NASA Business Coaching Handbook A Guide for NASA Human Resources Professionals
August 2006
Contents I. Overview
Introduction......................................................................................................................................1 What Is Business Coaching?............................................................................................................1 NAS ASA A’s sSt Stra rate tegi gic cAp Appr proa oach cht to oCo Coac achi hing ng .. .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ..3 3 Char Ch arac acte teri rist stic ics so oE Ee ect ctiive veC Coa oach ches es .. .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ...4 .4 The Th eBe Bene neft fts so oB Bus usin ines ess sCo Coac achi hing ng.. .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ...4 .4 Candidates or Coaching..................................................................................................................5 NASA Coaching Options.................................................................................................................5 Internal Coaching.............................................................................................................................6 External Coaching............................................................................................................................7 Supervisory Coaching......................................................................................................................9
II. The NASA Coaching Process Step St ep1 1: :Me Meet etw wit ith hCe Cent nter erC Coa oach chin ing gPO POC C.... . ..... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ..10 10 Step 2: Coach Assessment and Selection.......................................................................................10 Step St ep3 3: :Co Coac achi hing ng.. .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ..11 11 Step St ep4 4: :P Per erio iodi dic cAs Asse sess ssme ment nts s.... . ..... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ...1 .11 1 Resou Res ourc rces es.. .... ..... ..... .... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... ...11 .11
III. Participation Forms For orm mA: A:C Coa oach chin ing gAp Appl plic icat atio ion n.... . ..... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ..12 12 For orm mB: B:C Coa oach chin ing gPr Pre eer eren ence ces sGu Guid ide e.. .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ...1 .13 3 For orm mC: C:C Coa oach chin ing gAg Agre reem emen ent t.... . ..... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ...1 .18 8 For orm mD: D:M Mid idpo poin int tAs Asse sess ssme ment nt .. .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ..20 20 For orm mE: E:F Fin inal al As Asse sess ssme ment nt .. .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ...2 .22 2 For orm mF: F:F Fol ollo lowu wup pAs Asse sess ssme ment nt.. .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ..27 27 Form G: Supervisory Assessment..................................................................................................29
Introduction This ha This hand ndbo book ok de desc scri ribe bes s wh what at bu busi sine ness ss co coac achi hing ng isandhowitisbeingmadeavailabletoNASAemployees.NASAis ployees.NASA iscommittedto committedtodevelopingitsgreatest developingitsgreatest asset, asse t,itsemploy itsemployees. ees. Whil While ealre alreadyheavil adyheavily y inve invested sted intechnicaltraining,NASAhasbecomeincreasingly awareof awa reof theneedformanage theneedformanagersto rsto bala balancetechn ncetechnical ical skillswiththehumanresourcescapabilitiesthatwill motivate moti vate emp employe loyees es to reac reach h thei their r full pote potentia ntial. l.The The practiceofcoachinghasbeensuccessfullyintroduced
atmanyCentersasaneffectivemeansofdeveloping theNASAworkforce.Becauseofthepositiveimpact coachingactivitieshavehadtodate,NASAhasestablished lish ed coac coaching hing as a prim primary ary tool for impl impleme ementin nting g it’sHumanCapitalStrategicPlan.TheNASACoachingDevelopmentTeamhascreatedthisguidetohelp humanresources human resources (HR) professio professionals nals understan understand d and usecoachingeffectivelytoimproveindividualandorganizationalperformance.
What is Business Coaching? Businesscoachingfocusesonaligningorga Businesscoachingfocuse sonaligningorganizational nizational and an d ind indivi ividu dual al go goals als to im impro prove ve ind indivi ividua dual l per perfor for-mance man ce and miss mission ion resu results. lts. Thre Three e dif differe ferent nt type types s of coaching coac hing rela relation tionship ships s are used at NAS NASA: A: exte external rnal, , internal,andsupervisory.Withexternalandinternal coaching,thereisafacilitative,one-to-one,mutually designe desi gned d rela relation tionship ship betw between een a coac coach h and an indi indi-vidua vid ual. l. Sup Superv erviso isory ry coa coachi ching ng occ occur urs s in the cou course rse of da dayy-to to-d -day ay in inte tera ract ctio ions ns be betw twee een n ma mana nage gers rs an and d employees. Coaching benets the Agency by foster ingimprovedperformance,andbyproducingresults that are obse observa rvable, ble, mea measura surable, ble, and com commen mensura surate te with wi th th the e pe perf rfor orma manc nce e re requ quir irem emen ents ts of th the e pe pers rson on beingcoached. Coachingismosteffectivelyemployedwhenitisused todooneormoreofthefollowing: 1. Addressindividualandorganizationalchange whichwillimprovemissionperformance
2.Enablepersonaltransformationand career-roletransition 3.Supportthedevelopmentoffutureleadersfor theAgency 4. Address a specic problem area or challenge 5.Facilitatethecreationofanorganizational culturethatvalueslearning,creativity,and continuousimprovement Executivecoachingincludesprinciplesfromsports coach co achin ing g suc such h as tea teamw mwork ork, , pe perso rsona nal l exc excel ellen lence ce, , and“goingforthegoal.”Butunlikesportscoaching, exec ex ecuti utive ve coa coach ching ing is no not t ab abou out t com compet petiti ition. on. An exec ex ecut utiv ive e co coac ach h fo focu cuse ses s on he help lpin ing g an in indi divi vidu du-al“learn al“lea rn wh what at ittake ittakes” s” fo for r him or he her r to im impr prov ove e existing exis ting cap capabil abilitie ities, s, set mea meanin ningful gful goa goals, ls, and be acco ac coun unta tabl ble e fo for r hi his s or he her r re resu sult lts. s. A co coac ach h he help lps s an in indiv dividu idual al id ident entify ify, , un unde derst rstand and, , and eli elimi minat nate e barrierstomoreeffectiveperformance.
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Busine Busi ness ss co coac achi hing ng is of ofte ten n co conf nfus used ed wi with th ot othe herr employee development elds such as mentoring andconsulting.Thefollowingtableillustratesthe differ dif ferenc ences es bet betwee ween n bus busine iness ss coa coachin ching g and oth other er formsofdevelopment.
Development
Expertise
Conversation Conversatio n
BUSINESS COACHING: A coach concentrates on personal and professional success. How effective is the individual at achieving their goals and getting what they want out of life? Coaching is future-focused, aimed at identifying and understanding barriers and designing strategies and actions to eliminate those barriers and improve effectiveness. Knowledge resides with the individual being coached.
I know how to help you identify and design learning strategies and actions that will work best for you.
“What have you tried? How has this worked? What else can you try?”.
TRAINING: A trainer provides a structured program based on personal knowledge. The focus is on the acquisition of specific knowledge or skills. The trainer has the knowledge.
Here is what I know about this subject.
“Research and experience have shown this to be the best way.”
MENTORING: A mentor provides knowledge, information, and advice based on his/her experience. The focus is on passing on guidance that helped the mentor be successful in a similar situation in the past. The experience resides with the mentor.
My experience has been that you should do it this way.
“This is how I did it.”
CONSULTING: A consultant gives expert advice.The focus is on acquiring a specific technical expertise.The consultant has the knowledge.
I know how, and this is what you are paying me to tell you.
“This is how to do it.”
TRADITIONAL SUPERVISON: A supervisor provides direction and guidance regarding the execution of specific duties. The focus is on understanding how to do the job a specific way. Knowledge resides with the supervisor.
I know how, and this is what you must do.
“Do it this way.”
COUNSELING OR THERAPY: A counselor or therapist provides support in enabling individuals to deal with experiences that are negatively impacting their lives. The focus is on reconciling the past. Understanding resides with the individual only after the counselor has supported the reconciliation process. Knowledge eventually resides with the individual.
I know how to guide you to psychological well-being.
“What happened in the past that is inhibiting you from getting what you want out of life today?”
ATHLETIC DEVELOPMENT DEVELOP MENT:: An expert guides and directs actions based on experience and knowledge. The focus is on actions or behaviors that are being executed poorly or incorrectly.. Knowledge resides with the athletic coach. rectly
I see what you are doing wrong and I can show you how to improve.
“You need to do this in “You order to achieve the results you want.”
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NASA’’s Strategic NASA Strat egic Approach to Coaching “Thescarcestresourceintheworldisleadership talent,capableofcontinuo talent,capab leofcontinuouslytransfor uslytransforming ming organizationstowinin organiza tionstowinintomorrow’ tomorrow’sworld...all sworld...all peoplehaveuntappedpotential...withcoaching andpractice,wecanallgetbetteratit.” —Noel Tichy, The Leadership Engine NASAisimplementingcoachingAgency-wideaspart ofitsStrategicHumanCapita ofitsStrategic HumanCapitalPlan(SHCP)initi lPlan(SHCP)initiative ative inresponsetothePresident’sManagementAgenda.In part,theAgendastates:“...Agenciesmustmakebetter use of the exibilities currently in place to acquire anddeveloptalentandleadership....Humancapitalstrategieswillbelinkedtoorgani talstrategies willbelinkedtoorganizationalmiss zationalmission, ion, vision, visi on,core core valu values, es,goal goals, s, and obje objectiv ctives. es.. . . . High performance will become a way of life that denes thecultureoftheFederalservice....Thesystemwill attractand attr actand reta retaintalente intalented d peo peoplewho plewho will dem demand and and an d de deli live ver r su sust stai aine ned d ex exce cell llen ence ce an and d hi high gh le leve vels ls ofperformance.” Pillar Pill ar 3. 3.0 0 of th the e NA NASA SA SH SHCP CP is Le Lear arni ning ng: : “N “NAS ASA A promotes prom otes a know knowledg ledge-sh e-sharin aring g cult culture ure and a clim climate ate of open openness ness, , cont continuo inuous us lear learning ning and impr improvem ovement.” ent.” FlowingfromthisareGoal3.1,“NASAhasaclimate ofopensharingofrelevan ofopenshar ingofrelevantknowledge tknowledgetofacilitatebe tofacilitatebest st practice prac tices, s, prom promote ote pers personal onal and prof professi essional onal grow growth, th, andavoidfailures,”and andavoidfailure s,”and Stra Strategy tegy 3.1.1 3.1.1, , “Str “Strateg ategicall ically y invest inve st in trai training ning and deve developm lopment ent oppo opportun rtunitie ities, s, includingcoachingandmentoring,andfosteraclimate ofcontinuouslearningan ofcontinuou slearningandimprovem dimprovement.” ent.”
TheSHCPPillar5.0,Leadership,statesthat“NASA ensuresithasleaderswh ensuresitha sleaderswhoareadapta oareadaptable;whoin ble;whoinspire, spire, motivate moti vate, , and andguid guide e othe others rs towa toward rd goal goals; s; who whomen men-torandchallengetheworkforce;andwhodemonstrate high stan standard dards s of ofhone honesty sty, , inte integrit grity y, trus trust, t, ope opennes nness, s, andrespect.”Goal5.1ofthispillarstatesthat,“NASA recruits,selects,hires,andretainsadiverse,high-performi for ming ng ca cadre dre of lea leade ders rs wh who o ar are e nur nurtur tured ed thr throug ough h trai tr aini ning ng an and d de deve velo lopm pmen ent t op oppo port rtun unit itie ies, s,” ” whi which ch concurswithStrategy5.1.2,“Providementoring, training,development,andcoachingopportunities to eq equip uip em emplo ployee yees s to ass assum ume e lea leade dersh rship ip po posit sition ions s withintheAgency.” NASA’sstrategyfordevelopingcoachingformission resultsisthree-fold: 1.Toprovideleaders,managers,andsupervisors withtrai with training ning,exp ,experie erience, nce,and andtool toolsto stoinco incorpor rporate ate coaching coac hingcon convers versatio ationsin nsintoth totheird eirdaily aily prof pr ofes essi sion onal alw wor ork. k. 2.Todevelopinternalcoachingexpertiseasacost- effecti eff ective,c ve,cross ross-Age -Agency ncyreso resource urcetod todraw rawfro from, m, andtoe and toensu nsureth rethatN atNASA ASAhas hasthe theexp experti ertiset setobe obe a“smar a“s martbu tbuyer” yer”of ofcoac coaching hingser service vices. s. 3.Tocontinuetoutilizeexternalcoachesand organiz org anizatio ational naldeve developm lopment entspec speciali ialistst ststobu obuild ild onthe ont heAge Agency’ ncy’sin sintern ternale aleffo fforts. rts.
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Characteristics Characteristic s o Eective Coaches Executive Executi ve coac coaches hes help indi individu viduals als set and achi achieve eve desired desi red goal goals s and nec necessa essary ry resu results. lts. Coa Coaches ches util utilize ize questionsandassessmenttoolstohelpindividualsbecomemoreeffective.Throughtheinsightgainedfrom assessme asse ssment nt tool tools s and andobs observa ervation tions s by bythe thecoac coach, h, individual divi duals s beco become memor more e self self-aw -awareof areof thei their r stre strength ngths s andbarriers,anddevelopstrategiesandplanstoreach theirgoals. The ro role le of a coac ach h is th thaat of a nonju jud dgm gmen enttal al, , strategic business partner partner. . The coaching relations relationship hip isbuiltontrust.Coachingconversationsmustremain condential between the individual and the coach in orderfor orde rfor thepartn thepartnersh ershipto ipto work work.WhenNASA .WhenNASA provides vide s coac coaching hing, , therelatio therelationshi nship p exte extendsto ndsto theindividual’s supervisor, who helps dene the performance goalsandprovidesfeedbackonprogress. Coache Coac hes s at NA NASA SA mu must st de demo mons nstr trat ate e kn know owle ledg dge e throughtheirpastexperie throughthe irpastexperienceandapplic nceandapplicationofbasic ationofbasic compete com petencie ncies. s. NAS NASA A has adop adopted ted the com compete petencie ncies s identied by the International Coaching Federation
(ICF). Firs (ICF). First, t, thecoach must meet the theethi ethical calguid guideelines line s of the prof professi ession. on. Othe Other r com compete petencie ncies s incl include ude theabilityto: •Establishacoachingagreement •Establishatrustingrelationshipwith thecoa thec oache chee e •Befullypresent,attentive,andspontaneous •Expressactivelistening •Askpowerfulquestions •Beadirectcommunicator •Createandraisepersonalawareness •Designandcreateactionplansand action act ionbe behav havior iorss •Developplansandestablishgoalswith theco the coac ache hee e •Managetheprogressofthecoacheeandhold themacc them account ountable ablefor forthe theirac iraction tionss Inadditiontotheabove,effectivecoachesbelievein thepotentialoftheirclientanddemonstrateapersonal integrityin“walkingthetalk.”
The Benefts o Business Coaching Therearemanyreasonswhyanindividu Therearemanyreasonsw hyanindividualmaychoo almaychoose se toworkwithabusinesscoach.Thismotivationcanbe describe desc ribedin dingene generalterm raltermsas sasadesiretoimpro adesiretoimproveperveperformance,rebalancepri formance,r ebalancepriorities,andinc orities,andincreaseaware reaseawareness. ness.
Improve Performance • Thereissomethingatstake(achallenge,stretch goal,oropportunity)thatisurgentandcompelling • Thereisadesiretoaccelerateresults • Thereisaneedandadesiretobetterorganizeand becomemoreself-managing • Thereisaneedtoimproveperformancethat requiresmorethantheacquisitionofnew knowledgeorthedevelopmentofnewskills
Rebalance Priorities • Workandlifeareoutofbalance,andthisiscreating unwantedconsequences • Thereisaneedforacoursecorrectioninworkor lifeduetoasetback • Thereisadesireforworkandlifetobeless stressfulorcomplicated
Increase Awareness • Thereisaperceivedgapinknowledge,skills, condence, or resources • Anindividualhasastyleofrelatingthatis ineffectiveorisnotsupportingtheachievementof relevantgoals • Thereisalackofclarity,andtherearechoicesto bemade • Theindividualissuccessful,butthissuccesshas alsogeneratednegativeconsequences • Thereisadesiretoidentifycorestrengthsand effectivelyleveragethem • Theindividualwantstoparticipateinarigorous andhonestself-appraisal Resultsfromcoachingcanincludeimprovedperformance man ce and work working ing rela relation tionship ships, s, bett better er team teamwork work, , and reduced conict. When coaching produces betteralignmentbetweenper betteralignm entbetweenpersonalandorgan sonalandorganizational izational valuesandgoals,theresultsoftenincludeincreased jobsatisfactionandorganizationalcommitment. 4
Candidates or Coaching Optimalcandidatesforcoachingareexecutiveswho: 1.Realizethattheyneedtoimprovetheirperfor- mancebu manc ebutre trequir quiremo emoret rethan hanthe theacqu acquisit isition ion ofnewk ofn ewknow nowledg ledgeor eorthe thedev develop elopmen mentof tof new ne ws sk kil illls 2.Areopentoparticipatinginarigorousand hone ho nest sts sel elff-ap appr prai aisa sall 3.Arew 3.Ar ewill illing ingto toas askf kfor orhe help lpan andr drea ealiz lizet etha hat t someone som eoneels elseca ecanas nassist sistthe themin minbec becomin oming g mor ore eef effe fect ctiv ive e
5.Arewillingtotrustanotherpersonandtalk aboutth abou ttheirs eirstren trengths gthsand andcha challen llenges ges Executivesconside Executi vesconsidering ring coac coaching hing shou should ld thin think k abo about ut caree ca reer r go goals als an and d ho how w coa coach ching ing cou could ld he help lp ach achiev ieve e them. Executives may also nd it helpful to ask thems the mselv elves es qu quest estion ions s tha that t wil will l cla clarif rify y th their eir ex expe pec- c- tationsforthecoachingpartnership,suchas:HowdoI expectcoachingtohelpmereachmygoals?Arethere other oth er ac activ tiviti ities es, , su such ch as tra traini ining ng or me ment ntori oring ng, , th that at better t my developmental needs at this time?
4.Arewillingtodevotethetimeandefforttowork withthe with thecoa coacht chtoma omakec kechang hangeso esover verape aperiod riod of months
NASA Coaching Options NASA’sgoalincoachingistoequipemployeeswith thetoolsandopportunitiesneededforself-development.Acoachservesasacatalysttotheindividual’s develop dev elopmen ment. t. In Inper perform forming ing as a stra strategi tegic c bus busines iness s partn pa rtner er, , a coa coach ch dem demons onstra trate tes s cr credi edibil bility ity and the abili ab ility ty to fo forg rge e pa partn rtner ershi ships ps of tr trust ust, , ins inspir pire e co commmitmen mit ment, t, focu focus s on goal goals s that mat matter ter, , pro promot mote e per per-sistence,andaskthetough sistence ,andaskthetough,strategicqu ,strategicquestionslea estionsleaddingtoperformancebreakthroughs.Becauseofthis,
NASAworkstoensurethatemployeeshaveaccess to coa coache ches s who poss possess ess a bro broad ad div diversi ersity ty of back back-grounds(jobfunction,gender,culture,etc.).NASA hasbothaninternalandexternalcoachingcapacity. Ultimately,selectionofacoachwillbebasedupon thecoach’sexperienceandskillandhis/herabilityto relatetotheindividualbeingcoached.NASAbuilds itscoachingcapacityinternallyandexternallyasdepictedinthefollowingdiagram.
NASA Coaching Capacity
SUPERVISORY
INTERNAL COACHING CAPACITY
COACHING CAPACITY
• Certified Coaches • Organization Development • Human Resources Management Community
• Managers • Supervisors • Group Leaders
Experts who serve the NASA community at large
Position-related experts EXTERNAL COACHING CAPACITY
• Professional Coach
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Internal Coaching Internal Interna l coac coaching hing is a fac facilit ilitativ ative e one one-to-to-one one, , mutual tu ally ly de desi sign gned ed co coac achi hing ng re rela lati tion onsh ship ip be betw twee een n a NASA civil servant certied coach and a key NASA empl em ploy oyee ee wh who o is ac accou count ntabl able e fo for r hig highl hly y co comp mplex lex decisionswithwidescopeofimpactontheNASA organization,government,andindustryasawhole. Theprimaryimpetusforengagingincoachingisorganizationalperformanceordevelopment,eitherof whichmayhaveapersonalcomponentaswell.The results resu lts prod produce uced d from this rela relation tionship ship are obs observervable,measurable,andalignedwiththeperformance requi re quirem rement ents s the ind indivi ividu dual al (o (or r NA NASA SA or orga gani nizazation)hasestablished.Coachingservicesarearranged throughNASAHeadquartersortheCenterCoaching PointofContact(POC).
Skilled at Problem Diagnosis—Ifdiagnosticinstrumentsareused,thecoachmustbeappropriatelycertied to administer those instruments to assess gaps, help he lp id iden entif tify y bl blind ind sp spots ots fo for r the ind indiv ividu idual al bei being ng coached, coached , determ determine ine outcom outcome e measure measurements ments (scorecardsforaccountabili cardsforacco untabilities,pre-andpost ties,pre-andpostassessmen assessments ts tomeasure360-degreefeedback),andfacilitatecommunicationandfeedback.
Inadditiontothecharacteristicsofan Inadditiontothe characteristicsofaneffectivecoach effectivecoach discussedpreviously,NASAhasestablishedthefollowingstandardsforselectinginternalcoaches.
Knowledge and Application of Coaching Competencies, including Interpersonal Competencies— Thecoachmustdemonstrateknowledge Thecoach mustdemonstrateknowledgethroughpast throughpast experien expe rience ce and app applica lication tion of com compete petencie ncies s pre previviously identied.
Coaching Certifcation—Allinternalcoachesmust have coaching credentials from an ICF-certied trainingprogram.
Results Oriented—Th —The e out outcom comes es of the coa coachin ching g relation rela tionship ship shou should ld spec specify ify how the coa coachin ching g successwouldbemeasured,evaluated,andrealizedby indiv in dividu idual al pe perfo rform rman ance ce im impro prove veme ment nt and NA NASA SA missionimpacts.Additionally,acoachingagreement fortheemployeeshouldbeestablishedupfrontand rened throughout the coaching relationship.
Tested Experience—T —The he co coac ach h mu musthave sthave th the e ap ap-propriatelevelofcorporateexperiencetounderstand the th e de deve velo lopm pmen enta tal, l, po poli liti tica cal, l, an and d en envi viro ronm nmen enta tal l needsoftheemployee.
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External Coaching External Exter nal coa coach ching ing has all the sa same me com compo pone nents nts as those identied for internal coaches with the excep tion ti on th that at th the e re rela lati tion onsh ship ip is be betw twee een n a ke key y NA NASA SA employee and a trained and certied coach hired fromoutsidetheAgency.Insomecases,NASAwill use noncertied coaches based on previous perfor mance.Thesecoachingservicesareprocuredthrough NASAHeadquartersortheCenterCoachingPointof Contact(POC). Inadditiontothecharacteristicsofanef Inadditiontothecharacter isticsofaneffectivecoac fectivecoach h discussedpreviously,NASAhasestablishedthefollowingstandardsforselectingexternalcoaches: —Coac oache hes s ar are e re requi quired red to hav have e Tested Experience—C therequisitenumberofdocumentedyearsofcoaching exper ex pertis tise e inthe sk skill ill ar areato eato beaddr beaddress essed. ed. ICF cer cer-tication is preferred. Ideally, the coach should have workexperienceatorabovetheleveloftheindividual beingcoached.Thishelpstoensurethatthecoachhas theappropriatelevelofcorporateexperiencetounderstandthedevelopmental,political,andenvironmental needsoftheindividual. Skilled at Problem Diagnosis—Thecoachshouldbe appropriately certied to administer a variety of diag nosticinstrumentstoassessgaps,helpidentifyblind spot sp ots s fo for r th the e in indi divi vidu dual al be bein ing g co coac ache hed, d, de dete term rmin ine e outcomemeasurements(scorecardsforaccountabilities,pre-andpostassessmentstomeasure360-degree
feedback),andfacilitatecommunicationandfeedback. Whenprocuringthecoach Whenprocur ingthecoach,thecontractlan ,thecontractlanguagewill guagewill specifythetypesofdiagnosticinstrumentsthatwillbe usedaspartofthecoachingeffort. Results Oriented—Th —The e ou outco tcome mes s of th the e coa coach ching ing relati rel ation onshi ship p sh shoul ould d spe specif cify y ho how w suc succes cess s wo woul uld d be measured,evaluated,andrealizedbyNASAmission result res ults. s. Ad Addi ditio tiona nally lly, , a dev develo elopm pmen ental tal pla plan n fo for r the individual should be identied up front and rened throughoutthecoachingrelationship. Familiarity with Industry and Government—At aminimum,thecoachshouldhaveaworkingknow- ledgeofNASA’sstrategicgoals,theNASALeadership Model, and the Ofce of Personnel Management (OPM) Executive Core Qualications (ECQ). This in cludesbroadlyunderstandingtheinternalsystemconstructsofNASA structsof NASA(science,engineering,administrative) (science,engineering,administrative) aswellas theexter theexternalenvir nalenvironm onmentin entinwhic whichNASA hNASA operates,suchastheFederalgovernment,leadership challengesinthepublicsecto challenge sinthepublicsector,andunde r,andunderstanding rstandingthe the localenvironment. Knowledge and Application of Coaching Competencies, including Interpersonal Characteristics— Thecoachmustdemonstrateknowled Thecoachmustdemon strateknowledgethroughpast gethroughpast experienceandapplicationofcharacteristicsandcompetencies previously identied.
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Required Qualifcations or External Coaches
Thecontractorwillbeprovidedthefollowingmatrixasameansforratingandrankingpotentialcoaches. % of Rating
Rating Areas
Excellent
Meets
Fails to Meet
10
Number of Years of Experience
10 +
7-9
5-6
10
Certification
ICF approved
Other coaching certification or relevant graduate degree
Related university course work (human behavior, OD, psychology, etc.)
20
Skill and method of problem diagnosis*
Very high degree of proven ability. Use of valid & reliable tools & methods
Usually high degree of proven ability
Moderate degree of proven ability
25
Ability to achieve results*
Always meets goals identified in Coaching Agreement
Meets goals identified in Coaching Agreement to a degree
Usually meets goals identified in Coaching Agreement
Broad industry and government experience
Broad industry or government experience
10
Familiarity with industry and government
Broad experience in both industry and government, specifically with technical/scientific organizations
20
Knowledge and application of coaching competencies, including interpersonal characteristics
Possesses all of the characteristics of effective coaches identified in the NASA Coaching Guide to a high degree of skill
Possesses all of the characteristics, some to a lesser degree of skill
Possesses most of the characteristics, some to a lesser degree of skill
5
Discretionary
High degree of additional qualifications
Some additional qualifications
Minor additional qualifications
Total 100%
*DegreeofprovenabilityinProblemSolvingandAbilitytoAchieveResultswillbeascertainedthrough examplesoftangibleevidence.
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Supervisory Coaching NASA has identied coaching as a basic supervisory competency.Supervisorycoachingiseffectivewhen: 1.Itbecomesawayofconductingeveryday commun com municat ication ionand andisn isnota otan“e n“event vent,”an ,”and d 2.Itisfocusedonincrementalperformance improvementthrou improve mentthroughincrea ghincreasingself-a singself-awareness. wareness. Animportantroleofthesupervisoristocoachemployeesinthecourseoftheireverydayinteractions. All Al l NA NASA SA ma mana nage gers rs, , su supe perv rvis isor ors, s, an and d te team am le lead ads s are expected to have a level of prociency in coach ing the their ir em emplo ployee yees. s. Th This is “re “realal-tim time” e” coa coach ching ing involv lvees day ay--to to-d -daay obse serrva vattio ion n with immedia iate te, , prac pr acti tica cal l fe feed edba back ck on pe perf rfor orma manc nce e an and d be beha havi vior or. . A sup super ervis visor or may pin pinpo point int pe perfo rforma rmanc nce e pro proble blems ms or area areas s and skil skills ls need needing ing imp improve rovement ment. . Rea Real-t l-time ime coaching can boost an employee’s condence and enablehimorher enablehim orhertobetter tobetterunderstandhis/herstrengths understandhis/herstrengths
andhowtousethem.Coachingshouldalsobeapart ofdevelopmentalplanningdiscussions.Thekeytoan effectivesupervisorycoachingrelationshipistrust.The emplo em ploye yee e nee needs dsto tokno know w tha that t the sup superv erviso isor r ha has s his his// herbestinterestsaswellastheorganization’sneedsat heart.Coachinghelpsemployeesreachtheirfullpotential,whichmovesthemand tial,whichmo vesthemandtheorgan theorganizationforw izationforward. ard. If do done ne pr prop oper erly ly, , su supe perv rvis isor ory y co coac achi hing ng is no not t an additionaltask.Itisawayofbuildingunderstanding betweensupervi betw eensupervisors sors and andemp employe loyees esthro through ugh dayday-totodayconversations.Supervisorycoachingstrengthens: •Performance •Sharedunderstandingofpriorities •UnderstandingofAgencyandCentermission andgoals •Workingrelationships •Two-waycommunications
9
II. The NASA Coaching Process Formal coac Formal coaching hing rela relation tionship ships s are base based d on writ written ten agreementsbetweenthecoachandtheindividualbeing co coach ached. ed. Th This is wri writte tten n ag agree reemen ment t del deline ineate ates s the goalsand goa lsand mutu mutualexpect alexpectatio ationsfor nsfor howthe howthecoa coachin ching g relationshipwillwork. relations hipwillwork.Theindivid Theindividual,coach,andsuual,coach,andsupervisor perv isor mus must tbein bein agre agreeme ementregardi ntregardingthe ngthe desi desired red resultsofthecoachingrelationship. NASAHeadquartersandCentersshouldaligntheir coachingeffortstothephilosophyandstrategyoutlinedintheseguidelines.The linedintheseguide lines.Thecoachingproce coachingprocessmay ssmay begininavarietyofwaysincludingconversations withhumanresourcesspecialists,supervi withhumanresource sspecialists,supervisoryrefersoryreferrals,orbyemployeerequest.Ingene rals,orbyemploy eerequest.Ingeneral,theprocess ral,theprocess consistsofthefollowingadditionalsteps.
Step 1: Meet with Center Coaching Point of Contact (POC) If the employee is condent that he or she can benet fromcoachingandiswillingandreadytoparticipate inthecoachingprocess,thenextstepistosetupa meetingwiththecoachingPOCathisorherCenter. Priortothismeeting,theemployeewillbeaskedto complet com plete e a coa coachin ching g appl applicat ication ion(For (FormA). mA). This requestformisdesignedtohelpthePOCbetterunderstandtheindividual’ standtheindivid ual’sneedsandprofessio sneedsandprofessionalgoalsas nalgoalsas he/shebeginsthecoachingprocess. During Duri ng th the e me meet etin ing g wi with th th the e PO POC, C, th the e in indi divi vidu dual al needstocompleteapreferencesguide(FormB).This questionnaireisdesignedtohelpthePOCidentifythe learningoptionthatisbestsuited learningop tionthatisbestsuitedtomeettheindividtomeettheindividual’sdevelopmentalneeds.
opmental opmenta l need needs, s, pers personal onality ity, , pref preferen erences, ces, and lear learnningstyle.Forthisreason,selectingthebestcoachis an important rst step in ensuring the success of the coachingengagement. The best way to sele lect ct a coac ach h is to re rev vie iew w th thee biosoftwoorthreecoaches,andthenconductascreening int interv erview iew wi with th tho those se tha that t me meet et th the e in indiv dividu idual’ al’s s personalcriteria.Bothduringthescreen personalcrite ria.Bothduringthescreeninginterview inginterview andthro and througho ughout ut the thecoac coaching hing proc process, ess, the theindi individu vidual al should continue to rene and adjust his/her assess mentofhowthecoachishelpinghim/hertoachieve thestatedobjectives.
Screening Interview Questions •Describeyourcareerhistory •Whatcoachingeducationandtraininghave youcompleted? •HaveyouworkedwithFederalagenciesbefore? WithNASA? •Haveyoucoachedindividualsatmylevel? •Canyouwo •Canyo uworkw rkwithm ithmeto etohelp helpme meunde understa rstand nd howtoworkmoreef howtowor kmoreeffectivelyw fectivelywithothers ithothers?? • How will you maintain my condentiality? •Describeyourcoachingapproach •Whatassessmentinstrumentsdoyouuseaspart oftheco ofth ecoach achingp ingproce rocess? ss? •Howwillyoumeasureimprovement/success? •Howwillyoukeepmeaccountableforresults? •Howdoyounormallycommunicatewith coachingclients?
Step 2: Coach Assessment and Selection
•Whattypeofclientsdoyouworkwith mosteffectively?
BasedontheinformationprovidedinStep1,apoolof potential coaches will be identied for the employee. The individual will then review the coaches identied andconductinterviews.
•Whataretheessentialskillsforbeingan effectivecoach?
Selecting a Coach
After Afte r th the e in inte terv rvie iew w pr proc oces ess s is co comp mple lete ted d th the e in indi di-vidual will contact the Coaching POC to nalize selectionofacoach.
Eachcoachhashisorherownuniquestyle,person- ality alit y, stre strength ngths, s, pref preferen erences, ces, and weak weakness nesses. es. Simi Simi-larly,eachindividualhashisorherownuniquedevel10
Step 3: Coaching Atthebeginningoftherelationship,thecoachtypically conducts cond ucts an anasse assessme ssment.Asse nt.Assessme ssments ntsaretools aretools used togatherinformationaboutanindividual’svalues,behaviors,competencies,goals,interests,andpotential opportunitiesfordevelopment.
Step 4: Periodic Assessments
Midpoint Assessment TheMidpointAssessmentwillbeconductedhalfway intothecoachingcontract. intothe coachingcontract.Thisassessment Thisassessmentisdesigned isdesigned totracktheprogresswiththecoachingcontract,relationsh lati onship, ip, and coa coachin ching g proc process. ess. Duri During ng this pha phase se someofthefollowingquestionsmaybeasked:
Thisassessmentcanrangefrombeingveryformalto informaldependingonwheretheindividualisinthe developmentprocessandhis/herpastexperience.
•Whatisworkingwell?
An in info form rmal al as asse sess ssme ment nt ma may y co cons nsis ist t of a br brie ief f questi que stionn onnaire aire, , face face-to -to-fac -face e disc discuss ussion, ion, or sim simple ple observa obse rvation tion. . The coa coach ch wil will l dete determi rmine ne the app approropria pr iate te as asse sess ssme ment nt in inst stru rume ment nt to tool ol to us use e in th thee coachingprocess.
•Areweontracktoaccomplishingourgoals?
Assessments Assessme ntsare areused used in ina acoac coaching hing rela relation tionship ship as asa a waytoprovidevaluableinformationtoguideandfocustherelationship.Assessmentsprovidenewexplanationsforbehaviors,discovernewpossibilities,generate a bas baseli eline ne of inf inform ormati ation on abo about ut the ind indivi ividua dual l bei being ng coache coa ched, d, bui build ld the coa coach/ ch/cli clien ent t rel relati ation onshi ship, p, an and d facilitate identication of the coaching intervention. All assessment data will be kept condential between the clientandthecoach.
•Whatneedsimprovement? •Howcanwedothingsdifferently? After Afte r thi this s as asse sess ssme ment nt, , the co coac ach h se send nds s th the e co commpletedassessmenttothecoachingPOC.(FormD: MidpointAssessment.) At thi this s tim time, e, the coa coach ch an and d coa coach chee ee wi will ll det deter ermin mine e whethertostoporcontinuethecoachingrelationship. The coach gives the coachee the nal assessment form tocompletealongwithapreaddressedenvelopeand instructions. This information is kept condential, and onlyaggregateddataisgiventothecoachandNASA. AsampleFinalAssessmentformisincludedintheback ofthisguide(FormE).Atthistimeanassessmentfrom thesupervisormayalsobe thesuperviso rmayalsobeobtained(Fo obtained(FormG). rmG).
Followup Assessment Once ass Once assess essme ments nts are com comple pleted ted, , the coa coach ch wil will l reviewthe vie wthe data with theindiv theindividua idual lbein beingcoache gcoachedand dand providefeedback.Thecoachandcoacheethenwork togethertocreateadeve together tocreateadevelopmentpl lopmentplanandasetofobanandasetofob jectivesbasedonthedataresultsandtheindividual’s goals.Thecoachandindividualwillalsoidentifythe rolesofstakeholders(includingtheindividual’ssupervisor and the coaching POC); signicant milestones related rela ted to the their ir pro progres gress; s; and mea measur sures es of suc success cess. . Additionally,thecoachandtheindividualwillwork outthetermsandlogisticsofthecoachingrelationshipandgainappropriateapprovals.(SeeFormC: CoachingAgreement.)
The nal phase of the coaching assessment process is theFollowupAssessment.Thisisnormallyconducted sixmonthstoayearaftertheendofthecoachingcontract.AFollowupAssessmentformisincludedatthe backofthisguide(FormF).
Resources Foradditionalresourcesregardingcoaching,visit: http:// nasapeople.nasa.gov/training/c nasapeople.na sa.gov/training/coachmentor oachmentor
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Form A: Coaching Application Name: E-mailaddress: Phonenumber: Position/title: Lengthofservice: Senio Se niorr Ex Execu ecutiv tivee Se Servi rvice ce (S (SES) ES) me memb mber? er?
YES YES
NO
Preferred characteristics of coach (gender, background, style, special expertise, etc.) or specic preferred coach inthelocalgeographicarea:
Professionalgoals:
Goalsandreasonford Goalsandr easonfordesiringcoa esiringcoaching: ching:
Listanyrelevantassessmentsyouhaverecentlyhadthatcouldbeprovidedtothecoach:
Haveyoueverhadacoachbefore?Ifso,whatwasyourexperience?
Howsoonwouldyouliketogetstartedwithacoach?
Otherconsiderations(typeofcoaching,availability,etc.):
Supervisor’s name:
Supervisor’s e-mail:
Supervisor’s signature:
Date: 12
Form B: Coaching Preerences Guide Please circle the number below that most accurately reects your attitude regarding each question. 1. To what extent would it be benecial for you to receive advising from a person higher up in the NASAhierarchy? Moderately beneficial
Not at all beneficial 1
2
3
4
Highly beneficial 5
6
7
2. To what extent do you feel that condentiality is important when addressing your work priorities?
3.Towhatextentdoyouthinkthatsomeoneinapositionofauthoritydirectingyourworkhabits andschedulewouldbeuseful? Moderately beneficial
Not at all beneficial 1
2
3
4
Highly beneficial 5
6
7
4.HowimportantisitthatapersonadvisingyouhasathoroughunderstandingofNASA’s organizationalpoliciesandprocedures?
5.Howimportantisitthatyouhaveaclearmeasureofyourprogressafterreceivingadvice?
6.Towhatdegreeisthegoaloftheadviceyouareseekingprimarilyforpersonaldevelopment? Not at all 1
Very much
Somewhat 2
3
4
5
6
7
7.Towhatdegreeisyourpersonallifenegativelyaffectingyourjobcapability? Not at all 1
Very much
Somewhat 2
3
4
5
6
7
13
8. I need to learn and practice specic new job skills that I lack. Agree somewhat
Strongly disagree 1
2
3
4
Strongly agree 5
6
7
9.Towhatextentdoyouthinkthatsomeonesimplytellingyouwhattodoatworkwouldbe benecial for your improvement at work? Moderately beneficial
Not at all beneficial 1
2
3
4
Highly beneficial 5
6
7
10. To what extent would it be benecial for you to receive advising from a person who will have the ability to evaluate your job performance at an ofcial level now or in the future? Moderately beneficial
Not at all beneficial 1
2
3
4
Highly beneficial 5
6
7
11. To what degree is condentiality important to you in the process of receiving advice andfeedback?
12. To what extent is a friendly, collegial relationship between you and an advisor benecial for your improvementatwork? Moderately beneficial
Not at all beneficial 1
2
3
4
Highly beneficial 5
6
7
13.Howimportanttosuccessfuladvisingisanadvisor’sexpertiseontheparticularsofyourwork?
14. To what extent do you think that evaluation of your work performance would be benecial forimprovement? Moderately beneficial
Not at all beneficial 1
2
3
4
Highly beneficial 5
6
7
14
15.Towhatdegreeisthegoaloftheadviceyouareseekingprimarilyforcareerdevelopment? Not at all 1
Very much
Somewhat 2
3
4
5
6
7
16.Ibelievethereislitt 16.Ibeliev ethereislittle,ifanythi le,ifanything,thatIcan ng,thatIcandotoimpro dotoimprovemycurr vemycurrentworks entworksituation. ituation. Agree somewhat
Strongly disagree 1
2
3
4
Strongly agree 5
6
7
17. Training in a specic area is less important to me, at this time, than advice on my general careerpath. Agree somewhat
Strongly disagree 1
2
3
4
Strongly agree 5
6
7
18.Ineedtodiscusstheinternalpoliticsofmyorganizationandhowitaffectsmycareerpath. Agree somewhat
Strongly disagree 1
2
3
4
Strongly agree 5
6
7
19.Towhatextentisitimportantthattherelationshipbetweenyouandyouradvisorisan equalrelationship?
20. To what degree is condentiality important in your being comfortable enough to openly discuss yourworkpriorities.
21.Towhatextentisastrongpersonalrelationshipimportantbetweenyourselfandtheperson advisingyou?
15
22. To what extent would it be benecial for you to work with someone who has more experience in your eld than you have yet acquired? Moderately beneficial
Not at all beneficial 1
2
3
4
Highly beneficial 5
6
7
23. Clear benchmarking of my progress at work would be benecial. Agree somewhat
Strongly disagree 1
2
3
4
Strongly agree 5
6
7
24.Towhatdegreeisthegoaloftheadviceyouareseekingprimarilyforthedevelopmentofa particularareaorstructurewithinNASA? Not at all 1
Very much
Somewhat 2
3
4
5
6
7
25.Towhatdegreeisyourworklifenegativelyaffectingyourpersonallife? Not at all 1
Very much
Somewhat 2
3
4
5
6
7
26. There is a specic area of knowledge that I wish to acquire for my work.
27.Itisimportanttometohaveadvicefromasuperiorwithintheorganization. Agree somewhat
Strongly disagree 1
2
3
4
Strongly agree 5
6
7
28.Towhatextentwoulditbehelpfultohaveadviceanddirectionfromapersonwhoisina positionofauthorityinyourworkarea? Somewhat helpful
Not at all helpful 1
2
3
4
Extremely helpful 5
6
7
29. To what extent do you feel that condentiality is important when addressing how to make changesinyourwork?
16
30.Towhatextentiscleardirectionandplanningofyourworkfromasuperiormoreimportantthan havingtheabilitytoplanyourwork withyoursupervisor?
31. To what extent does an advisor’s expertise in your specic area of work impact their credibility ingivingyouadvice? Not at all 1
Very much
Somewhat 2
3
4
5
6
7
32. To what extent would a clear and quantiable measure of your work and progress be benecial to yourwork? Somewhat beneficial
Not at all beneficial 1
2
3
4
Very beneficial 5
6
7
33.Towhatdegreeisthegoaloftheadviceyouareseekingforthedevelopmentoftheorganization forwhichyouworkatNASA? Not at all 1
Very much
Somewhat 2
3
4
5
6
7
34.Ineedtodiscusssomepersonalmattersaboutmysenseofwell-being. Agree somewhat
Strongly disagree 1
2
3
4
Strongly agree 5
6
7
35. There are specic skills that are important for me to acquire for my work. Agree somewhat
Strongly disagree 1
2
3
4
Strongly agree 5
6
7
36.Itisimportanttometoreceivecareeradvicefromasuperiorwhocouldhelpguidemycareer development.
17
Form C: Coaching Agreement We are voluntarily entering into a formal coaching relationship partnership, which we expect to benet NASA andus.Thefollowinghighlightsthefeaturesofourpartnership: 1.Coachingpartnershipobjectives:
2.Coachingmilestonesrelatedtoobjectives:
3.Measuresofsuccessrelatedtoobjectives:
4. Specic role of the coach and key stakeholders: Coach:
Client:
Otherkeystakeholders(manager,peers,directreports,andcustomers):
18
5. Specic logistics of the coaching partnership: ( Please include expected start date, end date, contact locations, durations, frequency, total time estimates by activity, travel logistics and cost estimates, methods for staying in contact, etc. )
6.Theclientwillgainthecommitmentofhis/hersupervisorby:
7. We will honor the following condentiality agreement:
Thisagreementremainsineffectfor12months.Theagreementmaybeterminatedatanytimeby eitherthecoachortheindividualbeingcoached.
Signa Si gnatur ture: e: Sig Signat nature ure: : Ind Individ ividual ualBein BeingCo gCoache ached d C Coach oach
Instructions:PleasecompleteandreturnacopyofthisformtoCambriaConsulting (fax:617-523-7817;E-mail:
[email protected] ),aswellastothecoachee’s localCentercoordinatorforthecoachingprogram.
19
Form D: Midpoint Assessment 1.Whatcoachingactivitieshaveyouparticipatedinsincethestartofthecoachingprocess?
2.Towhatextenthavethesecoachingactivitiescontributedtoyourgoalssofar? Moderately
Very little 1
2
3
Very much 4
5
3.Iamontrackinaccomplishingmycoachinggoals. Moderately
Very little 1
2
3
Very much 4
5
4.Therehavebeenchangesinmygoalssincebeginningcoaching. Moderately
Very little 1
2
3
Very much 4
5
5.Iftherehavebeenchangesinyourgoals,whatarethey?
6.Asaresultofthecoachingthusfar,IhavehadanimpactonthemissionofNASA, myorganization,and/ormyownpersonalmission. Moderately
Very little 1
2
3
Very much 4
5
20
7.Whatwasthisimpact,ifany?Howdidthecoachingcontributetoorenableit?
8.Thecoachingrelationshipisworkingextremelywell. Moderately
Very little 1
2
3
Very much 4
5
9.Thecoachingrelationshipisnotworkingwell. Moderately
Very little 1
2
3
Very much 4
5
10.Whatneedsimprovementorisn’tworking?Identifyconcerns,disappointments,andareas forrevision.
11.Mycoachiswillingtoadapttochangesinourcoachingrelationship. Moderately
Very little 1
2
3
Very much 4
5
Name:Date:
21
Form E: Final Assessment Results of Coaching 1. My coach helped me to set focused and clearly dened goals. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
2.Towhatdegreedidyouaccomplishthegoalsthatyouset? Not at all 1
Completely
Moderately 2
3
4
5
3.Whatgoalsdidyouaccomplishthroughcoaching?
4.Arethereanygoalsthatyoudidnotachieve?Ifso,whatarethey?
5.Whatnewskillshaveyoulearnedthroughcoaching?
22
6.IhaveappliedthenewskillsIhavelearned. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
7.Whatbehaviorshaveyouchangedorwhatnewbehaviorshaveyoulearned throughcoaching?
8.IhaveappliedthenewbehaviorsIhavelearned. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
9.Ihavebecomemoreopen-mindedinhowIapproachmyworkasaresultofcoaching. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
10.Iammorewillingtoparticipateinlearningordevelopmentalactivitiesasaresult ofcoaching. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
11.Asaresultofcoaching,IhavehadanimpactonthemissionofNASA,myorganization,and/or myownpersonalmission. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
23
12.Whatwasthisimpact,ifany?Howdidthecoachingcontributetoorenableit?
Coaching Relationship 13.Whatproblemsdidyouencounterwithyourcoachorthecoachingprocess?
14.Howwereproblemswithyourcoachorthecoachingprocessaddressed?
15.Mycoachwasveryeffectiveinhelpingmeachievemygoals. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
24
16.Inwhatway(s)wasyourcoacheffectiveinhelpingyouachieveyourgoals?
17.MycoachandIwerecompatible. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
18.Mycoachgavemeconstructivefeedback. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
Supervisory Relationship 19.Ireceivedencouragementandsupportfrommyimmediatemanager/supervisortoparticipatein thecoachingprocess. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
20.Inwhatway(s)didyourmanager/supervisoroffersupportorencouragement?
25
HR Relationship 21.Ireceivedencourage 21.Ireceived encouragementandsup mentandsupportfromhum portfromhumanresource anresourcestoparticipat stoparticipateinthecoach einthecoachingprocess. ingprocess. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
22.Inwhatway(s)didhumanresourcesofferyousupportorencouragement?
Name: Nam e: Dat Date: e:
25
Form F: Followup Assessment 1.Thegoalssetbymycoachandmecontinuetobeuseful. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
2.Towhatdegreehaveyoumasteredthegoalsyousetwithyourcoach? Not at all 1
Completely
Moderately 2
3
4
5
3.Towhatdegreeareyouutilizingtheskillsyoulearned? Not at all 1
Completely
Moderately 2
3
4
5
4.Towhatdegreeareyouutilizingthebehaviorsyoulearned? Not at all 1
Completely
Moderately 2
3
4
5
5.Iammoreopen-mindedinhowIapproachmyworkasaresultofcoaching. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
6. Have you identied new goals and are you working on achieving them?
7.Areyouinterestedinengaginginacoachingrelationshipinthefuture?Ifso,why?
26
8.Iammorewillingtoparticipateinlearningordevelopmentalactivitiesasaresultofcoaching. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
9.Towhatdegreehaveyoubecomemoreinterestedinlong-termdevelopmentsinceyourcoaching experience? Moderately
Not at all interested 1
2
3
Extremely interested 4
5
10.Howcanthehumanresourcesstaffhelpyoutocontinuewithyourowndevelopment?
Name: Nam e: Dat Date: e:
27
Form G: Supervisory Assessment Employee Coached 1.Therehasbeenanimprovementinmyemployee’sperformanceandeffectivenesssinceengaging inexecutivecoaching. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
2.Therehasbeenanimprovementinmyorganization’sperformancesincemyemployeeengaged incoaching. Neither agree or disagree
Strongly disagree 1
2
3
Strongly agree 4
5
3.Pleaserateyouremployee’sperformanceimprovementinthefollowingNASALeadershipModel ExecutiveDisciplineCompetencies.Circletheappropriatenumberforeachcompetencylisted. Knowledgeoftechnicaldiscipline Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Abilitytocommunicateandadvocatediscipline-relatedknowledge Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Abilitytoactivelyleadandmanagechange Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Abilitytomaximizehumancapitalandbuildemployeecommitment Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Abilitytoachieveprogramgoalsandobjectives Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
28
Judgmentanddecision-makingability Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Abilitytobuildtrustandsupportiverelationships Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Abilitytomanageself-development Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Abilitytounderstandandleveragetheinformalorganization Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Abilitytodesignprocessestoachieveresults Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Ability to anticipate and fulll customer needs Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Ability to efciently allocate and manage resources Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Abilitytounderstandandrespondtointernalandexternalstrategy,policy,andregulations Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
29
Knowledgeofinformationtechnology Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Abilitytocaptureandshareknowledge Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Knowledgeofpoliciesthatregulateinternationalpartnerships Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
Understandingthecultureofinternationalpartners Moderate improvement
Little improvement 1
2
3
Exceptional improvement 4
5
4. Please cite a specic example of the employee’s improved performance or effectiveness that can beattributedtothiscoaching:
Employeename:
Supervisorname:
Supervisorsignature:Date:
30
