>> In week three,
we shifted our focus to coaching to the ideal self of an individual,
as well as talking about the importance of relationships in coaching.
Now, in that week, we'd spent quite a bit of time talking about pulling for
an individual's dreams, not just their goals.
But also importantly,
we talked about making sure we focused on who's dream is it?
In other words, making sure a person realized, and was focusing on,
what they really wanted to do, and was not getting confused and
thinking about what others wanted them to do.
Again, it has to be what they want to do and
who they're trying to become as an individual.
We also talked about, in week three, the two forms of empathy, recognizing that
it's important to tune in and understand a person when you're coaching them.
But there's that other aspect of caring or feeling that's also important.
And when you're coaching,
again, both are extremely important, both forms of those empathy.
And then, finally, in the week three discussions,
we talked about the importance of effective listening and
noticing skills when you're coaching another individual.
>> I'm sorry, I missed that, what was that [LAUGH]?
>> He wasn't listening.
>> Again [LAUGH].
>> Again, right. >> I was thinking about my ideal
self [LAUGH].
>> All right, in week four we shifted our attention, then,
to coaching for an individual's real self.
As well as a personal balance sheet,
thinking about their strengths and weaknesses, and the creation of a plan.
What we call a learning agenda, their actual plan from moving them from
where there are to where they're trying to go.
Now, in that week, we talked about the importance of balancing that attention,
as we said, between the positive and negative and emotional attractor.
And we focused on the fact that it's not all about being just positive,
as you avoid too much negative.
It's about achieving the right level of balance.
And we suggested, again, that's about a three to one balance between the PEA and
the NEA, or about three times as much positive emotional experience as
the negative emotional experience.
Now, in week four, we also talked about the importance of social identity groups,
right, or drawing on this kind of relationship that we have with others,
and the meaning that we get from those groups,
and how that helps us in our change efforts.
And then, finally, we also talked about, as I said, this learning agenda.
And we compared and contrasted kind of old versus new ways to change and plan.
>> Often in organizations, planning is a performance improvement plan, and
you're following something you should be doing And it feels really burdensome.
What we are talking about is if you want to help somebody change,
to get through the difficulty of that, to sustain the effort,
it has to be something you're looking forward to.
A very different affect than you get when you're told you'd better do this
to get better.
And staying away from that coaching for compliance ends up really being important.
>> Mm-hm, and so speaking of sustainability,
in week five we talked about sustainability in the organization.
So how can you embed a culture of coaching in your organization?
And we talked about coaching as a means for leadership development and
coaching for special interest groups, such as women leaders or others.
And we also discussed an emerging form of coaching, which is called peer coaching.
And that's a really neat way for organizations to begin to kind of
practice coaching and cascade it from managers to employees.
So to recap, a key here is dosage.
And it's important to remember not to try to overdo it, and
that when you're trying to help someone in coaching,
it's only useful if it starts in the PEA, in that positive emotion attractor.
And also, as we've suggested, we want to make sure that you're emphasizing when
coaching the PEA more than the NEA.
As we said, about that three to one balance is probably ideal, at a minimum.
We should also be ready, so
that when a coachable moment occurs we can use it for actual in context learning.
So in other words, we need to be tuned in to recognize when coaching might be most
useful, and importantly, when a person might be most ready to be coached.
>> That was really well said, and I like the way you wrapped it into the context.
That's a coachable moment. >> [LAUGH] Thanks for the coaching.
>> [LAUGH] >> [LAUGH] We gave you what we think is
a little bit of intellectual tapas in this course.
Five weeks isn't going to turn you into a professional coach.
But it should have given you enough ideas,
as well as a few skills in the exercises to begin practicing with others,
and to explore different ways you can help people be inspired about the future.
Ellen VanOosten, PhDAssistant Professor of Organizational Behavior, Director Coaching Research Lab
Melvin SmithProfessor of Organizational Behavior, Faculty Director, Executive Education
Richard BoyatzisDistinguished University Professor, and a Professor in the Departments of Organizational Behavior, Psychology, and Cognitive Science
