1001.eng Business Coaching Handbook
1002.eng A Guide for Human Resources Professionals at NASA
1003.eng May 2003
1004.eng Business Coaching Handbook
1005.eng A Guide for Human Resources Professionals at NASA
1006.eng Index
1007.eng Page Executive Overview 1
1008.eng Introduction 1
1009.eng Strategy 2
1010.eng What is Coaching? 3
1011.eng What Do Coaches Do? 4
1012.eng Characteristics of Effective Coaches 5
1013.eng How Does the Coaching Partnership Work? 5
1014.eng Why Would One Choose to Work With a Coach? 6
1015.eng Coaching Capabilities at NASA 7 What is Internal Certified Coaching? 8
1016.eng What is External Coaching? 8
1017.eng What is Supervisory Coaching? 10
1018.eng Managing the Coaching Process 11
1019.eng Step l. Self-Assessment 11
1020.eng Step ll. Meeting with HR Development Professional 11
1021.eng Step lll. Coach Assessment 12
1022.eng Step lV. Coach/Client Relationship 12
1023.eng Step V. Follow-up Assessment (post coaching) 13
1024.eng Resources 14
1025.eng Appendix A Preference Guide 15
1026.eng Appendix B Intake Questionnaire 16
1027.eng Appendix C Potential Coach Assessment 20
1028.eng Appendix D Suggested Coach Selection Interview Questions 22
1029.eng Appendix E Sample Coaching Agreement 23
1030.eng Appendix F Sample Mid-Point Assessment 24
1031.eng Appendix G Sample Final Assessment Form 26
1032.eng Appendix H Sample Follow-Up Assessment Form 29
1033.eng Business Coaching Handbook
1034.eng A Guide for Human Resources Professionals at NASA
1035.eng Executive Overview
1036.eng This handbook describes what business coaching is and how it is being made available to NASA employees.
1037.eng The introduction explains how the NASA coaching initiative responds to the President’s Management Agenda and helps implement the NASA Strategic Human Capital Plan.
1038.eng
1039.eng Introduction
1040.eng NASA is committed to developing its greatest asset, its employees.
1041.eng While already heavily invested in technical training, NASA has become increasingly aware of the need to balance technical skills with the soft sciences or human resources skills that enable employees to contribute their best.
1042.eng The practice of coaching has been successfully introduced at many Centers as one way of developing the NASA workforce.
1043.eng Because of the positive impact coaching activities have had to date, NASA leadership identified coaching as a tool for implementing the Agency’s Human Capital Strategic Plan.
1044.eng The NASA Coaching Development Team has created this guide to help leaders, managers, supervisors, and Human Resources (HR) Professionals understand and use coaching effectively to improve individual and organizational performance.
1045.eng
1046.eng NASA has identified coaching as a basic supervisory competency.
1047.eng Supervisory coaching is effective when:
1048.eng
1048.eng 1) it becomes a way of conducting everyday communication and is not an “event,” and 2) it is focused on incremental performance improvement through increasing self-awareness.
1049.eng
1050.eng NASA is implementing coaching agency-wide as part of its Strategic Human Capital Plan (SHCP) initiative in response to the President’s Management Agenda (PMA).
1051.eng In part, the PMA states:
1052.eng “…agencies must make better use of the flexibilities currently in place to acquire and develop talent and leadership…Human capital strategies will be linked to organizational mission, vision, core values, goals, and objectives…High performance will become a way of life that defines the culture of the federal service…The system will attract and retain talented people who will demand and deliver sustained excellence and high levels of performance.”
1053.eng
1054.eng Pillar 3.0 of the NASA SHCP is Learning:
1055.eng “NASA promotes a knowledge-sharing culture and a climate of openness, continuous learning and improvement.”
1056.eng Flowing from this are Goal 3.1, “NASA has a climate of open sharing of relevant knowledge to facilitate best practices, promote personal and professional growth, and avoid failures,” and Strategy 3.1.1, “Strategically invest in training and development opportunities, including coaching and mentoring, and foster a climate of continuous learning and improvement.”
1057.eng
1058.eng The SHCP Pillar 5.0, Leadership, states that “NASA ensures it has leaders who are adaptable; who inspire, motivate, and guide others towards goals; who mentor and challenge the workforce; and who demonstrate high standards of honesty, integrity, trust, openness, and respect.”
1059.eng Goal 5.1 of this pillar is “NASA recruits, selects, hires, and retains a diverse, high performing cadre of leaders who are nurtured through training and development opportunities,” whence flows strategy 5.1.2, “Provide mentoring, training, development and coaching opportunities to equip employees to assume leadership positions within the Agency.”
1060.eng
1061.eng Strategy
1062.eng NASA’s strategy for developing coaching for mission results is three-fold:
1062.eng 1) To provide leaders, managers, and supervisors with the training, experience, and tools to conduct coaching conversations as part of their everyday way of operating to improve mission performance.
1062.eng 2) To develop in-house coaching expertise as a cost-effective, cross-agency resource to draw from, and to ensure that NASA has the expertise to be a “smart buyer” of coaching services.
1062.eng 3) To continue to utilize external coaches and organizational development specialists to build on the Agency’s internal efforts.
1063.eng
1064.eng “The scarcest resource in the world is leadership talent, capable of continuously transforming organizations to win in tomorrow’s world.
1065.eng .all people have untapped potential.
1066.eng with coaching and practice, we can all get better at it.”
1067.eng
1068.eng Noel Tichy, The Leadership Engine
1069.eng What is Coaching?
1070.eng
1071.eng While there are several types of coaching, the coaching employed by NASA is most often referred to as business or professional coaching.
1072.eng Business coaching focuses on aligning organizational and individual goals to improve individual performance and mission results.
1073.eng Three different types of coaching relationships are used at NASA:
1074.eng external (to NASA) coaches, internal (NASA employee) certified coaches, and supervisory coaching.
1075.eng With external and internal coaches, there is a facilitative, one-to-one, mutually designed relationship between a coach and an individual.
1076.eng Supervisory coaching occurs in the course of day-to-day interactions.
1077.eng Coaching benefits the organization through improved employee performance, producing results that are both observable and measurable, and that are commensurate with the performance requirements of the person being coached.
1078.eng
1079.eng Coaching is most effectively employed when it is used to do one or more of the following:
1080.eng
1080.eng 1) address individual and organizational change to improve mission performance;
1080.eng 2) enable personal transformation and career role transition;
1080.eng 3) support the development of future leaders for the organization;
1080.eng 4) address a specific problem area or challenge; and
1080.eng 5) facilitate the creation of an organizational culture that values learning, creativity, and continuous improvement.
1081.eng
1082.eng Business coaching includes principles from sports coaching such as teamwork, personal excellence, and “going for the goal.”
1083.eng But unlike sports coaching, business coaching is not about competition or based on win/lose.
1084.eng A business coach focuses on helping an individual “learn what it takes” for him or her to improve existing capabilities, set meaningful goals, and be accountable for his or her results.
1085.eng A coach helps an individual understand and eliminate barriers to more effective performance.
1086.eng
1087.eng Coaching is often confused with
1088.eng $$ Mentoring – A mentor works closely with an individual to help develop the skills, knowledge, and relationships needed to perform better in the current position and to advance his or her career.
1089.eng A mentor is usually at a more senior level in an organization and has the professional and personal competencies to pass on organizational culture, norms, and traditions through skill and example.
1090.eng The mentor shares personal experiences through dialog, and often gives advice.
1091.eng
1092.eng $$ Counseling or Therapy – Counselors and therapists focus on an individual’s psychological well-being and may spend time analyzing the past.
1093.eng In contrast, coaches concentrate on personal and organizational success, how well the individual is functioning within the organization, and is future focused.
1094.eng
1095.eng $$ Consulting – A consultant gives expert advice and is hired for specific technical expertise.
1096.eng
1097.eng The following table illustrates these distinctions:
1098.eng
1099.eng What do Coaches Do?
1100.eng
1101.eng Coaches help individuals set and achieve desired goals.
1102.eng Coaches utilize questions and assessment tools to help individuals become more effective.
1103.eng Through the insight gained from assessment tools and observations by the coach, individuals become more self-aware of their strengths and barriers, and develop strategies and plans to reach their goals.
1104.eng
1105.eng Characteristics of Effective Coaches
1106.eng The role of a coach is that of a non-judgmental, strategic business partner.
1107.eng The coaching relationship is built on trust.
1108.eng Coaching conversations must remain confidential between the individual and the coach in order for the partnership to work.
1109.eng When coaching is provided by NASA, the relationship extends to the individual’s supervisor, who helps define the performance goals and provides feedback on progress.
1110.eng
1111.eng Coaches at NASA must demonstrate knowledge through past experience and application of basic competencies.
1112.eng NASA has adopted the competencies identified by the International Coaching Federation (ICF).
1113.eng First, the coach must meet ethical guidelines of the profession.
1114.eng Other competencies include the ability to:
1115.eng
1116.eng $$ Establish a coaching agreement.
1117.eng
1118.eng $$ Establish a trusting relationship with the client.
1119.eng
1120.eng $$ Be fully present, attentive, and spontaneous.
1121.eng
1122.eng $$ Express active listening.
1123.eng
1124.eng $$ Ask powerful questions.
1125.eng
1126.eng $$ Be a direct communicator.
1127.eng
1128.eng $$ Create and raise the client’s awareness.
1129.eng
1130.eng $$ Design and create action plans and action behaviors.
1131.eng
1132.eng $$ Develop plans and establish goals with the client.
1133.eng
1134.eng $$ Manage the client’s progress and hold him/her responsible for action.
1135.eng
1136.eng In addition to the above, effective coaches believe in the potential of their client and demonstrate a personal integrity in “walking the talk.”
1137.eng
1138.eng How Does a Coaching Partnership Work?
1139.eng
1140.eng Formal coaching relationships are based on written agreements between the coach and the individual being coached.
1141.eng This written agreement delineates the goals and mutual expectations for how the coaching relationship will work.
1142.eng The individual, coach, and supervisor must be in agreement regarding the desired results of the coaching relationship.
1143.eng
1144.eng Coaching relationships can vary in duration and complexity.
1145.eng An internal or external coach may use assessment instruments to help focus the coaching process.
1146.eng Short-term, feedback coaching generally takes from one to six months and is intended to provide immediate feedback to the individual to help him or her develop a plan to address specific needs.
1147.eng Longer term, indepth coaching involves a close, long-term relationship between the coach and individual to address specific needs, and generally lasts from six to twelve months.
1148.eng This type of coaching will involve more in-depth data collection and analysis with an intensive feedback session.
1149.eng Supervisory coaching is usually on a more informal basis and occurs in the context of day-to-day, working interactions.
1150.eng
1151.eng A coach will continue to work with the individual until the plan is implemented.
1152.eng
1153.eng Why Would One Choose to Work With a Coach?
1154.eng
1155.eng Employees may choose to work with a coach when they:
1156.eng
1156.eng 1) Realize they need to improve their performance but require more than the acquisition of new knowledge or the development of new skills;
1156.eng 2) Are open to participating in a rigorous and honest self-appraisal;
1156.eng 3) Realize that someone else can assist them in becoming more effective and are willing to ask for help;
1156.eng 4) Are willing to devote the time and effort to work with the coach to make changes over a period of months;
1156.eng 5) Are willing to trust another person and talk about their strengths and challenges…
1157.eng Employees considering coaching should think about career goals and how coaching could help achieve them.
1158.eng Employees may also find it helpful to ask questions to clarify their expectations for the coaching partnership, such as:
1159.eng How do I expect coaching to help me reach my goals?
1160.eng Are there other activities such as training or mentoring that better fit my developmental needs at this time?
1161.eng
1162.eng Results from coaching can include improved performance and working relationships, better teamwork, and reduced conflict.
1163.eng When coaching produces better alignment between personal and organizational values and goals, the results often include increased job satisfaction and organizational commitment and improved performance.
1164.eng
1165.eng Coaching Capabilities at NASA
1166.eng NASA’s goal in coaching is to equip employees with the tools and opportunities needed for self-development.
1167.eng A coach serves as a catalyst to the individual’s development.
1168.eng In performing as a strategic business partner, coaches demonstrate credibility and the abilities to forge partnerships of trust, inspire commitment, focus on goals that matter, promote persistence, and ask the tough, strategic questions leading to performance breakthroughs.
1169.eng Because of this, NASA works to ensure that employees have access to coaches who possess a broad diversity of backgrounds (job function, gender, culture, etc.).
1170.eng
1171.eng NASA has both an internal and external coaching capacity.
1172.eng Ultimately, selection of a coach will be based upon the coach’s experience and skill and his/her ability to relate to the individual being coached.
1173.eng NASA builds its coaching capacity internally and externally as depicted in the following diagram:
1174.eng
1175.eng What is Internal Certified Coaching?
1176.eng
1177.eng Internal Coaching is a facilitative one-to-one, mutually designed coaching relationship between a NASA civil servant certified coach and a key NASA employee who is accountable for highly complex decisions with wide scope of impact on the NASA organization, Government, and industry as a whole.
1178.eng The primary impetus for engaging in coaching is organizational performance or development, either of which may have a personal component as well.
1179.eng The results produced from this relationship are observable, measurable, and aligned with the performance requirements the individual (or NASA organization) has established.
1180.eng Coaching services are arranged through the HQ or Center Training Office.
1181.eng
1182.eng In addition to the characteristics of an effective coach discussed previously, NASA has established the following standards for selecting Internal Coaches:
1183.eng
1184.eng $$ Coaching Certification—All internal coaches must have coaching credentials from an ICF-certified training program.
1185.eng
1186.eng $$ Tested Experience—The coach must have the appropriate level of corporate experience to understand the developmental, political, and environmental needs of the employee.
1187.eng
1188.eng $$ Skilled at Problem Diagnosis—If diagnostic instruments are used, the coach must be appropriately certified to administer those instruments to assess gaps, help identify blind spots for the individual being coached, determine outcome measurements (scorecards for accountabilities, pre-and post assessments to measure 360 degree feedback), and facilitate communication and feedback.
1189.eng
1190.eng $$ Results Oriented—The outcomes of the coaching relationship should specify how the coaching success would be measured, evaluated, and realized by individual performance improvement and NASA mission impacts.
1191.eng Additionally, a coaching agreement for the employee should be established up front and refined throughout the coaching relationship.
1192.eng
1193.eng $$ Knowledge and Application of Coaching Competencies, including Interpersonal Competencies—The coach must demonstrate knowledge through past experience and application of competencies previously identified.
1194.eng
1195.eng What is External Coaching?
1196.eng
1197.eng External Coaching has all the same components as those identified for internal coaches (above) with the exception that the relationship is between
1198.eng a key NASA employee and a trained and certified coach hired from outside the Agency.
1199.eng In some cases NASA will use non-certified coaches based on previous performance.
1200.eng These coaching services are procured through the HQ or Center Training Office.
1201.eng Consult your Training Office for specifics.
1202.eng
1203.eng In addition to the characteristics of an effective coach discussed previously, NASA has established the following standards for selecting external coaches:
1204.eng
1205.eng $$ Tested Experience—The coach should have a minimum of 7-10 years coaching experience in the skill area that needs to be addressed.
1206.eng ICF certification is preferred.
1207.eng Ideally, the coach should have work experience at or above the level of the individual being coached.
1208.eng This helps to ensure that the coach has the appropriate level of corporate experience to understand the developmental, political, and environmental needs of the individual.
1209.eng
1210.eng $$ Skilled at Problem Diagnosis—The coach should be appropriately certified to administer a variety of diagnostic instruments to assess gaps, help identify blind spots for the individual being coached, determine outcome measurements (scorecards for accountabilities, pre-post assessments to measure 360 degree feedback), and facilitate communication and feedback.
1211.eng When procuring the coach, the contract language should specify the types of diagnostic instruments that will be used as part of the coaching effort.
1212.eng
1213.eng $$ Results Oriented—The outcomes of the coaching relationship should specify how success would be measured, evaluated, and realized by performance improvement NASA mission impacts.
1214.eng Additionally, a developmental plan for the individual should be identified up front and refined throughout the coaching relationship.
1215.eng
1216.eng $$ Familiarity with Industry and Government—At a minimum, the coach should have a working knowledge of NASA’s strategic goals, the NASA Leadership Model, and the Office of Personnel Management (OPM) Executive Core Qualifications (ECQ).
1217.eng This includes broadly understanding the internal system constructs of NASA (science, engineering, administrative) as well as the external environment in which NASA operates, such as the Federal government, leadership challenges in the public sector, and understanding the local environment.
1218.eng
1219.eng $$ Knowledge and Application of Coaching Competencies, including Interpersonal Characteristics – The coach must demonstrate knowledge through past experience and application of characteristics and competencies previously identified.
1220.eng
1221.eng $$ Costs-All external coaching services must have a clearly identified, value added component for the organization.
1222.eng This can be determined at the local Center level.
1223.eng Inasmuch as possible, coaching rates should be commensurate with local MOBIS and GSA quotes.
1224.eng
1225.eng What is Supervisory Coaching?
1226.eng
1227.eng An important role of the supervisor is to coach employees in the course of their everyday interactions.
1228.eng All NASA Managers, Supervisors, and Team Leads are expected to have a level of proficiency in coaching their employees.
1229.eng This “real-time” coaching involves day-to-day observation with immediate, practical feedback on performance and behavior.
1230.eng A supervisor may pinpoint performance problems or areas and skills needing improvement, or open an employee’s eyes to simple changes that could make their personal interactions more satisfying and their efforts more productive.
1231.eng Real-time coaching can boost an employee’s confidence and enable him or her to better understand their strengths and how to use them.
1232.eng Coaching should also be a part of developmental planning discussions.
1233.eng The key to an effective supervisory coaching relationship is trust.
1234.eng The employee needs to know that the supervisor has their best interests as well as the organization’s needs at heart.
1235.eng Coaching helps employees reach their full potential, which moves them and the organization forward.
1236.eng
1237.eng If done properly, supervisory coaching is not an additional task.
1238.eng It is a way of building understanding between supervisors and employees through day-to-day conversations.
1239.eng Supervisory coaching strengthens:
1240.eng
1241.eng $$ performance,
1242.eng $$ shared understanding of priorities,
1243.eng $$ understanding of Agency and Center mission and goals,
1244.eng $$ working relationships, and
1245.eng $$ two-way communications.
1246.eng
1247.eng Managing the Coaching Process
1248.eng Generally, the management of the coaching process resides in the Human Resources function.
1249.eng Centers should align their coaching efforts to the philosophy and strategy outlined in this Coaching Guide
1250.eng The first phase of the coaching assessment process begins with the individual doing a self-assessment such as the questions in the “Why would I choose to work with a coach?” section of this Guide Pg.#
1251.eng Step II:
1252.eng Meeting with Human Resources (HR) Development Professional
1253.eng If the employee is confident that he or she can benefit from and is willing and ready to participate in the coaching process, the next step is to set up a meeting with an HR Professional at his or her Center.
1254.eng At this meeting, the employee will complete a short “Preference Guide” (See Appendix A for Preference Guide) and discuss their coaching needs (See Appendix B for the Intake Questionnaire).
1255.eng The HR Professional will have the training and access to guides (which are used to determine how well coaching will meet the employee’s current needs) to interpreting it.
1256.eng
1257.eng Based on the information provided by this discussion, the HR Professional will identify a pool of potential coaches for the employee by conducting interviews (See Appendix C for Potential Coach Assessment).
1258.eng
1259.eng Next, the individual reviews the coaches identified and conducts interviews.
1260.eng (See Appendix D for suggested interview questions).
1261.eng After this process is completed the individual will meet with their HR professional to finalize the coach selection.
1262.eng
1263.eng Step III:
1264.eng Coach Assessment
1265.eng At the beginning of the relationship the coach typically conducts an assessment.
1266.eng Assessments are tools used to gather information about an individual’s values, behaviors, competencies, goals, interests, and potential opportunities for development.
1267.eng
1268.eng This assessment can range from being very formal to informal depending on where the individual is in the development process and their past experience.
1269.eng An informal assessment may consist of a brief questionnaire, face-to-face discussion or simple observation.
1270.eng The coach will determine the appropriate assessment instrument tool to use in the coaching process.
1271.eng
1272.eng Assessments are used in a coaching relationship not to label but to provide valuable information to guide and focus the relationship.
1273.eng Assessments provide new explanations for behaviors, discover new possibilities, generate a baseline of information about the individual being coached, build the coach/client relationship, and facilitate identification of the coaching intervention.
1274.eng All assessment data will be kept confidential between the client and the coach.
1275.eng Any assessment documentation will be given to the client at the end of the relationship.
1276.eng
1277.eng Step IV:
1278.eng Coach-Client Relationship
1279.eng Once assessments are completed, the coach will review the data with the individual being coached and provide feedback.
1280.eng The coach and individual then work together to create a development plan and a set of three to five objectives based on the data results and the individual’s goals.
1281.eng The coach and individual will also identify roles of stakeholders (including the individual’s supervisor and the HR Professional); significant milestones related to their progress; and measures of success.
1282.eng Additionally, the coach and individual will work out the terms and logistics of the coaching
1283.eng relationship and gain appropriate approvals, when necessary.
1284.eng See Appendix E for a sample coaching agreement.
1285.eng
1286.eng Mid-point Assessment
1287.eng The mid-point assessment will be conducted half way into the coaching contract.
1288.eng This assessment is designed to track the progress with the coaching contract, relationship, and coaching process.
1289.eng During this phase some of the following questions may be asked:
1290.eng
1291.eng $$ What is working well?
1292.eng
1293.eng $$ What needs improvement?
1294.eng
1295.eng $$ How can we do things differently?
1296.eng
1297.eng $$ Are we on track in accomplishing our goals?
1298.eng
1299.eng It is the responsibility of the coach to conduct a mid-point assessment with the individual being coached, who, after a discussion with the coach, sends the completed assessment to the HR Professional.
1300.eng A sample mid-point assessment form is included in Appendix F.
1301.eng
1302.eng Final Assessment (close of relationship)
1303.eng The final assessment is conducted at the end of the coaching relationship.
1304.eng During this assessment the coach and individual are assessing the following:
1305.eng
1306.eng $$ Goal accomplishment (tangible goals benefiting NASA)
1307.eng $$ Quality of the relationship
1308.eng $$ Coaching process
1309.eng $$ Coach’s abilities
1310.eng $$ Individual’s commitment and follow through
1311.eng Also, the coach and individual will determine whether to stop or continue the coaching relationship.
1312.eng The coach gives the individual being coached the final assessment form to complete.
1313.eng After a discussion with the coach, the individual sends the final assessment form to their HR professional.
1314.eng A sample final assessment form is included in Appendix G.
1315.eng
1316.eng Step V.
1317.eng Follow-up Assessment (post coaching)
1318.eng The final phase of the coaching assessment process is the follow-up assessment.
1319.eng This is normally conducted six months to a year after the end of the coaching contract.
1320.eng During this phase, the HR office is working with the individual and supervisor to assess mission results/impact and successes/future challenges.
1321.eng A sample form is included in Appendix H.
1322.eng
1323.eng Resources
1324.eng The following list of suggested references is supplied solely for background information and does not imply endorsement by NASA.
1325.eng
1326.eng International Coach Federation:
1327.eng http://www.coachfederation.com/
1328.eng Hudson, Frederic M.
1329.eng PhD.
1330.eng The Handbook of Coaching.
1331.eng San Francisco:
1332.eng Jossey-Bass Publishers, Flaherty, James.
1333.eng Coaching:
1334.eng Evoking Excellence in Others.
1335.eng Boston:
1336.eng Butterworth Heinemann, Porche, Germaine and Jed Niederer.
1337.eng Coach Anyone About Anything.
1338.eng Del Mar, CA, Wharton Publishing, Inc., Whitworth, Laura; Henry Kimsey-House, and Phil Sandahl.
1339.eng Co-Active Coaching:
1340.eng New Skills for Coaching People Toward Success in Work and Life.
1341.eng Palo Alto, CA, Davies-Black Publishing, 1998
1342.eng Appendix A
1343.eng PREFERENCE GUIDE (An employee, confident that he or she can benefit from and is willing and ready to participate in the coaching process, fills out this form as a “talking point” with the HR Professional)
1344.eng Appendix B
1345.eng INTAKE QUESTIONNAIRE
1346.eng Please circle the number below that most accurately reflects your attitude regarding each question.
1347.eng
1348.eng # How important is it that a person advising you has a thorough understanding of NASA’s organization policies and procedures?
1349.eng
1350.eng # Is it important that you have a clear measure of whether you have made progress after receiving advice?
1351.eng
1352.eng # To what extent do you think that evaluation of your work performance would be beneficial for improvement?
1353.eng
1354.eng # To what degree is your personal life negatively affecting your job capability?
1355.eng
1356.eng # How important is expertise on the particulars of your work environment for advising to be successful?
1357.eng
1358.eng Appendix B
1359.eng # To what extent do you feel that confidentiality is important when addressing your work priorities and how to make changes in your work?
1360.eng
1361.eng # To what extent would it be beneficial for you to work with someone who has more experience in your field than you have yet acquired?
1362.eng
1363.eng # I believe there is little, if anything, that I can do to improve my current work
1364.eng # To what extent would it be beneficial for you to receive advising from a person higher up in the NASA hierarchy?
1365.eng
1366.eng # To what degree is your work life negatively affecting your personal life?
1367.eng
1368.eng # To what extent would it be beneficial for you to receive advising from a person who will have the ability to evaluate your job performance at an official level now or in the future?
1369.eng
1370.eng Appendix B
1371.eng # To what degree is confidentiality important to you in the process of receiving advice and feedback?
1372.eng
1373.eng # To what extent is it important that the relationship between you and your advisor is an equal relationship?
1374.eng
1375.eng # To what extent would it be helpful to have advice and direction from a person who is in a position of authority in your work area?
1376.eng
1377.eng # To what degree is the goal of the advice you are seeking primarily for personal development?
1378.eng
1379.eng # To what degree is the goal of the advice you are seeking primarily for career development?
1380.eng
1381.eng # To what degree is the goal of the advice you are seeking primarily for the development of a particular area or structure within NASA?
1382.eng
1383.eng Appendix B
1384.eng # To what extent do you think that someone simply telling you what to do at work would be beneficial for your improvement at work?
1385.eng
1386.eng # I need to discuss the internal politics of my organization and how it affects my career path.
1387.eng
1388.eng # I need to discuss some personal matters about my sense of well-being.
1389.eng
1. I believe that my own efforts could significantly impact my work situation.
1390.eng
1391.eng 2. To what extent is a friendly, collegial relationship between you and an advisor beneficial for your improvement at work?
1392.eng
1393.eng Julie L.
1394.eng Jordan, M.A.
1395.eng
1396.eng Appendix C
1397.eng Potential Coach Assessment
1398.eng Instructions
1399.eng The following questions are provided to assist Centers for interviewing and identifying potential coaches that align with NASA’s strategy and guidelines for coaching.
1400.eng
1401.eng Process of Interaction with Clients
1402.eng Overview Questions
1403.eng # How would you define coaching?
1404.eng What does coaching mean to you?
1405.eng
1406.eng # Do you have a particular coaching model that you use?
1407.eng
1408.eng Training and Background
1409.eng # What is your educational and professional background?
1410.eng
1411.eng # What are some of the key work experiences that led you to be a coach?
1412.eng
1413.eng # How long have you been doing coaching work?
1414.eng
1415.eng # What kinds of people do you work with and what results did you achieve?
1416.eng
1417.eng # With what kinds of people and topics do you do your best work?
1418.eng
1419.eng # Who would you turn down and why?
1420.eng
1421.eng # Give an example of when you have had to be tough and confrontational in a supportive way.
1422.eng How did you accomplish this?
1423.eng
1424.eng # What do you think are necessary experiences and educational qualities for a good coach?
1425.eng
1426.eng Clients
1427.eng # Do you have a particular type of coaching you specialize in?
1428.eng
1429.eng # Do you have a particular industry you specialize in?
1430.eng
1431.eng # How similar are the situations you engage in?
1432.eng
1433.eng # What is your strategy with regards to supporting confidentiality?
1434.eng
1435.eng Assessment
1436.eng # What kind of assessment instruments, tools, or techniques do you go through with a new client?
1437.eng
1438.eng # Who do you gather information about the client from, and how?
1439.eng
1440.eng # How do you determine the client’s needs?
1441.eng
1442.eng # What information do you gather about the organization and how?
1443.eng
1444.eng Intervention
1445.eng # How long do you work with clients?
1446.eng How much time do you usually spend with the client?
1447.eng
1448.eng # How will you help the client learn new ways to do things?
1449.eng
1450.eng # What tools or activities do you use to improve client performance (e.g.
1451.eng role-playing)?
1452.eng
1453.eng # How do you implement your intervention (phone, e-mail, face-to-face)?
1454.eng
1455.eng # How standardized are your interventions?
1456.eng
1457.eng # How much time do you spend with others in service of the client’s development?
1458.eng
1459.eng # At what point do you terminate the coaching relationship with the client?
1460.eng
1461.eng Evaluation
1462.eng # How will you ensure the client will get results?
1463.eng
1464.eng # How do you determine the effectiveness of your intervention?
1465.eng
1466.eng # How often do you communicate with the client’s organization about his or her progress?
1467.eng
1468.eng # What level of information do you share with the client’s organization?
1469.eng
1470.eng # Do you solicit feedback about your performance from your clients?
1471.eng
1472.eng Appendix D
1473.eng SUGGESTED COACH SELECTION INTERVIEW QUESTIONS
1474.eng Appendix E
1475.eng COACHING AGREEMENT
1476.eng We are voluntarily entering into a formal coaching relationship partnership, which we expect to benefit NASA and us.
1477.eng The following highlights the features of our partnership:
1478.eng
1479.eng Coaching partnership objectives:
1480.eng
1481.eng Coaching milestones related to objectives:
1482.eng
1483.eng Measures of success related to objectives:
1484.eng
1485.eng Specific role of the coach and key stakeholders:
1486.eng Coach:
1487.eng
1488.eng Client:
1489.eng
1490.eng Other key stakeholders (manager, peers, direct reports, and customers):
1491.eng
1492.eng The logistics of our meetings will generally include the following:
1493.eng When:
1494.eng Where:
1495.eng How long:
1496.eng Frequency Who is responsible for initiating:
1497.eng
1498.eng The client will gain commitment of his/her supervisor by:
1499.eng
1500.eng We will honor the following confidentiality agreement:
1501.eng
1502.eng This agreement remains in effect for twelve months.
1503.eng The agreement may be terminated at any time by either the coach or the individual being coached.
1504.eng
1505.eng Signature:
1506.eng ___________________________ Signature:
1507.eng ______________________ Individual Being Coached Coach
1508.eng Appendix F
1509.eng MID-POINT ASSESSMENT
1 What coaching activities have you participated in since the start of the coaching?
1510.eng process?
1511.eng
1512.eng 2 To what extent have these coaching activities contributed to your goals so far?
1513.eng
1514.eng 3 I am on track in accomplishing my coaching goals.
1515.eng
1516.eng 4 There have been changes in my goals since beginning coaching.
1517.eng
1518.eng 5 If there have been changes in your goals, what are they?
1519.eng
1520.eng 6 As a result of the coaching thus far, I have had an impact on the mission of NASA, my organization, and/or my own personal mission
1521.eng Appendix F
1522.eng # What was this impact, if any?
1523.eng How did the coaching contribute to or enable it?
1524.eng
1. The coaching relationship is working extremely well.
1525.eng
1526.eng 2. The coaching relationship is not working well.
1527.eng
1528.eng 3. What needs improvement or isn’t working?
1529.eng Identify concerns, disappointments, and areas for revision.
1530.eng
1531.eng 4. My coach is willing to adapt to changes in our coaching relationship.
1532.eng
1533.eng Appendix G
1534.eng FINAL ASSESSMENT
1535.eng Results of Coaching
1536.eng # My coach helped me to set focused and clearly defined goals.
1537.eng
1538.eng # To what degree did you accomplish the goals that you set?
1539.eng
1540.eng # What goals did you accomplish through coaching?
1541.eng
1542.eng # Are there any goals that you did not achieve?
1543.eng If so, what are they?
1544.eng
1545.eng # What new skills have you learned through coaching?
1546.eng
1547.eng # I have applied the new skills I have learned.
1548.eng
1549.eng # What behaviors have you changed or what new behaviors have you learned through coaching?
1550.eng
1551.eng # I have applied the new behaviors I have learned.
1552.eng
1553.eng # I have become more open minded in how I approach my work as a result of coaching.
1554.eng
1555.eng 10.I am more willing to participate in learning or developmental activities as a result of coaching.
1556.eng
1557.eng 11.As a result of coaching, I have had an impact on the mission of NASA, my organization, and/or my own personal mission.
1558.eng
1559.eng # What was this impact, if any?
1560.eng How did the coaching contribute to or enable it?
1561.eng
1562.eng Appendix G
1563.eng Coaching Relationship
1564.eng # What problems did you encounter with your coach or the coaching process?
1565.eng
1566.eng 13.How were problems with your coach or the coaching process addressed?
1567.eng
1568.eng 14.My coach was very effective in helping me achieve my goals.
1569.eng
1570.eng 15.In what way(s) was your coach effective in helping you achieve your goals?
1571.eng
1572.eng 16.My coach and I were compatible.
1573.eng
1574.eng 17.My coach gave me constructive feedback.
1575.eng
1576.eng Appendix G Supervisory Relationship
1577.eng 18.I received encouragement and support from my immediate manager/supervisor to participate in the coaching process.
1578.eng
1579.eng 19.In what way(s) did your manager/supervisor offer support or encouragement?
1580.eng
1581.eng HR Relationship
1582.eng 20.I received encouragement and support from human resources to participate in the coaching process.
1583.eng
1584.eng 21.In what way(s) did human resources offer you support or encouragement?
1585.eng
1586.eng Appendix H
1587.eng FOLLOW-UP ASSESSMENT
1588.eng # The goals set by my coach and me continue to be useful.
1589.eng
1590.eng # To what degree have you mastered the goals you set with your coach.
1591.eng
1592.eng # Have you identified new goals and are you working on achieving them?
1593.eng
1594.eng # Are you interested in engaging in a coaching relationship in the future?
1595.eng If so, why?
1596.eng
1597.eng # To what degree have you become more interested in long term development since your coaching experience?
1598.eng
1599.eng # How can the human resources staff help you to continue with your own development?
1600.eng
1601.eng # To what degree are you utilizing the skills you learned.
1602.eng
1603.eng # To what degree are you utilizing the behaviors you learned.
1604.eng
1605.eng # I am more open minded in how I approach my work as a result of coaching.
1606.eng
1607.eng # I am more willing to participate in learning or developmental activities as a result of coaching.
1608.eng
