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Leonardo Morris
Leonardo Morris

From Coach To Awakener UPD


Robert has authored more than twenty books on a variety of topics relating to NLP and coaching. He is the principal author of Neuro-Linguistic Programming Vol. I, which serves as the standard reference text for the field, and has authored or co-authored numerous other books on NLP including Changing Belief Systems with NLP, Beliefs: Pathways to Health and Well Being, Tools of the Spirit, From Coach to Awakener and NLP II: The Next Generation.




From Coach to Awakener



From Coach to Awakener can be considered, in many ways, a workbook for coaches. In fact, the book started as a manual for a workshop sponsored by Anne Pierard and Alain Moenart of Institute Ressources in Brussels, Belgium, in May of 1999. As they have done so many times, Anne and Alain wanted to help me create a program that pushed the edge of the envelope of training for people interested in helping others and themselves to grow and improve.


The purpose of the seminar was to provide coaches, consultants, trainers, counselors and therapists with a set of tools to help their clients address goals, issues and change at different levels in their lives.


The overall goal is for coaches and clients to use these tools together to help clients build the future they desire and activate the resources necessary to reach that future. The role of the coach is to help clients learn to apply the tools for themselves. As clients become more proficient with each tool in the toolbox, they are able to utilize those tools for themselves with progressively less dependence on the coach for their success. In this regard, this book can be as valuable to clients as it is to coaches.


The notion of coaching in the educational sense derived from the concept that the tutor conveys or transports the student through his or her examinations. An educational coach is defined as a private tutor, one who instructs or trains a performer or a team of performers, or one who instructs players in the fundamentals of a competitive sport and directs team strategy. The process of being a coach is defined as to train intensively (as by instruction and demonstration).


In recent years, starting in the 1980s, the notion of coaching has taken on a more generalized and expanded meaning. Coaching in organizations involves a variety of ways of helping people perform more effectively, including project, situational and transitional coaching. Project coaching involves the strategic management of a team in order to reach the most effective result. Situational coaching focuses on the specific enhancement or improvement of performance within a context. Transitional coaching involves helping people move from one job or role to another.


Many companies and organizations are opting for coaching of these types, in place of or in addition to training. Because coaching is more focused, contextualized and individually targeted, it is frequently more cost effective than traditional training methods in producing real change.


The essential question to be addressed by all types of organizational coaching is, How can the organization be made more effective through the personal development of individual managers and leaders, acting independently and in teams? To provide the practical answer to this question, executive coaching for organizations covers a range of activities, including:


Another rapidly developing area of coaching is that of life coaching. Life coaching involves helping people to reach personal goals, which may be largely independent from professional or organizational objectives. Similar to transitional coaching, life coaching involves helping people deal effectively with a variety of performance issues which may face them as they move from one life phase to another.


Small c coaching is more focused at a behavioral level, referring to the process of helping another person to achieve or improve a particular behavioral performance. Small c coaching methods derive primarily from a sports training model, promoting conscious awareness of resources and abilities, and the development of conscious competence.


Large C Coaching involves helping people effectively achieve outcomes on a range of levels. It emphasizes generative change, concentrating on strengthening identity and values, and bringing dreams and goals into reality. This encompasses the skills of small c coaching, but also includes much more.


Common NLP skills, tools and techniques that support effective coaching include: establishing goals and well-formed outcomes, managing internal states, taking different perceptual positions, identifying moments of excellence, mapping across resources, and providing high quality feedback.


While the focus of coaching is typically upon what a person is doing and needs to do in order to perform effectively, the focus of NLP and the NLP modeling process is on how to perform optimally. Modeling involves identifying and analyzing examples of successful performances (a type of combination of benchmarking and success analysis); sometimes by making comparisons to unsuccessful performances. (See Modeling With NLP, Dilts, 1999.)


Coaching and modeling are thus two essential and complementary processes for achieving optimal performance in any area, forming a loop between what needs to be done and how to do it. Modeling augments coaching by defining how key tasks and activities may best be done, and coaching augments modeling by helping people to internalize and put into practice what has been modeled. (See Modeling and Coaching, Dilts and DeLozier, 2002.)


In a sense, double loop learning involves getting two for the price of one. In a double loop creative process, for example, a person would be coached to come up with an important and innovative idea or solution, and at the same time learn a strategy or recipe for generating other creative ideas that could be applied in other situations later on.


One of the most useful NLP models for capital C coaches is that of NeuroLogical Levels (see Appendix A). Both coaching and modeling frequently need to address multiple levels of learning and change in order to be successful. According to the NeuroLogical Levels model (Dilts, 1989, 1990, 1993, 2000), the life of people in any system, and indeed, the life of the system itself, can be described and understood on a number of different levels: environment, behavior, capabilities, values and beliefs, identity and spiritual.


The task of the capital C Coach is to provide the necessary support and guardianship which help clients to successfully develop, grow and evolve at all these levels of learning and change. Depending on the situation and needs of the client, the coach may be called upon to provide support at one or all of these levels, requiring that he or she take on one of several possible roles (Dilts, 1998, 1999, 2000).


An opportunity to explore this question came along with an invitation to provide coach/mentor training for transition-assistance staff at several overseas military bases. We began by asking prospective participants about their challenges and the results they want to achieve. They told us that their jobs are changing rapidly. Many aspects of job-search assistance, which were traditionally offered face-to-face, are moving online. In addition, staff are more often facing tightly compressed transition schedules, with less time to coach their customers on job search strategies and skills. At the same time, due to civilian force downsizing, many military support staffers are facing their own transitions. 041b061a72


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