Current context assessment - coaching business

Methods for assessing the current situation

Once the goals have been established, the situation must be viewed in all its aspects, according to objective criteria. Objectivity is difficult to achieve, since it can be distorted by the opinions, expectations, preferences, prejudices and fears of the observer. We must assume that absolute objectivity does not exist, but we can be closer to it.

For this, the term review should be used instead of review language and clients should be encouraged to do so, increasing fairness and reducing unfounded bias and ineffective self-criticism. While the words should be precise and descriptive.

It would be good for the coach to look at the current situation through dialogue and observation.

If the coach limits himself to the question and receives answers from the natural level of consciousness, it will help the practitioner to build his thoughts. In contrast, if the coach pauses to think and responds as cognitive development proceeds, he or she is likely to intervene at a deeper level in the coachee's awareness.

When starting to ask questions, the coach should follow the client's sequence of ideas, in case he/she wants to ask something that the client has omitted in his/her opinion, he/she should do so when the client has covered all aspects of the problem. It may also happen that you are getting off topic, in which case you can ask a question such as: >How does this relate to the topic?

Following the sequence as it arises shows that you respect the customer's preferences and needs.

For example, in the business world, a manager wants to correct a situation in one department of the company, if he or she only starts talking about the problem, then perhaps subordinates will become defensive and this distorts the problem or appearance.

Otherwise, subordinates will begin to see the manager as supportive rather than threatening, so they will be more willing to raise issues.

Asking for an answer to the question asked is the key to forcing a person to think, think, see, feel and participate:

• Questions need to be asked with a high degree of precision to elicit detailed answers.

• The actual answers should be descriptive rather than evaluative, which ensures honesty and accuracy.

• Answers should be of sufficient quality and frequency to provide the trainer with a continuous flow of information.

On the linguistic side, questions, if possible, should begin with the following terms: "what, when, who, where, where, how much", because these questions refer to facts and therefore the answer will be more objective. Questions of the type "how and why" should be used only in the absence of other treatment, where the inferred answers lead to analysis and personal opinion.

In the dialogue about the current situation, the trainer should listen carefully, observe to reveal clues, and manage the questions in the coachees' minds.

Here are some examples of questions a coach might ask:

• What is the specific current situation?

• What is the real problem here, the essence of it?

• What are you most concerned about here?

• Who else will be affected by this?

• What personal control do you have over the outcome?

Sometimes the coach does not even need to know the full story of the situation to find a solution to the problem, but rather to make sure that the client fully understands it on a conscious level.

Questions for emotional introspection

The coach should pay attention to the emotional side of the learner and try to make him or her aware of his or her feelings, because they are an essential aspect of personal problems. To explore feelings.

Questions such as the following are suggested:

• What do you think about this issue?

• How do you feel about solving a difficult problem or situation?

• What feelings did you have the last time you had a similar problem?

• What made you feel better?

• What feelings did you have the last time you achieved your goal?

• Can you rate your confidence [from 1 to 10] in achieving a goal or solving a problem?

Most common irrational beliefs

During this stage, it is important to ask about your client's thoughts and attitudes toward his or her situation. Everyone has beliefs formed at an early age, even without conscious access to them, that affect their perception of reality, relationships with others and the world.

Many of these beliefs are irrational and can distort reality. If not compensated for, the effect can be a drag on performance and even cause discomfort.

Most common irrational beliefs:

• Polarizing thinking: this is the belief that things can be categorized into one or two categories of opposites and extremes, while ignoring the obvious of intermediate judgments and facts. Traditional: Seeing everything in black or white.

• Over-generalization: beliefs held by people who draw a general conclusion from one or more discrete facts and apply that conclusion to unrelated situations.

• Arbitrary inference: drawing a particular conclusion in the absence of supporting evidence or when there is evidence to the contrary. For example, this means anticipating future events.

• Maximization or underestimation: occurs because events are overestimated by assigning exaggerated or underestimated weight based on non-factual evidence.

Some questions that may come in handy when we decide that a client has illogical thinking.

For dichotomous or polarized thinking:

• Can there be a middle ground between these two extremes?

• This level or percentage as well?

• By what criteria or rules is this measured?

For the client who over-generalizes:

• How many times has this actually happened?

• What evidence do you have to draw these conclusions?

• Where is the evidence that things are always like this?

For arbitrary inference:

• What evidence do you have for believing this?

• Can we check if it is correct?

• What is the probability of that happening?

M aximize or underestimate:

• Why do you think it is so important to you?

• Could there be different interpretations of this event and different ways of looking at it?

Once the current situation has been analyzed and the relevant questions have been asked, the trainer can ask two very useful questions to complete this fact-checking phase:

• What actions have you taken on this issue so far?

• What is the effect of these actions?

Through these questions, you learn the value of action and see the difference between acting and thinking about problems.