What are valid reasons for an organization to request coaching for an executive? Under what circumstances is it not appropriate to provide executive coaching?

Level 1: Behaviour change – this is normally achievable in the relatively short term. It requires focused feedback, a commitment to change, and the development of alternative behaviours and practice as well as reinforcement. Level 2: Self-image – the stories we tell ourselves about ourselves and how we view ourselves, both consciously and unconscio

Having created some different options and then decided on one course of action, it is vitally important that the transformational coach creates time and space for coachees to rehearse what they will…

Brainstorming, experimenting, and reflecting on what has happened are key works of SPC that keep the process moving forward

the invitation would be to go to a place where there are no problems, and look at the issues from there. Suppose we dropped all the labels, such as: ‘This is a problem', ‘This is not the way it should be', ‘This is hurtful'. What if the situation just is? From the phrase ‘This is wrong’ we simply drop the word ‘wrong'. This is a different dimension

Example: A client used her narrative coaching session to pivot from ‘I make the best of what is given to me' (old story) to ‘I choose to create what matters to me' (new story) – which she then started to use in suitable opportunities to attain more of what she wanted.

Different cultures reflect different ways of being. Each culture provides a frame of meaning and associated assumptions about how to understand and behave in different situations. Business performance and productivity is built on people working together effectively (coordinating action) to reach objectives, which is underpinned by shared meaning. E

Well-timed, skilful articulation of observations is the hallmark of the highly accomplished coach. Clumsy, ill-timed interventions can risk the safety, trust and confidence that are so vital to the working alliance.

Ask, don't tell: One of the most useful tools is the ‘Ask–Tell’ matrix (see Figure 3.2). The questions we ask as coaches lie on two intersecting dimensions: ‘Telling to Asking’ and ‘Why to How to'. Observe yourself as you coach. Which quadrant do you spend most time in? Do you spend more time telling people what to do? Or maybe you spend a lot of t