, 2013, pp. 14). Paying attention and showing interest in what is said is not enough. The coach had to go an extra mile in registering all the information. He took the thoughts, interpreted the gestures, emotions and ideas of the others. Empathizing with the others was vital in promoting the conversations (Potrac, Gilbert, & Denison, 2013, pp. 15). In addition, the coach had to do his reflection accurately as a way of showing that he had listened and digested the information as was expected from him. The reflections were done through paraphrasing, summarizing and repeating what had been said. It was crucial in proving that the coach and those being coached were moving along well (Dik, Byrne, & Steger, 2013, pp. 11). The other skill that is necessary for coaching and were applied by the coach in offering training on how to improve communication and results is posing questions to the participants to explore whether they have really understood what the coaching entailed (Lai, & McDowall, 2014, pp. 119). It also promotes dialogue between the coach and the participants. Questioning gives an opportunity to carry out more exploration and this is enhanced by open-ended questions that enable participants to discuss. The questions are good at empowering coaching participants, proving to them that their contributions are worthwhile thereby improving their experience (Malete, Sullivan, & La Forge, 2013, pp. 411). Coaching is never complete without the provision of feedback needed in development (Duff, 2013, pp. 206). A coach must be careful in terms of how they give feedback so that they do not enrage anybody and affect the attainment of the coaching goals. Incomplete or poor feedback affects the participants since they can feel very inadequate. Feedback should not be used as a way of asserting expertise as this makes the participants not to be interested in what is being communicated to them. Dismissive, arrogant and unclear feedbacks are not good for coaching practice and must not be encouraged (Flett et. al., 2013, pp. 327). There will be no trust in the relationship between the coach and the participants if feedback is not allowed. Non-evaluative feedback is not good for coaching because it destroys the relationship between the coach and the participants (Garvey, Stokes, & Megginson, 2014, pp. 23). If a coach listens, reflects, questions and gives the necessary feedback, it is possible to build trust which is important in the coaching profession (Palmer, & Whybrow, 2014, pp. 11).

Gibbs Model

Gibbs model is very relevant when it comes to the understanding of how coaching is supposed to work. The starting point of the cycle is the identification of the experience, situation or incident that should be explored further as far as coaching is concerned (Scaife, 2014, pp. 3). The areas should be known because it would be possible to come up the way in which individuals perform as failing to take note of such things can affect them. As a coach I agree with this first step and the role that it plays in coaching. There is no way a coach or a person being coached can succeed without taking note of the situation. The second stage in the cycle is an exploration of the feelings of individuals because it affects how they do things including the coaching itself. The coach and those coached appreciate the essence of this step in totality. Feelings are known to determine the attitude and behaviour of individuals in everything that they do and so coaching is not an exception. The third stage entails description. People are expected to examine the main facts, events and issues and articulate their thoughts (Scaife, 2014, pp. 5). Descriptions are important in knowing the issues that are to be dealt with and how best to organize them for success. The coach and the learners succinctly described the whole process and this was pivotal in putting them on the same page for the success of coaching activity. Misunderstanding of the details of coaching is an impediment on its success. The next step in the cycle involves the analysis of the impacts of the events and situation on individuals practice as well as on other individuals. The assumptions developed have to be clearly put in place so that in the end, one can understand them and how they can affect the situation or outcome of coaching events. Analyzing the impacts is supported by the coach and those coached as it informs decision making needed in the success of coaching as an important activity.  The next step that follows is evaluation in terms of what has been gained from the outcomes, experiences and knowledge. In the final stage of the cycle, it is expected that an individual must learn from the whole process of coaching, otherwise, it would be meaningless (Scaife, 2014, pp. 13). One can propose different ways through which he or she could have done some of the things in coaching to continue improving his or her experience and learn more. The coach and those coached had to evaluate all the activities that they took part in with a view to improving them otherwise they would find it hard to make things work out in the near future. The coach and those being coached fully agree with Gibbs model as it makes coaching have meaning and attain its objectives. All the different perspectives show that the Gibbs model is very important to the coach and those being coached. The diagram below illustrates Gibbs model as described above. The relevance of the model will over time be appreciated by all parties in coaching.

Skills Needed To Be a Good Coach

Gibbs model is applicable in understanding my Personal Development Plan as demonstrated below. 

Long Term Coaching Goal Short Term Coaching Goals Action needed to succeed Support required Time limit Indicators of success
 To perfect the art of  coaching -Continuous improvement of those coached on a daily basis.

-Positive relationship with those coached

Readiness to learn and listen to others while embracing their ideas. Interactions with experienced coaches and willingness by those coached to learn. December 2017 -Improved performance by those coached.

– Those being coached appreciating the essence of coaching.

To improve coaching  qualifications Gain basic skills on coaching Identify short term and long term coaching courses and enrol for them Course information September  2017 Identification of courses  and booking places for training
Identification of possible funding for the courses Information funding July 2017 Securing funding once identified
Attending course to develop ideas and  implement activities Useful resources and  websites Jan 2018 Attending the courses  and applying the knowledge in coaching sessions
Mentor  coach to help in developing  the plan Commitment by the mentor coach August  2018 Session plans developed in agreement with the coach
Reflection on the sessions Questions to Improve reflection and understanding with mentor coach Aug 2018 Making use of questions to reflect
3. Amend session plan regularly to improve activity Further ideas and activities Ongoing Amending session plans

Coaching Theories

It is important to take note that there is no single model that gives solutions or answer to all the problems that people experience in coaching (Lai, & McDowall, 2014, pp. 118). Therefore, it is important to apply different theories in the coaching activities. Autocratic coaching theory applies to much talking as opposed to asking questions. It is applicable in instances where clients need to learn some skills so that they continue developing. The coach is fully in charge of coaching sessions and tells the clients what they are supposed to do so that in the end (Wu, Lai, & Chan, 2014, pp. 336). The theory is majorly applied in military, business, and sports. It does not embrace softness and this is the reason as to why it is not used in general life cases. Autocratic coaching encourages respecting authority, good discipline and proper organization. It fully fits the issue of improving communication and service delivery. (Venditti et. al., 2014, pp. 16). The democratic approach entails the coach pointing out the objectives to be achieved while the clients choose how the best objectives can be attained (Grant, & Hartley, 2013, pp. 103). The coach can make important decisions but it is important for him or her to put into consideration the positions of the clients. Democratic coaching is emphatic on introspection, accountability, self-control, and freedom (Wu, Lai, & Chan, 2014, pp. 339). Other important aspects include making the best decisions that are applicable on a day-to-day basis in the world that we live. Democratic coaching applies in career coaching, finance coaching as well as the development of individuals (Duff, 2013, pp. 212).

The holistic model reflects on the whole of the client’s life (Light, Harvey, & Mouchet, 2014, pp. 259). If one issue is to be addressed, it is important to have a look at all the interconnectedness of issues. Otherwise, it would not be possible to handle the challenge (Wu, Lai, & Chan, 2014, pp. 343). The issues are causally related to that changing one aspect of life affects the other components. The holistic coaching covers all aspects in life like physical fitness and social lives. Additionally, it boosts understanding, bodily health, calm disposition, greater satisfaction and a sense of purpose (Light, Harvey, & Mouchet, 2014, pp. 273). It is useful in striking a balance between life and work, in dealing with issues of stress and health. Physical exercise is encouraged to improve health, relationship, lifestyle factors and reduce the levels of stress. The 3D coaching is another theory that individuals are supposed to put into consideration due to its relevance. Coaches should employ debugging, direction, and development (Garvey, Stokes, & Megginson, 2014, pp. 28). Debugging eliminates all the obstacles on the way of development of clients. For instance, it is not good to have mistrust between the client and the coach. Direction involves coming up with objectives, which have to be agreed upon. Otherwise, it may prove hard to implement the objectives. The third D represents development and it is all about learning by the client and the coach with an aim of attaining the set objectives. There is also vision coaching whereby one has to think more about the future. Thinking has the ability to shape the future according to this coaching theory. If people focus on a desirable outcome, there are higher chances that they are likely to succeed in it (Palmer, & Whybrow, 2014, pp. 7). Vision coaching is applicable in sports whereby winning is the desire of athletes (Wu, Lai, & Chan, 2014, pp. 338). Self-doubt is eliminated by positive thoughts that promote a hard work. This theory is relevant in instances whereby the goals to be attained are very clear and specific. Vision coaching is also relevant in public speaking.

Importance of Coaching

Coaching plays an important role not only in the lives of the people who are being coached but the society in general. If individuals who are being coached benefit directly, the society also profits. Coaching is important in helping individuals come out of challenging circumstances and successfully undertake activities that are of great importance to them (Bloom, Falcão, & Caron, 2014, pp. 110). Furthermore, through coaching it is possible to clarify goals and needs then act accordingly to accomplish the objectives as either an individual or team (Malete, Sullivan, & La Forge, 2013, pp. 426). Coaching provides solutions to many problems that people face in different environments and with their issues such as relationships, trust, people, and teamwork. It is equally important to note that coaching is vital in increasing collective and personal capacity of individuals (Flett et. al., 2013, pp. 334). Through it, athletes are better placed to become better managers, professionals and leaders whose main interest is succeeding in their endeavours. Life, therefore, largely needs coaching.

Also Study: Employee Development Plan with Example

  • Aguilar, E., 2013. The art of coaching: Effective strategies for school transformation. John Wiley & Sons.
  • Bloom, G.A., Falcão, W.R. and Caron, J.G., 2014. Coaching high performance athletes: Implications for coach training. Positive human functioning from a multidimensional perspective: Promoting high performance3, pp.107-132.
  • Cox, E., Bachkirova, T. and Clutterbuck, D.A. eds., 2014. The complete handbook of coaching. Sage.
  • Dik, B.J., Byrne, Z.S. and Steger, M.F., 2013. Purpose and meaning in the workplace. American Psychological Association.
  • Duff, A.J., 2013. Performance management coaching: servant leadership and gender implications. Leadership & Organization Development Journal34(3), pp.204-221.
  • Flett, M.R., Gould, D., Griffes, K.R. and Lauer, L., 2013. Tough love for underserved youth: A comparison of more and less effective coaching. The sport psychologist27(4), pp.325-337.
  • Garvey, B., Stokes, P. and Megginson, D., 2014. Coaching and mentoring: Theory and practice. Sage.
  • Grant, A.M. and Hartley, M., 2013. Developing the leader as coach: insights, strategies and tips for embedding coaching skills in the workplace. Coaching: An International Journal of Theory, Research and Practice6(2), pp.102-115.
  • Kivelä, K., Elo, S., Kyngäs, H. and Kääriäinen, M., 2014. The effects of health coaching on adult patients with chronic diseases: a systematic review. Patient education and counseling97(2), pp.147-157.
  • Lai, Y. and McDowall, A., 2014. A systematic review (SR) of coaching psychology: Focusing on the attributes of effective coaching psychologists. International Coaching Psychology Review9(2), pp.118-134.
  • Light, R.L., Harvey, S. and Mouchet, A., 2014. Improving ‘at-action’decision-making in team sports through a holistic coaching approach. Sport, Education and Society19(3), pp.258-275.
  • Malete, L., Sullivan, P.J. and La Forge, K., 2013. The Relationships between Coaching Efficacy, Experience, and Behaviors among Scholastic Coaches in Botswana. International Journal of Coaching Science7(1), pp.409-427.
  • Palmer, S. and Whybrow, A. eds., 2014. Handbook of coaching psychology: A guide for practitioners. Routledge.
  • Potrac, P., Gilbert, W. and Denison, J., 2013. Routledge handbook of sports coaching. Routledge.
  • Scaife, J., 2014. Supervising the reflective practitioner: An essential guide to theory and practice. Routledge.
  • Venditti, E.M., Wylie-Rosett, J., Delahanty, L.M., Mele, L., Hoskin, M.A. and Edelstein, S.L., 2014. Short and long-term lifestyle coaching approaches used to address diverse participant barriers to weight loss and physical activity adherence. International Journal of Behavioral Nutrition and Physical Activity11(1), p.16.
  • Wu, A.M., Lai, M.H. and Chan, I.T., 2014. Coaching behaviors, satisfaction of needs, and intrinsic motivation among Chinese university athletes. Journal of Applied Sport Psychology26(3), pp.334-348.

Related Posts

Leave a Comment