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Self-Awareness and Emotional Intelligence

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what professional coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this Link.

Self-awareness is the basis of learning, development, and change. It is a foundation of emotional intelligence, and what allows us to build better relationships, achieve better results, with a higher level of well-being.

in his book Insight, Tasha Eurich tells us that 95% of people believe they are self-aware, but that in reality this number is much lower, on the order of 12% to 15%. The author understands self-awareness as “the willingness or ability to understand who we are, including aspects such as our values and patterns (internal self-awareness), and how others perceive us (external self-awareness).”

The process of developing self-awareness involves spaces for reflection, openness to introspection, but also a willingness to observe and listen to the perceptions of others, to request feedback.

In the coaching processes we verify that when we begin to explore with our clients their values, talents, passions, strengths, patterns, triggers, among others, they identify that it is not so simple and is even more challenging than what they would initially consider. That it is not as obvious as we might think to identify what moves us, makes us unique and differentiates us, nor to identify our behavioural patterns.

It is necessary to dedicate time and reflection to becoming aware of what distinguishes us, of our reaction patterns, of the beliefs and assumptions that live behind our actions. We all have blind spots, at the level of knowledge, emotions and reactions of which we are not aware, and which are difficult for us to access without feedback from others.

The coaching process provides the reflective and creative space, which we often do not have on a daily basis, of moments dedicated to connecting with who we are, what we want, why we want it and to explore action options that enhance better results and well-being.

When we connect with our purpose, with our values, with the essence of who we are and what we value, we access a source of energy and motivation that focuses our actions and supports us to develop the flexibility and resilience necessary to achieve our goals and well-being.

In the process of awareness we access and can leverage our internal resources, and from there also identify the external resources that we need.

The authors Travis Bradberry & Jean Greaves, in their book Emotional Intelligence 2.0, They explore some strategies to develop personal self-awareness, including learning to identify emotions cognitively and physically, not to classify them as good or bad, not to ignore them, even when they make them uncomfortable, and to recognise them and let them go.

Other strategies identified are the periodic practice of journaling and obtaining feedback as a way of observing ourselves from a distance, identifying behavioural patterns and triggers in stressful situations.

The practice of periodic reflection or meditation are strategies to connect with our essence, with our values, and to do a regular mental and physical check-up, to maintain our mental health and prevent burnout situations.

In our interactions with others we can also develop our social self-awareness, through the practice of mindfulness, presence, active listening, and empathy.

From curiosity we can observe the other, or others from their world, ask and try to understand others from their life experience, beliefs, assumptions or culture.

A professional coach recognizes that self-awareness is the basis for his client to achieve his goals, and works with him from that basis in defining specific strategies for each case.

Self-awareness is also important in working with teams and in organisational development, in identifying interaction dynamics and behavioural patterns.

Personal and social self-awareness is a learning process, a search for personal mastery.

My favourite strategies are emotional checking and journaling, putting my reflections on paper or recording them, so I can return to them and observe them from a distance.

Dear reader, how do you make sure you develop your self-awareness? What are your favourite strategies?

Author: Fátima Ribeiro

The author is PCC (ICF Professional Certified Coach), Coach in professional development, leadership and teams processes, and member of ICF Panama.

A grey-haired professional reflecting beside a laptop

Executive Coaching for Career Transitions and Retirement

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this Link.

In a complex and uncertain world in which longevity is increasing and experience highly valued, developing a retirement plan can serve as a guide for the senior professional, in the last years of his corporate career, and support an active retirement, in accordance with a purpose, legacy and passions.

Planning our professional life and retirement from corporate life is not an end in itself, it is a process that allows us to open new options, perspectives and horizons, and be more prepared to adapt to changes, even unforeseen situations such as professional transitions, unemployment in senior professionals, early retirement, or changes necessary for personal or family reasons.

A coaching process can support:

  • Clarify or identify personal purpose, aspirational legacy and vision of the desired future.
  • Define, among other possible dimensions, the level of mental, cognitive, physical and spiritual stimulation desired.
  • Clarify the level of involvement and flexibility intended with the different possible activities.
  • Delimit the type of possible activities, such as regular professional activities, time-limited projects, leisure activities, well-being and health, personal development activities, among others.
  • Frame the future vision and objectives set with interpersonal and/or family dynamics, considering the main people of interest.
  • Framing the planned or necessary income stream according to different areas of life.
  • Put into perspective the different dimensions of the external context and its potential impact.

When the goal is an early retirement from corporate life or planning career changes, it may be helpful to reflect on:

  • Our passions and natural interests, identifying activities that motivate us and give us energy.
  • Our strengths and the soft skills and competencies developed throughout life.
  • Our main people of interest: how they impact us and how we impact them, and the value we want to create with and for them.
  • Relationships and connections to cultivate, maintain or reinforce, according to the desired future.

And we must identify:

  • The roles played throughout the professional career, considering areas and functions of experience, the level of influence of the roles played, the industries and type of organisations in which we work, the scope of the functions, international experience and knowledge of cultural differences.
  • The operational, informal and strategic contact networks, and the first level (direct contacts) and second level (contacts of contacts).

In defining possible activities, creativity and innovation and the evolution of society’s needs and values are dimensions to consider.

Some of the professional activities possible in retirement from corporate life are:

  • Consultant, mentor, speaker, educator or coach roles.
  • Functions as interim executive, advisor or member of boards of directors.
  • Development of entrepreneurship and professional service activities, which transform interests and passions into businesses, or support for family businesses.
  • Volunteer projects.

New activities connected to social networks, such as those of influencer, They grow in importance and expand their influence in all areas of the population, so they are also an option.

The support of a professional coach in this reflection makes it possible to clarify the desired future, motivation and commitment, expanding options, diversifying perspectives and framing possibilities, in a constant interaction with our purpose and values and the needs, demands and changes in the context.

Author: Fátima Ribeiro

The author is PCC (ICF Professional Certified Coach), Coach in professional development, leadership and teams processes, and member of the Board of Directors of ICF Panama.

Poster for the MindFit webinar on coaching tools for team management

Coaching tools in team management

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Coaching tools in team management 

This was the topic of this webinar held on February 28 for participants from Spain and Latin America.

Coaching is a creative process and the focus is on the future, on developing solutions.

Key coaching competencies such as establishing trust, being present, developing effective communication and facilitating learning and results are very important in the current context.

In this conference we explore tools that contribute to boosting results and caring for the well-being of teams, supporting leaders and entrepreneurs to face the challenges of today and the future.

 

A professional presenting ideas to a team beside a whiteboard

Advancing Women’s Leadership through Coaching

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this Link.

Advancing Women’s Leadership through Coaching

The 12 habits that hinder female leadership

Leadership culture, organisational practices and individual behaviours are three dimensions identified as important in international studies to achieve change in the development of female leadership internationally.

In this article we focus on the individual behaviours, mentality and behaviours that distinguish executives who have progressed to leadership positions in organisations.

Some of the most distinctive behaviours and beliefs of these professionals are the ability to advocate for themselves, the development of support and influence networks at different levels of the organisation, taking risks and developing new competencies, and a high degree of self-confidence.

In the book “How Women Rise”, Sally Helgesen and Marshall Goldsmith identify the following 12 habits or behaviours that hinder the development of women in organisations:

  1. Reluctance to claim achievements.
  2. Expect others to spontaneously notice and reward your contributions.
  3. Overvaluation of experience.
  4. Just build, rather than build and leverage relationships.
  5. Do not recruit allies (peers, mentors and sponsors) from day one.
  6. Put work before your career.
  7. The trap of perfection.
  8. The desire to please.
  9. Minimization (in words and body language).
  10. Too much (too much emotion, words, information).
  11. Rumination.
  12. Let your radar distract you.

These habits frequently appear together. For example, the habit 1. reluctance to claim achievements often appears accompanied by 2. expecting others to spontaneously notice or praise and reward their contributions, leading to women not developing and assuming the importance of advocating for themselves.

Other behaviours that can be found together are habits 3. overvaluing experience, 6. putting work before your career and 7. the perfection trap, which together can limit the professional’s ability to take risks, open up to strategic projects and develop the competencies and skills necessary to progress in leadership roles.

To still refer to the behaviours 4. only build instead of building and leveraging relationships and 5. not enrolling allies from day one, which when given inhibit the development of support and influence networks at different levels of the organisation.

The behaviours 9. minimization, 10. too much and 12. letting your radar distract you, with absorption of too much information and/or decreased focus, hinder the development of influence in the organisation and for professionals to be perceived as having an executive presence.

In the coaching process, the coach supports the executive to:

  • Clarify your purpose and vision of the desired future.
  • Recognise your personal power and authenticity, your competencies, experiences and knowledge, that is, what you bring to the table.
  • Evaluate how you present and act in different situations, how you empathize and create rapport and relationships of trust, how you communicate with others, how you respond in crisis situations, what are the triggers that can arise and that must be taken care of.
  • Map your people of interest and identify potential allies, mentors and sponsors.
  • Define what value and impact you want to create, what new perspectives or emotional changes you can provide to enhance solutions in critical situations.

The coach accompanies the professional in her actions to:

  • Develop a learning and growth strategy with clear purpose and objectives.
  • Structure an active network of relationships and support.
  • Simultaneously manage work, career, and personal and family life.
  • Create greater impact and value in your communications and interactions.
  • Develop self-confidence and assume your personal power.

A professional coach supports the client in their development process, stimulating reflection and creativity, acting as a mirror for the client, encouraging the discovery and implementation of new lines of action. Sometimes, he supports the client with experimentation or role-playing techniques that allow him to visualize different perspectives, actions, and experiment in a safe environment, in a continuous process of reflection, action and learning.

Author: Fatima Ribeiro

The author is a PCC Coach, Coach in professional development, leadership and teams processes, and member of the Board of Directors of ICF Panama.

Fátima Ribeiro and Susana Azevedo, co-authors of articles on leadership and team coaching

Systemic team coaching, why now?

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This article was originally published in Portuguese in Líder Magazine, in the October 2022 issue.

The online version was later published on the magazine’s website. The original article can be consulted here link.

 

Systemic team coaching, why now?

In today’s world we are increasingly aware that change and uncertainty are constant, and that the context can change rapidly, with uncertain consequences and complex challenges.

We know that the leadership of the past will not be the best fit for the solutions we will need in the future. In organisations there is a perception that it is essential to develop shared leadership, reinforce trust, collaborative work and mutual responsibility for performance, well-being and learning in teams and companies, transforming processes and creating connections with a systemic and interdependent vision.

In most organisations, development plans essentially focus on individual competencies, through training, mentoring or executive coaching processes. We observe that development plans for teams, the driving forces of organisations, are mostly non-existent or scarce. They concentrate on training or team building, more oriented towards the development of individual skills or the relationships between team members, but with results that, in general, do not directly influence the performance, well-being and learning of the team as a whole. There is still no perceived sustainable impact on the team’s daily work dynamics nor a significant influence on its interactions with other areas of the organisation.

Systemic team coaching emerges as a response to transform leadership and organisations. Its simultaneous focus on purpose, processes, people, aligning expectations, creating value with and for its stakeholders and collective development promotes a culture of learning and the sustainability of results. It allows the team, as a whole, to respond more effectively and creatively to the main current and future challenges.

The support of the organisation’s leaders is essential to obtain the desired results. It is essential that the team has between 4 and 10 participants, autonomy to implement changes in its scope of action and commitment to the process.

Team coaching is a process that evolves over time, not always linearly. Establishing agreements and continuing alignment of expectations between the sponsor, the team, and the coaching team are important aspects to consider.

The transfer of the coaching process to the team begins from the first meeting, since the objective is for the team and its members to be co-responsible for their future development.

Most organisations work primarily with teams. Therefore, not investing in its development is contradictory, considering current and future trends and challenges. Systemic team coaching is a response to this need. We invite you to explore and integrate this process into your organisations.

Authors: Fátima Ribeiro and Susana Azevedo

Professionals taking part in a training session with a facilitator

How Do Professional Coaches Develop?

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this Link.

To protect clients seeking coaching, mentoring and supervision services, supporting them in their process of finding and choosing qualified professionals, the European Union (EU) accepted the “professional charter for coaching, mentoring and supervision of coaches, mentors and supervisors” developed by professional associations, and this document is now listed in the EU co-regulation and self-regulation databases.

This letter is the result of the collaboration of the ICF – International Coaching Federation with other coaching associations, such as the EMCC – European Mentoring and Coaching Council. Although it does not have the force of law, the charter seeks to reflect a common understanding and a concerted effort to self-regulate the profession by major professional associations.

The objective, according to a publication on the EU website, is to “guarantee high standards in the services offered, that is, the results of the coaching, mentoring, supervision processes, the practice and spirit of coaches, mentors and supervisors who:

  1. have the required training and competencies
  2. participate in continuing professional development
  3. are, where possible, accredited or certified by professional associations for coaching, mentoring and supervision.”
Mentoring and supervision are important in the professional development of the professional coach, supporting them to generate greater self-awareness of their skills as a coach, their blind spots, and their opportunities for improvement. The coach simultaneously works on his “self” as a person and as a professional, supporting him to create greater value with and for his clients.

In mentoring, the mentor and the coach essentially work on the development of the coach’s skills within the framework of the coaching competencies defined by the ICF.

In supervision, the coach shares his work experiences with the supervisor, to receive support and establish a reflective dialogue and collaborative learning, which creates value for the coach, the client, the stakeholders and/or the client’s organisation.

As Damian Goldvarg tells us in his book Supervision of Coaches, “supervision has a specific objective: to reflect on the task carried out by the coach and increase his effectiveness by exploring not only what he did, and will do in future sessions, but also who, of the coach, his emotions, his beliefs, his blocks and his blind spots.”

Mentoring and supervision can be individual or group, both contribute to the coach’s development and add value.

There are several supervision models, one of the best known being the one developed by Professor Peter Hawkins, which applies to supervision of coaches with individual clients, client teams or organisational clients, and has a systemic foundation.

The model known as “the seven eyes model”, developed by the author in books such as Leadership Team Coaching, considers the following modes or areas of potential focus in supervision:

  1. the Client’s situation,
  2. the Coach’s interventions,
  3. the coaching relationship,
  4. the coach,
  5. the supervisory relationship and parallel processes,
  6. the Supervisor,
  7. and the broader context.

The model considers the coaching system and the supervision system.

The model applied to coaching work with teams evolved by integrating three “eyes”, or modes, more in relation to the team ecosystem:

  1. team stakeholders
  2. the interventions and interaction processes that the team uses with its stakeholders
  3. the relational dynamics between the team and its multiple stakeholders, considering “ten eyes” of supervision.

As professional coaches we seek to develop personally and professionally and co-create greater value in alliance with our clients.

Some of us evolve to also be mentors, coaches or supervisors, helping to develop the profession.

A professional coach has at his disposal continuing education programmes, mentoring and supervision as development tools. Supervision grows in importance as the coaching activity expands.

Author: Fátima Ribeiro

The author is ACC (ICF Associated Certified Coach), Coach in professional development, leadership and teams processes, and member of the Board of Directors of ICF Panama.

Training certificate in team coaching supervision from Fátima Ribeiro

Team Coaching Supervision Certificate Training

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An extraordinary experience with Professor Peter Hawkins and Dr. Catherine Carr learning about systemic team coaching supervision.

An invaluable opportunity to interact with a fantastic group of coaches and supervisors from around the world.

Thanks for the opportunity!

Training certificate in team coaching supervision from Fátima Ribeiro

A professional receiving recognition from their team during a presentation

Executive Presence: How to Influence and Make an Impact

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this Link.

 

Developing executive presence is one of the objectives that professionals and executives most seek in coaching processes since it helps to have greater impact and influence.

In an increasingly complex, interconnected, and rapidly evolving world, with more virtual than in-person interactions, where many collaborators work in matrix structures and belong to multiple teams, where power structures change, developing a system mindset, understanding connections, reading context, and developing relationships is increasingly relevant.

Some of the strategies of current professionals to be able to successfully surf the waves of change are:

  • deploy active listening and be present in every interaction,
  • create greater value with and for your people of interest,
  • have greater impact in your communications and interventions,
  • develop a growth strategy with a clear purpose,
  • simultaneously manage work, career, and personal and family life,
  • structure an active network of allies, mentors and sponsors.

In a coaching process, it is important to clarify with the client their understanding of what it means for them to develop executive presence, supporting them to analyse and prioritise their objectives, define their measures of success, and focus their action plan on the 20% that allow 80% of the results.

In the process of self-knowledge and self-management, it is key to clarify the purpose, the client’s north, and establish with them the predisposition to change, to let go of what no longer serves them, in a relationship of benefit versus cost. In many cases the cost is letting go:

  • an attachment to past behaviours and success factors,
  • the idea of control,
  • making excuses – not remaining a victim of circumstances,
  • the excessive need to be “I”,
  • thoughts and emotions from the past, opening to create a new and more emotionally agile version of the “I”.

It is opening oneself to uncertainty, not knowing, having to develop new resources and different solutions, seeking the opportunity and gift of each unforeseen situation.

In the process of self-knowledge, the coach supports the client to:

  • recognise your personal power and authenticity, your competencies, experiences and knowledge, what you bring to the table;
  • to evaluate how he presents himself in different situations, how he empathizes and creates rapport and relationships of trust, how he responds to others and in crisis situations, what are the triggers that can arise and that must be taken care of;
  • and what is the value and impact you want to create, what new perspectives or emotional changes can you bring to enhance solutions in critical situations.

Achieving the intended results with well-being also requires the client to work on continuous feedback with their stakeholders. It is important to map your people of interest, who your key internal and external stakeholders are, expanding your sphere of influence and impact, defining what formal and informal power structures to take into account, and what value to create with and for each stakeholder.

A process of continuous feedback and alignment of expectations allows the client a more real knowledge of the evolution of the perceptions of their people of interest, preparing them for faster strategic action in situations of changes in the organisational or business context.

A professional coach supports his client in his development process, stimulating reflection and creativity: “what if…?”, “what would happen if…?”, “what else…?”; acting as a mirror for the client: “this is what I am hearing”, “this is what I am observing”; stimulating the discovery of new lines of action: that “haven’t you tried yet?” “How would you say it?”, “How would you do it?”, and in some cases also supporting the client with experimentation or role play techniques that allow them to visualize different perspectives and actions and try them in a safe environment, in a continuous process of reflection, action and learning.

Author: Fátima Ribeiro

The author is ACC (ICF Associated Certified Coach), Coach in professional development, leadership and teams processes, and member of the Board of Directors of ICF Panama.

Two people talking during a coaching session

Do we need to change for 2022?

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this link.

 

We live in a context in which change is no longer an event but a constant; in which stopping, thinking and consciously dedicating time to learning is increasingly important (as well as difficult due to the pace of life) to face the challenges of the future.

 

We are approaching the end of the 2021 year and I invite you to pause, reflect and integrate the lessons learned and plan for 2022.

 

How are the changes affecting us as individuals, families, teams and organisations?

  • What do we see and credit? What thoughts inhabit us? What beliefs are we focusing on?
  • How do we work and relate? What alliances, relationships and connections are we building?
  • Who are we being at different times, with different people and in different contexts?

 

Bringing awareness to how we feel, think, and are impacting our people of interest is important in a process of learning and change.

 

Complementarily validate our perception, with the perception of others, in periodic feedback and feedforward actions (suggestions for improvement) from our people of interest.

 

Having identified our values, talents, aspirations, patterns, environments in which we flourish, reactions and the impact on others, brings us a higher level of self-knowledge and self-awareness and allows us to clarify our strengths and weaknesses, perceive what differentiates us, what internal barriers we perceive, what resources we need and what we want to learn to enhance our value proposition considering the opportunities and threats of the context.

 

Identifying our triggers and perceiving where the stimuli that impact us come from helps us choose the behaviours that best serve our objectives, and not use emotional volatility as a tool for self-management and in the management of others.

 

Where are we on the curve of change? In denial, in resistance, in acceptance, in developing capabilities, or committed, investing time and resources in the process?

 

And what happens in our teams and organisations? How are they reacting to daily challenges, uncertainty and change? What are we looking at and co-creating? What value are we creating?

 

Environments of trust, psychological safety, high standards and responsibility, in which error is part of the learning process, are conducive to learning, taking risks and consequently more prepared for change as a constant. Conversely, environments of high control, micromanagement and low psychological security are related to anxiety and stress in change situations.

 

Having identified what communications we are having the majority of our time is also crucial in the context of change. Are we in the inform, say and ask? In persuading and negotiating? In co-creating and transforming? What mix of the three do we currently have and which one would we like or need to have?

 

The purpose of an organisation is changing, from creating value for shareholders to creating value for all stakeholders. What value are we creating for our internal and external stakeholders? What would our collaborators, teams, clients, suppliers and other stakeholders tell us about the path we are traveling and that we have to travel? What can we not stop paying attention to today, tomorrow and the future, in this context of change as a constant?

 

Increasingly, the management of polarities is a constant. Some examples of polarities we may be navigating are: results and well-being; today, tomorrow and the future; management and innovation; be strategic and operational; individuality and diversity. The current challenge is to manage both polarities simultaneously. It is shared leadership. It is developing a systemic vision, reinforcing relationships, connections and alliances.

 

An individual, executive, group or team coaching process supports, among others, creating new possibilities from the purpose and vision of the future, identifying patterns, adopting a perspective of curiosity, promoting creativity, trust, experimentation and responsibility. A professional coach, according to their specialty, has tools to support you on this path.

 

Author: Fátima Ribeiro

The author is a Coach in Professional Development, Leadership and Teams processes, ACC (ICF Associated Certified Coach), and member of the Board of Directors of ICF Panama.

A professional leading a team working session beside a whiteboard

Developing Leaders as Coaches

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this link.

 

The three main Coaching modalities used in organisations are:

  • External coach, professional with training in coaching who is hired by the organisation for specific processes on a one-time or continuous basis.
  • Internal coach, professional with training in coaching and who practices it within a single organisation, being part of its staff.
  • Leader Coach, manager or supervisor who uses tools and coaching skills in his role as a leader.

 

Some of the challenges of the leader as coach are:

  • How can I effectively coach all my collaborators individually in the limited time I have on a daily basis?
  • How can I do this “virtually”?
  • How can I continually improve my skills?
  • How do I use coaching tools with my team collectively so they can apply them to each other and we can create a culture of team development?

 

To develop as a leader as coach, the leader needs to have specific training for this purpose, which allows the development and application of coaching competencies in the organisation in an ethical and professional manner.

 

The basis for coaching training are the 8 competencies defined by the ICF – International Coaching Federation, divided into 4 large groups:

 

  1. Foundational Competencies or Foundations
    1. Demonstrate ethical practice
    2. Embody a coaching mindset
    3. Co-Create the relationship
    4. Establish and maintain agreements
    5. Cultivate trust and security
    6. Maintain presence
    7. Communicate effectively
    8. Actively listen
    9. Evoke awareness
    10. Cultivate learning and growth
    11. Facilitate the growth of each client

 

This is a very brief description of the competencies by the author for the purposes of this article, and for a broader and more precise definition we recommend consulting them on the ICF website:

 

  • Demonstrate ethical practice, understanding and consistently applying coaching ethics and standards.
  • Embody a Coaching mentality that is open, curious, flexible and focused on the coachee.
  • Establish clear agreements with the coachee, and with the different stakeholders, where applicable, about the relationship and coaching conversations, process, plans and goals, among others.
  • Cultivate trust and security, creating in partnership with the coachee a safe and supportive environment that allows them to share freely, in a relationship of mutual respect and trust.
  • Maintain presence, giving your full attention to the coachee, using an open, flexible, grounded and confident style.
  • Active listening, focused on what the Coachee is or is not saying, for complete understanding in the context of the Coachee’s systems, supporting the client’s self-expression.
  • Evoke awareness, facilitating the coachee’s understanding and learning through the use of tools and techniques such as powerful questions, silence, metaphors or analogies.
  • Facilitate growth, to transform learning, knowledge and vision into action, promoting coachee autonomy.

For a more effective development of coaching skills, support in the training process with professional coaches, mentors and/or supervisors, and internally with peers and sponsors that promote the development of a coaching culture in organisations contributes.

 

Leaders, through the use of coaching tools, contribute to change in culture, promoting a focus on solutions, not problems. They also promote the development of communication and relationships, and an improvement in the trust and commitment of their collaborators. Lastly, the use of coaching tools helps employees become empowered, focus on solutions, and seek support to solve problems themselves.

 

International studies show that coaching is key in developing high-performance teams.

 

Author: Fatima Ribeiro

The author is ACC (ICF Associated Certified Coach), Coach in professional development, leadership and teams processes and member of the Board of Directors of ICF Panama.