Performance Coaching Toolkit

Citation

Sinclair, L. (2011), "Performance Coaching Toolkit", Journal of European Industrial Training, Vol. 35 No. 2, pp. 186-189. https://doi.org/10.1108/03090591111109389

1 Book synopsis

This book aims to provide a “… practical handbook for anyone wishing to improve their coaching skills”, doing so by way of a number of tools which hinge around a core coaching model which the authors have developed (the “STEPPPA” model).

The authors begin by outlining the behaviours and beliefs which they believe underpin competent and successful coaching and which must be in place to allow the coach to use any skills or tools successfully. These include the coach's philosophy (e.g. humility, respect, humanity and the ability to put aside one's own ego) and the ability to employ effective coaching dynamics (e.g. using both questioning and silence; building rapport; self reflection) as well as the coach's ability to develop subconscious competence as a coach to allow he/she to apply their skills instinctively, without consciously having to refer to the tools and models they may employ. The authors also highlight the importance of the coach's ability to identify the need for other interventions such as mentoring (or counselling) where required and the ability to challenge where necessary to ensure that the coachee's goals are, in reality, right for them.

The proceeding chapters of the book cover a number of skills and tools that can be used to maximise response and results from the coachee at each stage of the coaching session. This begins with some general coaching skills and tools that should be in place prior to commencing the session (e.g. how to improve questioning, listening and use of silence; when and how to use mentoring; setting up a coaching session; how to read body language) and goes on to detail guidance and tools that the coach can use at each of seven stages of a coaching session, which are defined by the STEPPPA coaching model (subject; target objective; emotion; perception; plan; pace; act/amend). A corresponding and specific set of tools designed to address considerations at each stage of STEPPPA is provided and for each tool the authors identify the likely triggers and situations that may benefit from their application. An additional chapter details more advanced tools and techniques (such as the use of symbolism to epitomise the coachee's feelings, use of room space to maximise coachee response) that the coach may wish to employ.

The final section of the book refers back to the core STEPPPA skills and tools, providing exercises, examples and tools designed to encourage the coach to put these into practice.

2 Evaluation

This book brings together theory, practical tools and examples as a means of allowing the coach to develop specific coaching techniques. However the authors are pragmatic in their view that these tools will not significantly improve the coaching experience and results unless the required core characteristics of the coach highlighted in the introductory section are in place. Particular emphasis is placed on the coach's ability to focus on the coachee's need and disregard their own needs and ego: as the authors state “the coach leaves their own agendas, ego states and needs at the door, in pursuit of meeting the coachee's needs” (p. 6). In this way the book clearly sets out to the reader/coach the potential benefits and limitations of performance coaching, based on the coach's own mindset.

One potential limitation that this book does not address is how a coach should manage entirely unwilling and disengaged coachees; for example while the STEPPPA process flow outlined on page 44 provides options for defining or reframing goals, it does not account for a coachee's potential lack of engagement to the extent that building rapport, let alone goal setting, may not be possible. Nor do the authors address a potentially wider issue facing the coach – whether the organisation or entity in which they are operating possesses the characteristics and culture that support coaching, and the factors that may impact or inhibit this. It would therefore be helpful to acknowledge this as a potential risk to the quality of the coaching experience. Without addressing this, the coach may become despondent when coaching results are ineffective due to factors outwith the immediate control of either themselves or indeed that of the coachee.

The book is designed to guide the reader/coach through the suite of tools and exercises which clarify and support the STEPPPA model, cross‐referencing glossary terms and other related sections of the book where required. While this does mean that the book provides a very comprehensive toolkit, there is a risk that the reader could become overwhelmed and distracted by the range of 51 tools available, and may feel jaded by the work involved in figuring out how and in which situation they could or should use each tool. Where coaches may already be familiar and comfortable with coaching models such as the GROW model of coaching (Whitmore, 1992), they may find STEPPPA somewhat over‐complicated.

I would recommend this book to those who already have an intermediate level of competence and confidence as a coach and would advise that they use the introduction and “coaching tools” section as a means of refreshing and sense‐checking their core skills (e.g. use of listening, questioning, silence). The remainder of the book may then be used as a reference toolkit, extracting sections that will enhance the coach's existing skills as and when required, as opposed to constructing coaching sessions around the entire STEPPPA model and tools, which may result in exactly what the book wishes the coach to avoid, i.e. “A busy head is not a coaching head. In order to coach, we need to keep our attention with the coachee … free from … rehearsal and analyses … ” (p. 8). Otherwise there is a risk that this book may actually create a “busy head” for the coach should they attempt to juggle the diverse range of tools available.

3 In the authors' own words

The performance coaching toolkit is concentrated unashamedly on key skills and tools – yet underpinning these is a strong set of principles which cannot be divorced from the use of tools and techniques. Who you are as a coach, in other words, who you are “being” when you are with your coaches, is central to that relationship. If coaches and their client organizations are going to significantly benefit from the process, the qualities of being are more critical to performance than the tools selected (p. 1).

A About the reviewer

Leanna Sinclair obtained her MSc in Human Resource Management at Napier University in Edinburgh, UK. She has worked as an HR professional in generalist and development HR positions in a variety of sectors over the last nine years. Her current position is within a specialist HR capacity, researching and developing employment policy. Leanna Sinclair can be contacted at: leanna_sinclair@standardlife.com