Possible changes are discussed.
8. Changes
9. Reaching Goals
10. Evaluation and Wrap Up
- What is the concrete result?
- Any further questions?
- Assistance or additional resources required?
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2.12 THE SIMPLIFIED FOUR STEPS
MODEL
The simplified model offers a tool for coaching or self-coaching, aimed at tackling minor problems.
1. The problem-phase
- Define and Explore the problem
- Get to the core: what exactly will I concentrate on?
2. The Target-phase
- Define possible goals
- Select one specific target
3. The Itinery-phase
- Outline route to follow
- Plan actions
- Determine how success will be measured
4. The Evaluation
- What is the concrete result?
- Any further questions?
- Assistance or additional resources required?
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2.13 SOLUTION FOCUSED COACHING
Source: Coaching – reduced to the maximum by Peter Szabó Introduction to Solution-focused Brief Coaching Dr. Peter Szabó - Unterer Batterieweg 73 - CH-4059 Basel Switzerland - phone: ++41 61 361 11 88
e-mail: szabo@bluewin.ch - www. weiterbildungsforum.ch Coaching – reduced to the maximum
Paths to Solutions-The Power of the Solution-Focused Approach
- Coert Visser and Gwenda Schlundt Bodien (2008) 1. Searching for causes of problems is not necessary.
2. The change begins with defining the desired situation.
3. Each case is unique.
4. Confronting is not necessary.
5. The coachee wants to cooperate.
6. The coachee already has the solutions.
7. There are always exceptions to the problem.
8. There is always already a beginning of the desired situation.
9. Small steps forward will usually be enough.
Like other service providers, especially in these times of rapid change, coaches must ensure a high level of performance and excellent results. Professionals undertaking coaching are looking for the quickest possible success. And the personal skills coachees can develop through coaching are among the most sought-after qualities in the modern business world.
More than enough reason, therefore, to examine the efficiency of the coaching process in greater detail.
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Which factors are crucial in achieving coaching success as simply as possible?
Which assumptions will help you to reach the goal as quickly as possible?
Which activities should you avoid to maximize your efficiency as a coach?
It is in response to these questions that solutionfocused brief coaching emerges as a particularly interesting alternative to traditional problem-solving methods.
In solution-focused brief coaching, questions are asked in such a way as to move the coachee's attention to the level of solutions.
Instead of discussing problems, difficulties and causes, the coach explores with the coachee desired goals , exceptions which have led to success in the past (times when the problem did not occur), and solutions (the changes that will have occurred once the goal is reached) as well as existing resources .
This procedure is especially suited to the business environment, because these coachees are already familiar with many of the questions you will ask, eg, about defining goals and visions, best practices, or knowledge management. But the mix of questions is unusual, the order in which they are asked is surprising, and, best of all, the step-by-step solutionfocused procedure is truly unique.
Solution focused assumptions:
Becoming Solution-Focused in Brief Therapy - John Walter
& Jane Peller (1992)
1. Focusing on the positive, on the solution, and on the future facilitates change in the desired direction. Therefore, focus on solution-oriented talk rather than on problem oriented talk.
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2. Exceptions to every problem can be created by therapist and coachees, which can be used to build solutions.
3. Change is occuring all the time.
4. Small changing leads to larger changing.
5. Coachees are always cooperating. They are showing us how they think change takes place. As we understand their thinking and act accordingly, cooperation is inevitable.
6. People have all they need to solve their problems.
7. Meaning and experience are interactionally constructed.
8. Actions and descriptions are circular.
9. The meaning of the message is the response you receive.
10. Therapy is a goal or solution-focused endeavor, with the coachee as expert.
11. Any change in how coachees describe a goal (solution) and/or what they do affects future interactions with all others involved.
12. The members in a treatment group are those who share a goal and state their desire to do something about making it happen.
Three stages in reaching solutions
In the first stage, coachees and coach discuss the desired future and the changes that would be involved in reaching them. This goal definition phase is similar to other coaching approaches.
However, particular attention is focused on the moment when the goal is reached. The coachee describes their vision of the future, in the greatest possible detail. In contrast, no information is gathered about the problem.
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In the second stage, coachees and coach discuss the recent past, looking for early existing signs of changes in the direction of the desired state. In this phase, the coach only asks questions about what is already working well. This helps the coachee to identify possible steps forward and strengthens their existing resources.
In the third stage, coachees attempt to put into practice what has been discussed so far. Usually, an experimental phase is agreed upon, which involves minor changes in everyday activities. The experiments are defined so as to focus the coachee's attention on solutions that will work.
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Identifying solutions rather than solving problems In our culture, it is most common to focus on problems and their causes, analyzing and diagnosing so that a solution can be found.
The solution-focused process dispenses with problem analysis.
Instead of focusing on understanding the problem better, the time available is spent learning as much as possible about goals, solutions and resources. As a rule, once coachees have put discussing the problem behind them, they are surprised how much they have to say about the solution. It almost feels as if they did not have this information earlier, and only discovered it during the conversation.
Albert Einstein is supposed to have said, 'No problem can be solved by the same consciousness that created it'. Solutionfocused coaching thus avoids drawing attention to the problem.
It prefers to draw coachees' conscious attention to solutions.
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The Miracle Question is typical of this process, 'Let us assume that a miracle has happened and that your problem has been solved. What will you then...?'
Avoiding questions about the details of the problem offers the following advantages:
• Coaching requires less time.
• Coachees find it easier to work out appropriate solutions. The greater the detail and the more precisely coachees speak of past and future solutions, the more choices they realize are available to them.
The coach can help to build the coachees solution awareness in such a way that it is solid enough for everyday use.
• Coachees' confidence in trying out solutions is increased. The more their resources and abilities are discussed, the easier the situation appears, and the more motivated coachees are to put their solutions into practice. After all, words create reality.
• Moreover , solution-oriented awareness helps coachees increasingly to see themselves – and to behave – as experts. If the person who is searching can find the solution themselves, the coach only needs to help them identify options, goals, resources, and solutions.
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An attempt at explanation
Naturally, such a paradigm shift seems a little strange in the beginning. It may even seem to lack what, up to now, and based on our own experience, we have considered logical and effective. But the solution-focused approach is the result of empirical studies on the question, 'How does counseling work?'.
Results showed that concentrating on solutions, and only on solutions, enabled participants to reach their goals in less time and just as efficiently as other methods.
New theoretical findings from other fields of science support these surprising results and make it easier to understand them.
• Chaos theory: Complex systems in an unstable balance develop most efficiently when they control themselves. The complexity of the influencing factors is so great that our linear way of looking at things from the perspective of cause and effect reaches its limits. Why not leave out the analysis and the reduction to the causes of the problem and concentrate instead 204
on identifying the smallest changes which have led in the desired direction, thereby becoming aware of the forces that support them.
• Constructivism: If there is no objective reality , and if each of us constructs our reality on the basis of our subjective awareness, why not help our coachees to construct as helpful a reality for themselves as possible? The Miracle Question, for example, often helps coachees leave old and restrictive ways of thinking behind, and develop solutions in an unencumbered and creative manner.
The more 'exceptions' that the coachee can identify as signs of the miracle having already begun to take shape, the more confidence he will have in his solution constructions.
• Cybernetics: The logic of the failure of the management of complex systems has been sufficiently investigated. It is easier to prevent what we don't want than to achieve precisely what we do want. Thus it is fairly simple for a coach to interrupt the problem awareness that is preventing the solution of the problem. Instead of doing more of the same thing that does not work, ('try harder' problem awareness), focusing on solutions ('try something different' solution awareness) makes room for new approaches.
Based on experience, the results are positive. Even if the solutions do not (immediately) hit the spot, they are a step in the right direction.
• Systems theory: Every change in any part of a system influences the future interactions of everyone involved. If coachees begin to describe their goals and solutions, as well as how other people will react, differently, their relationships with other people will also change. If coachees concentrate on 205
solutions within a system and become aware of them, useful changes are easier to introduce and maintain.
• Communication theory: As coaches, we realise that we can never fully and accurately understand what our coachees wish to tell us. So, since we are anyway going to interpret subjectively, why not assume that whatever our coachees say about solutions makes sense? The coach should always consider what the coachee says useful and helpful.
Investigations into very different forms of counseling have shown that appreciative and coacheecentered coaches are especially effective.
Practical examples – simple, but not easy
The solution-focused procedure is simple. But consistently adopting the appropriate attitude when coaching is not.
For coaches, it requires much self-discipline to remain solutionfocused and client-ce ntered. Nevertheless, it is always a worthwhile adventure , because it helps clients find their own eff ective solutions very quickly. Furthermore , it frees coaches from the burden of problem-solving, thereby trustfully placing responsibility in the hands of the true expe rt – the c lie nt!
Coaching questions reflecting the typical structure of a solutionfocused discussion.
First stage – Expectations of the future
C: What needs to happen here today, so that later on, you will be able to say that it was worthwhile
discussing coaching with me?
C: How would that be different for you?.
C: And how would your coachees know that you are doing things right?
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C: My next question may seem a little strange. It takes some imagination to answer it. Suppose that
you go home after our meeting, that you go to bed tonight, and that, while you are sleeping, a miracle happens. And the miracle is, that the reason why you came here is solved – just like that!
But since you are asleep you will have no idea that the miracle is taking place. How will you begin to discover tomorrow morning that a miracle has happened and that you have reached all your goals as a coach?
C: And how will your coachee know that the miracle has happened?
C: How will you know that your coachee knows?
C: And what would you do then?
Second stage: Signs that the goal is being reached C: Looking back over the last few days, when was there a coaching situation in which you already felt a little bit the way that you will feel on the morning after the miracle?
C: How did you do that?
C: How did you know which questions you should ask ?
C: What would you say you did to make things fall into place for her?
C: OK, great. Now, on a scale of 1 to 10, 1 being the moment you realized that you had certain qualities as a coach, and 10 being the morning after the miracle. Where would you place your current coaching qualities on this scale?
C: OK, so what makes it a XX already?
C: Great. Now back to the conversation that took place last Thursday. Where would you place your coaching on the scale?
C: And how will you realize that you have taken a step forward and that you have reached X on the scale?
C: On a scale of 1 to 10, how confident are you that you will be successful tomorrow?
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Third stage: Experimental stage
C: I am very impressed by how important it is to you to let go as a coach, and also by your ability to be truly coachee-centered. I would like to suggest a small e xper ime nt. It will require about a minute pe r day and will be fun. Would you like me to tell you about it?
C: Good. Make a list which you update every evening. Let us say for the next five days. Note down everything that happens during your coaching meetings that you want to continue happening in the future.
Second session
The standard focus for the second and the following sessions is on solutions and resources that popped up
in the meantime:
• What is better? What else? What would other people say?
• How did you manage to do that?
• How can you maintain your progress?
Less coaching, greater success
A group of scientists, working with sociologists Steve de Shazer and Insoo Kim Berg in the USA, investigated the art of reducing counseling to the maximum very intensively and with great success. Over the course of about twenty years, the team examined and identified what is especially useful in coachee /
coach conversations in order to provide coachees with a successful way of reaching their goals.
This resulted in the development of solution-focused brief counseling, a simple procedure which leads to the rapid identification of sustainable and effective solutions. In concrete terms, this means that, by systematically refraining from counseling activities that are of little use, the time investment can be reduced to an average of three meetings, each lasting 50
minutes. This form of counseling has proved to be sustainable 208
and effective, with a success rate of 86%, as shown by studies carried out after 6 and 18 months. This research has led to a silent revolution in the world of therapy. The team has been active at the Brief Family Therapy Center (BFTC) in Milwaukee since 1978.
Additional Links
http://www.brief-therapy.org
is the original website of the founders at the BFTC in Milwaukee.
http://www.thesolutionsfocus.com
contains information on solution orientation in business environments
http://www.reteaming.com
applies a simple solutionfocused procedure with teams http://www.appreciative-inquiry.org
presents solutionfocused work in OD
Doing What Works: Forward in Solution-Focused Change Blog by Coert Visser, psychologist, trainer of solution-focused professionals. Twitter: @DoingWhatWorks
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2.14 OSKAR
Originating from the Solutions Focused Approach the OSKAR
coaching model is a powerful framework to help your coaching sessions focus on solutions rather than problems. Here is a brief description of the different stages (adapted from ‘The Solutions Focus’ by Paul Z Jackson and Mark McKergow) .
OSKAR is a framework for solution focused coaching: 1. OUTCOME:
What is the objective of this coaching?
What do you want to achieve today?
What do you want to achieve in the long term?
How will you know this coaching has been of use to you?
At this initial stage of the OSKAR coaching model you are establishing a ‘platform’ from which to coach. Here you are confirming that your coachee really is a customer for change, in other words establishing that coaching them at this point in time is going to help them. At the outset you are also clarifying:
what your coachee wants to achieve – this may be in the long, medium and short term
what they want to achieve from the session itself and how they will know it has been useful to them
the ‘future perfect’ in other words the perfect scenario desired by your coachee. At this point you might want to ask the miracle question which really helps the 210
coachee strongly visualise and in detail their desired outcome.
2. SCALING:
On a scale of 0 to 10, with 0 representing the worst it has ever been and 10 the preferred future, where would you put the situation today?
On a scale of 1 – 10, where 1 represents x and 10 represents y, where are you in relation to this goal.
You are at n now; what did you do to get this far?
How would you know you had got to n+1?
Once your coachee has a clear picture of their desired outcome you can then establish where they are already in relation to this.
Using Scaling Techniques are a very good way of helping to quantifying this.
3. KNOW-HOW & RESOURCES:
What helps you perform at n on the scale, rather than 0?
When does the outcome already happen for you - even a little bit?
What did you did to make that happen? How did you do that?
What skills/knowledge/attributes do you currently have that will help you?
When have you done this/something similar before?
What would others say is working for you?
What did you do differently?
Linking to the Scaling stage you can now build on this foundation by establishing what positives have given the coachee that rating – what skills, knowledge and attributes do they currently possess which give them say a 4 or 5 rather than a 0.This stage is all about uncovering your coachee’s strengths –
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their knowledge, skills and attributes and building up their awareness of these and developing confidence.
This stage really is about ‘digging for gold’ and plenty of time should be taken to establish the resources your coachee has available to them.
4. AFFIRM AND ACTION:
What's already going well?
What's particularly impressive so far - about strengths and resources employed?
What is the next small step?
What would you like to do personally, straight away?
You are at n now, what would it take to get you to n+1?
Affirming - this is about providing positive reinforcement of what you have heard…reflecting back positive comments about some of the keys strengths and attributes your coachee has revealed e.g. “I am impressed with the knowledge you have in this area’ or it’s evident from what you have just said that this is working for you.”
Action – this is about helping your coachee determine what small action or actions they will now take.
5. REVIEW: What's better?
What did you do that made the change happen?
What effects have the changes had?
What do you think will change next?
What is better?
This final stage of the OSKAR coaching model is for reviewing progress against actions and is therefore most likely to take place at the beginning of the next coaching session. The emphasis is on reviewing the positives:The positive nature of 212
this approach, coupled to the idea of scaling, makes it an attractive model. This somehow makes the issue more tangible.
This approach is similar to the STRIDE model in that it really focuses on the strengths of the coachees, and encourages them to consider how they could use these strengths to address any issues that they may have.
OSKAR offers some useful differences with other models such as GROW.
It specifically uses the SF approach, and offers a great way for managers and coaches to start experiencing the power and effectiveness of SF in action
It specifically allows for know-how sharing - from other people in the organisation and even from the coach - in addition to the usual questioning methods
It specifically focusing on affirming and SMALL actions -
much more effective in tough real situations than attempts to 'bust the barriers' and do everything at once
It specifically has the coach and coachee engaging in looking for 'what's better' - picking up on signs of useful change and amplifying them for the next steps.
The whole OSKAR model can be taught as a set of tools rather than a process - not every element needs to be used every time, a particular benefit to busy managers looking for short yet effective conversations.
Source: The Solutions Focus: Making Coaching and Change SIMPLE , www.thesolutionsfocus.com
© 2008 - 2011 www.personal-coaching-information.com All rights reserved
http://www.sfwork.com/jsp11/index.jsp?nnk=320
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2.15 SYSTEMIC COACHING
What is Systemic Coaching?
Systemic Coaching is coachee-centered, solution-focused and success oriented.
Like consulting, systemic coaching is outcome oriented, examining visions, action plans, inspiration and feedback.
Unlike consulting, systemic coaching provides structure, support and feedback in an ongoing process of clarifying desires, removing blocks, attaining goals and realizing visions.
Systemic coaching provides process expertise, rather than content knowledge, to create healthy individuals and organizations.
Healthy organizations, like other living systems, can identify, locate, acquire and assimilate missing resources.
Systemic Coaching includes:
explore and change your life, your emotions and your relationships
solve your personal, emotional and family problems
dissolve relationship problems
Solve individual, couple, team and family conflicts
Accountability and leadership skills
Discovery, acknowledgment and permission
Changing individual and organizational beliefs
Conflict resolution and conflict management
Internal conflict integration and decision making
Initiate and maintain motivation
Deal with difficult people and difficult situations
Avoid burnout and find inspiration
Align values and goals
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