Coaching is a tool for managing potential and learning to achieve extraordinary results, so it is evident that as coaches we must pay special attention and care to the establishment of clear and robust objectives.
To this end, I suggest employing the SMART methodology (specific, measurable, achievable, relevant, and time-bound), which can be done by following these guidelines: speak the language of competencies, ensure the coachee understands and accepts these competencies, define the coach's role in setting objectives, work on the coachee's perspective, and finally, work on the indicators.
To speak in the language of competencies
Given that many companies work with competency models as a framework for people and human resource development, it is important that as coaches we know how to speak this language. This way, when the coachee presents their evaluation report (360º, etc.), we can interpret it and use it as a good starting point in the coaching process. It is essential to be familiar with market evaluation tools and, above all, with the meaning of competencies. That said, be careful with the subjective part of the skills.
The subjectivity of measurement will likely cause discrepancies in the meaning of the definition. Therefore, as coaches, we must work with the meanings that the competencies hold for the coachee and how they align with the meaning they hold for the company.
Understanding and acceptance of competencies by the coachee
It's not advisable to undertake coaching with a competency assessment if the coachee doesn't accept it as a learning opportunity. Therefore, one of our objectives as coaches is to work on the understanding and acceptance of these competencies. While it's true that accepting is one thing and committing to change is quite another, if the manager doesn't feel they lack what the report says they lack, we won't be able to coach them. For objective clarification, I recommend pursuing SMART characteristics.
Here are some questions you can ask the coachee to help them focus on their goal and ensure it's beneficial for them:**To clarify the goal:*** What does this goal look like when it's achieved? (What will be different?) * What are the essential elements of this goal for you? * If you were to describe this goal to someone else, what would you say are the most important parts? * What specifically do you want to achieve? * What outcome are you hoping for?**To ensure it's *their* goal and beneficial:*** Why is this goal important to you *personally*? * What will achieving this goal mean for you? * What are the benefits of reaching this goal? * What will be different for you when you achieve this? * If you *don't* achieve this, what might be the consequences? * What do you *want* to get out of this process? * What would be the ideal outcome, not just of the goal, but of our coaching sessions too?**To make it actionable and measurable:*** What's the first step you could take towards this goal? * What would be a small, manageable action that would move you closer? * How will you know for sure that you've achieved it? * What evidence would you look for? * Can we break this goal down into smaller, more manageable steps?**To check commitment and resources:*** On a scale of 1 to 10, how committed are you to achieving this goal? Why that number? * What resources do you currently have that could support you? * What resources might you need to acquire or develop? * What potential obstacles might you encounter, and how could you navigate them?
The objective serves the coaching process and, therefore, serves the coachee; it is not at our service. Regarding our role as coaches in defining the coachee's objectives, we don't need to like the objective. The only thing a coach must not do is shy away from questioning it, probing it, and delving deeper into it. Explore the areas of impact beyond the challenge presented by the coachee, giving them a holistic view.
Work on the observer that is the coachee before moving on to action
Another important point, before working on the action plan, is to delve into the observer that the coachee is being, avoiding rushing through the cognitive part of the coaching process. It is necessary to sustain the work with the coachee's change of observer, otherwise, they will not make the changes.
Working with indicators
It is also important to investigate the indicators that will inform the coachee of the change. The coachee must visualise these observation tips. What will you see differently? And these indicators should be established by them. As coaches, we must accept that metrics may be useful for the coachee, even if they are not always useful for us. Quantify or assess with the coachee through questions whether it is challenging and if it has SMART characteristics. All the vocabulary the client uses, we give it back to them to concretise and for them to assess if the objectives are sufficiently concrete and specific.
tBy working on clear objectives in coaching processes, we will make the change in our coachee more visible, both for themselves and for their surroundings.
Sandra Díaz Leonardo led a session organised by EEC Alumni on this topic on 8th April 2015 at the EEC Madrid campus. Over 70 people attended, both in person and online.
