This
month we will begin to use real-life coaching case studies to look at
how the coaching process accelerates personal and professional
development. The co-active coach asks questions that encourage the
coachee to reflect about the situation and then requests a commitment
to action.
The
request for action is important in the coaching process because the
coachee learns and develops through a combination of reflection and
action learning.
The
coachee always has the choice to either decline the coach's request,
modify it, or suggest an alternative, but is encouraged to commit to
some action no matter how small.
This
week we will look at a coaching call from a midwife who, for the sake
of confidentiality, we will call Katrina.
Coaching case study
Katrina, a qualified midwife,
and her husband have recently moved to a different part of the country
where they plan to stay until retirement. This involved Katrina taking
up a post in a midwifery unit where she had never worked before.
Previously she had lived and
worked in the same village. Her friends are still the same friends she
has had since leaving school. She has no previous experience of moving
into new communities or having to develop new support networks.
In addition to this, she is
studying in her own time for a degree in midwifery, and is finding it
difficult to balance full-time work commitments and her degree studies.
The coaching
conversation
This is an extract from a real
conversation. Assume you already know the background, as outlined
above, and read on.
Katrina:
I'm having problems at work and I'm not sure what to do.
Coach:
Would you like to tell me about it?
Katrina: OK
well… I've moved to a new job… I've been here 9 months and.. well, just
let's say there are one or two stong characters who are difficult to
work with… but they do things differently here and I'm not used to it!
Coach: What
kind of things?
Katrina:
Well for a start they work late. We don't get off on time and we never
get our meal breaks. I'm not used to working this way.
Coach: Is
this usual or are you just going through a busy phase?
Katrina:
No, it's the way they work here - it's not that busy, it's just the way
they all are. As if they want to appear dedicated.
Coach: So
everyone does the same?
Katrina:
Well there are one or two who always make sure they get their breaks…
Coach: How
do they do that?
Katrina: I
don't know - they just say 'look after Mrs. Smith for me - I'm going
for my break' but they never say 'OK Katrina you can go for your break
now'.
Coach: Hmm…
you seem to be waiting for their invitation to leave... do you think
maybe they don't work like that and you are just expected to go when
you have the time?
Katrina:
Well whenever I try something always crops up…
Coach: What
would happen if you said 'take care of this for me I'm going for my
break'?
Katrina:
(laughing) ...they would think you were difficult!
Coach:
'they would think you were difficult'.. I see. What else?
Katrina:
Well, it's hard enough to fit in when you're new without them thinking
you're being awkward.
Coach: OK…
so you've mentioned they might see you as awkward or difficult. Let's
try another perspective. How else might they see you?
Katrina: I
don't know… I suppose they might think I'm strong willed…
Coach:
'strong-willed' - great! What else?
Katrina: …
and that I stick up for myself. You know?…and that I won't be walked
over … I'm not a pushover.
Coach: Hang
on - let me see if I've got this right. You seem to be saying that they
could have more respect for you, am I right?
Katrina: I
suppose so… Yes!
Coach: OK
,so let me make a request of you Katrina.
Katrina:
OK…
Coach: I
request that when you are ready to go for your lunch break you approach
the person in charge and tell them. Will you do that, Katrina?
(Coaching skills
note: here the coach is asking for a commitment to
action)
Katrina:
(hesitantly) I'm not sure…
Coach: I
know it feels scary.
(Coaching skills
note: the coach is acknowledging Katrinas fear)
Katrina:
Yes - it does …but I'm willing to give it a go. I'll do it!
Coach:
Great stuff! When will you do it?
(Coaching skills
note: the coach is placing the commitment within a
timescale)
Katrina:
I'm back on duty in the morning. I'll do it then.
Coach:
Brilliant! Will you come back next week and let me know how you got on?
(Coaching skills
note: the commitment to return, to debrief and feedback,
reinforces the commitment to evaluate and learn from the action)
Katrina: Of
course.
Coach:
Great. I'll see you then.
Review points
Let's look at what just
happened. During the coaching call:
- Katrina reflected on the situation.
- She realised that there were different
perspectives that she hadn't seen.
- She realised that there was something she
could do.
- The coach requested a commitment from her.
- She committed herself to taking action towards
resolving the situation.
Taking time out to talk with
the coach provided Katrina with the opportunity to reflect. The request
to action is what will help her to learn and move forward in this
situation.
Personal
Boundaries
In a
profession such as midwifery, where enormous demands are made on our
emotions, time and energy, strong personal boundaries are essential for
our health and well being. Personal boundaries are invisible lines we
draw around ourselves to protect us from the ill effects of others. In
our example above, Katrina could establish a strong personal boundary
around taking time for her meal breaks. She would acknowledge this with
a boundary statement, like: 'I will always take my meal breaks.' She
would put this into practice by asserting her boundary, and using
assertiveness skills to ensure she gets the time out to which she is
entitled.
Developing
awareness of the areas in which you would like to have stronger
boundaries is only the beginning. Asserting your boundaries is a skill,
which can only be developed with practice. It is often a person's skill
at asserting their personal boundaries which leads us to assume
inherent character traits such as 'she's a strong character' or a 'weak
character'. Yet this is a skill which anyone can learn. Of course it
takes courage at first. If this is a new skill to you, you will not be
a master overnight.
I often
use the analogy with driving. You wouldn't say you were a bad driver if
you had never tried. Neither would you simply read a driving manual
then presume you could drive. Acquiring a skill needs awareness,
knowledge, practice then eventual mastery.
The
drivers among you will hop into your cars and pull off without giving
it a second thought, yet do you remember back when you were learning,
when you thought you would never do it? Interpersonal skills are no
different. Those of you who have had the opportunity, or the necessity,
to develop strong personal boundaries will be 'masters' at asserting
them, whilst others among you may well be complete novices. Having weak
boundaries does not make you a 'weak' person. It simply means you need
to develop the skills involved in asserting boundaries.
Next
month we will return to see how well Katrina did, and we will discuss
how important saying 'no' can be in the development of your personal
boundaries
