CANDO Coaching Model: Empowering Successful Professionals to Achieve Higher Success

How does the CANDO coaching model help professionals pursue higher levels of success and happiness. What are the key components of the CANDO coaching approach. How does the model incorporate feedback from others to drive behavioral change.

Understanding the CANDO Coaching Model

The CANDO coaching model, developed by Bikramjit Maitra, is designed to help successful professionals reach even greater heights in their careers and personal lives. This innovative approach recognizes that individuals are constantly interacting with those around them, and that these interactions can provide valuable insights for personal growth and development.

At its core, the CANDO model is built on the following principles:

• Everyone is capable of achieving success
• Success and happiness are defined differently by each individual
• Behavioral change requires self-awareness and dedicated effort
• Feedback from others is crucial for identifying areas of improvement

The Core Values of CANDO Coaching

The CANDO approach is grounded in a set of core values that guide the coaching process:

• Humility: Eagerness to learn from every experience
• Open-mindedness: Avoiding stereotypes and postponing judgment
• Rationality: Awareness of cause and effect in actions and comments
• Ethics: Adherence to the ICF code of conduct
• Authenticity: Honesty and transparency in expressing feelings
• Empathy: Understanding and relating to the client’s emotions and experiences

These values create a foundation of trust and understanding between the coach and client, fostering an environment conducive to growth and self-improvement.

The Structure of CANDO Coaching Sessions

The CANDO model is implemented through a series of structured coaching sessions:

• Six sessions, each lasting 90-120 minutes
• Spread over a period of 6-9 months
• Ideally conducted face-to-face, with phone sessions as an alternative
• First three sessions typically scheduled one month apart
• Last three sessions can have longer intervals between them

This structure allows for consistent progress while providing ample time for reflection and implementation of new strategies between sessions.

Why is the timing of sessions important in the CANDO model?

The spacing of sessions in the CANDO model is intentional. It allows clients to:

1. Absorb and reflect on insights gained during each session
2. Implement new strategies and behaviors in their daily lives
3. Observe the results of these changes over time
4. Bring new experiences and challenges to subsequent sessions for discussion

This approach ensures that coaching is not just theoretical but deeply integrated into the client’s real-world experiences.

The Integrated Coaching Tracker: A Key Tool in CANDO

Central to the CANDO model is the Integrated Coaching Tracker (ICT), a comprehensive Excel-based tool used to monitor progress and maintain focus throughout the coaching journey. The ICT serves several important functions:

• Documenting goals and action plans
• Tracking progress on specific behavioral changes
• Recording insights and reflections from each session
• Providing a visual representation of growth over time

By utilizing the ICT, both coach and client can easily review progress, identify patterns, and adjust strategies as needed to ensure optimal results.

Leveraging Feedback in the CANDO Approach

One of the distinguishing features of the CANDO model is its emphasis on incorporating feedback from the client’s professional and personal network. This approach recognizes that an individual’s behavior and personality traits are experienced and observed by others, providing valuable external perspectives on areas for growth.

How does the CANDO model incorporate feedback from others?

The CANDO approach utilizes feedback in several ways:

1. Gathering input from colleagues, supervisors, and family members
2. Analyzing patterns in feedback to identify key areas for improvement
3. Using external perspectives to challenge the client’s self-perceptions
4. Tracking changes in feedback over time to measure progress

By incorporating these diverse viewpoints, the CANDO model provides a more comprehensive and objective basis for personal development.

The Action-Oriented Nature of CANDO Coaching

While reflection and self-awareness are important components of the CANDO model, its primary focus is on taking concrete actions to drive change. This action-oriented approach is reflected in several aspects of the coaching process:

• Setting specific, measurable goals for behavior change
• Developing detailed action plans for implementing new strategies
• Regular check-ins on progress and obstacles encountered
• Adjusting approaches based on real-world results

By emphasizing action and accountability, the CANDO model helps clients translate insights into tangible improvements in their professional and personal lives.

What makes the CANDO model particularly effective for driving behavioral change?

The CANDO model’s effectiveness stems from several key factors:

1. Its balance of structure and flexibility
2. The integration of external feedback with self-reflection
3. The use of the Integrated Coaching Tracker for ongoing monitoring
4. Its focus on actionable steps rather than just theoretical discussions
5. The extended timeframe, allowing for sustainable change

These elements combine to create a comprehensive approach that addresses the complexities of personal and professional development.

Applying CANDO Principles in Various Professional Contexts

While the CANDO model was initially developed for executives and high-level professionals, its principles can be applied across a wide range of career stages and industries. Some examples of how CANDO coaching can be beneficial in different contexts include:

• Helping emerging leaders develop essential management skills
• Supporting entrepreneurs in balancing business growth with personal well-being
• Assisting professionals in transition to navigate career changes
• Empowering team leaders to improve group dynamics and productivity

The flexibility of the CANDO approach allows it to be tailored to the specific needs and goals of each individual client, regardless of their professional background.

Measuring Success in the CANDO Model

Success in the CANDO coaching model is not defined solely by external metrics, but rather by the client’s progress towards their personally defined goals. This approach recognizes that success and happiness are subjective and can vary greatly from one individual to another.

How does the CANDO model evaluate coaching outcomes?

The CANDO approach assesses success through multiple lenses:

1. Achievement of specific behavioral change goals set by the client
2. Improvements in feedback received from colleagues and personal contacts
3. Increased self-awareness and emotional intelligence
4. Enhanced ability to navigate professional and personal challenges
5. Overall satisfaction with work-life balance and personal fulfillment

By considering these diverse factors, the CANDO model provides a holistic view of a client’s growth and development throughout the coaching process.

The CANDO coaching model offers a comprehensive and structured approach to personal and professional development. By combining core values, structured sessions, integrated tracking tools, and an action-oriented focus, it provides a powerful framework for driving meaningful change. Whether applied to high-level executives or professionals at various stages of their careers, the CANDO model empowers individuals to pursue higher levels of success and happiness in all aspects of their lives.

As the field of professional coaching continues to evolve, approaches like the CANDO model demonstrate the potential for structured, values-driven methodologies to create lasting impact. By recognizing the interconnected nature of personal and professional growth, and leveraging insights from an individual’s broader network, the CANDO approach offers a nuanced and effective path to self-improvement and career advancement.

For professionals seeking to take their performance and satisfaction to the next level, the CANDO coaching model provides a proven framework for achieving transformative results. Its emphasis on action, accountability, and continuous feedback creates a dynamic process that can adapt to the unique needs and goals of each individual, making it a valuable tool for anyone committed to ongoing personal and professional growth.

As organizations increasingly recognize the importance of investing in their employees’ development, coaching models like CANDO are likely to play an increasingly important role in talent management and leadership development strategies. By fostering self-awareness, emotional intelligence, and targeted behavior change, these approaches can help create more effective, satisfied, and well-rounded professionals across all levels of an organization.

The success of the CANDO model also highlights the importance of personalized, long-term approaches to professional development. Rather than relying on one-size-fits-all training programs or short-term interventions, the CANDO approach recognizes that meaningful change often requires sustained effort and support over an extended period. This insight can inform how organizations and individuals approach learning and development initiatives, encouraging a more patient and holistic view of personal and professional growth.

Furthermore, the CANDO model’s integration of feedback from multiple sources aligns with growing trends in performance management and 360-degree feedback systems. By incorporating perspectives from colleagues, supervisors, and personal contacts, the model provides a more comprehensive view of an individual’s strengths and areas for improvement. This multi-faceted approach can lead to more accurate self-assessment and more targeted development efforts.

The emphasis on values and ethics in the CANDO model also reflects an increasing focus on integrity and authenticity in leadership development. As organizations grapple with complex ethical challenges and stakeholder expectations, coaching approaches that prioritize ethical behavior and self-awareness can play a crucial role in developing responsible and effective leaders.

Looking to the future, the principles underlying the CANDO model may also inform the development of digital coaching tools and AI-assisted personal development platforms. While the human element of coaching remains irreplaceable, the structured nature of the CANDO approach and its use of tracking tools like the ICT could potentially be adapted to create more sophisticated and personalized digital coaching experiences.

In conclusion, the CANDO coaching model represents a thoughtful and comprehensive approach to professional development that addresses the complex interplay between personal growth, professional success, and interpersonal dynamics. Its structured yet flexible framework, grounded in strong values and a focus on actionable change, offers a powerful tool for individuals seeking to enhance their performance and satisfaction in both their careers and personal lives. As the demand for effective coaching and development solutions continues to grow, approaches like CANDO are likely to play an increasingly important role in shaping the future of professional growth and leadership development.

Coaching Model: CANDO

A Coaching Model Created by Bikramjit Maitra
(Executive Coaching, INDIA)

This model is designed to help already successful professionals to pursue higher level of success and happiness both in their work and personal life.

I use this model with all humility and practice my value set with highest level of integrity. My values are:

1. Humility: I am eager to learn from every experience
2. Open Minded: Avoid stereotyping and postpone judgement without understanding the full context.
3. Rational: Always be aware of the cause and effect and mindful of effect of any action I do or comment I make.
4. Ethical: Follow the practice of ICF code of conduct in letter and spirit.
5. Authentic: Aware, honest and true to my feelings and articulate the same with all the care.
6. Empathy: Feel, understand and live in the mind, the emotions and experiences of the client.

Above all I want my clients should find me to be a person who are sensitive, caring and always present fully at the moment

The model recognizes the fact that no human being is an island. They always, knowingly or unknowingly, are interacting with people surrounding them. The behaviour reflecting the personality traits of an individual are experienced and observed by others and can give very meaningful inputs. Any person can change any behaviour first if the individual recognizes that it needs to be changed. Secondly the individual invests enough time and energy to bring in the change to pursue better results in professional as well as personal life.

It also assumes that everybody is eligible to achieve success and recognizes that the definition of success and happiness are different for different people.

This methodology is to help professionals / executives to recognize behavioural change areas as well as plan and action the change steps. So it involves both the coachee and her surroundings. The model provides one of the ways of implementing the philosophy mentioned above and named as “CANDO” model of coaching. Attached graphics titled as “Lotus of the Cando model”  explains pictorially the working of the model.

This consist of  six 90 minutes to 120 minutes sessions spread over a period of 6 to 9 months of elapse time. It is always better to have all the sessions face to face. To help logistics, the sessions also can be over phone. It may be noted that if the first coaching session is face to face it helps a lot to establish a good rapport between the coach and the coachee. It is not necessary to have all the sessions having equal gaps but as far as possible it is better to have the first three sessions with gaps of a month while last 3 could be planned with longer gaps. As the name of the model suggest the focus is in doing rather than only talking and deliberating about change.

The major strength of the model is its focus on action with structures and rigor without losing the humane-ness. To help all the sessions focussed and structured it uses a comprehensive tracking / journaling tool called ‘Integrated Coaching Tracker’ (ICT). ICT is a XLS tracker which is separately described. Both the description and the tracker is integral part of the model and are attached.

CANDO

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Jack L. Carlson, 52, Dickinson, died Friday, September 19, 2003, with his family beside him, at his home in Dickinson, North Dakota. Funeral services will be 1:30 p. m. MDT Wednesday, September 24, 2003, at St. John Evangelical Lutheran Church, Dickinson, with Rev. Steve Tangen officiating. Interment will be in St. Patrick?s Cemetery, Dickinson. Visitation will be Tuesday from 9 a. m. to 9 p. m. with a prayer service and video presentation at 7:00 p. m. at Price-Murphy Funeral Home, Dickinson. Visitation will continue Wednesday one hour prior to the service at the church. Jack Carlson was born November 1, 1950, in Cando, North Dakota. He graduated from Cando High School and then continued his education at Valley City State University where he graduated in 1972, with a teaching degree in Mathematics and Science. Jack married Kathie Osborn of Cando, North Dakota on March 21, 1970. He took his first teaching and coaching job at Dickinson Trinity High School in the fall of 1972 and in the fall of 1978, he began a 25 year career at Dickinson High School. During his tenure at Dickinson High School he was an assistant football coach and he became the head Track and Field Coach in the spring of 1985. Jack amassed many victories and accomplishments over the years, but among those he was most proud of were five North Dakota State Track and Field Championships, three North Dakota Track and Field Coach of the Year awards, being honored as the 2003 National Track and Field Coach of the Year, being the 2002 President of the North Dakota High School Coaches Association, and being elected into the Class of 2004 National Coaches Hall of Fame. But, what he was most proud of was that he was able to coach his four sons. Jack was one of the few people that could honestly say that he loved what he did: teaching, coaching and making a difference in the lives of young kids. Jack touched the lives of everyone he came in contact with. Most of all, he loved being a husband, a father and grandfather. He always had that famous smile on his face and a hand stretched out when anyone needed help. Jack is survived by his wife, Kathie Carlson; his mother, Juanita Carlson; his four sons and two daughters-in-law, Chris & Gail Carlson, Kyle & Karmen Carlson, Devin Carlson, and Casey Carlson; his four grandchildren, McKenzie Carlson, Katelyn Carlson, Lauren Carlson, and Jack Carlson, four brothers and two sisters, Patty Burtness, Kenneth Carlson, Anita Newman, Bob Carlson, Bill Carlson, and Kerry Carlson. He was preceded in death by his father, Kenneth Carlson. In lieu of flowers, the family has established the Jack L. Carlson Memorial Scholarship Fund, 1079 Sims, Dickinson, North Dakota 58601.

Click to View Program (PDF)

Burial Date: September 24, 2003
Funeral Home Dickinson, ND

Funeral Service: Wednesday, St. John Evangelical Lutheran Church

Dance Classes in Cando | Just For Kix

At Cando – ND Just For Kix, kids shine.

In Cando – ND we celebrate the achievements of every student, at any skill level. Our dance classes provide young dancers a learning environment focused on team work, proven dance technique and confidence building. Committed to youth dancers advancement through performance, we believe in every student. Backed by 35 years of experience, our dedication to enabling dancers to shine creates a learning environment like no other.

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Storied grid history grows in Cando, North Star – News – Devils Lake Journal – Devils Lake, ND

As the first drops of water began to cascade down Bryan Haugen’s back and with the final seconds ticking off the clock at last week’s nine-man semifinal game against Divide County another chapter was added to the storied history of North Star football.

As the first drops of water began to cascade down Bryan Haugen’s back and with the final seconds ticking off the clock at last week’s nine-man semifinal game against Divide County another chapter was added to the storied history of North Star football.

The 32-28 win over Divide County, a school that had appeared in a pair of state title games (1998, 2005), simply and quickly wiped away the memory of 2006 when North Star went through a winless season. The obligatory dumping of water on Haugen, courtesy of Travis Blake and Shawn Murchie, signaled the Bearcats have come nearly full circle. The cycle will be complete with one more win.

Just one more win.

North Star, a co-op comprised of Cando, Bisbee and Egeland, will be making its first appearance in the state championship game. The Bearcats will face Napoleon-Gackle-Streeter on Friday at the Fargodome. Kickoff is set for 9 a.m. The Imperials, like last week’s opponent, have also played in the state title game twice and won it all in 2006 before falling the Mott-Regent the following year.

While there have undoubtedly been other players and coaches who helped lay the foundation for football success in the tiny Towner County community, two names are quick to come to the forefront of longtime followers of the Cubs, as the Cando teams were called prior to the creation of the existing co-op.

Dave Osborn once roamed the turf at what is now Conyers Field before he went on to stardom at the University of North Dakota before becoming a 13th round draft pick of the Minnesota Vikings in 1965. He spent spent 12 years in the NFL before retiring following the 1976 season which he spent with Green Bay.

Osborn, who attended a game in Cando in 2010, still recalls many of the games during his three years with the Cubs.

“We had some decent teams,” said the 69-year-old Osborn, who now lives in Lakeville, Minn. “We had no playoffs and I remember my junior year when there was a snow storm and the opponent did not show up. The rest of the season was cancelled after just four or five games.”

The field Osborn once called home has seen some improvements over the years. One of those improvements started with Osborn and some of his teammates and the work they did one Saturday.

“The field didn’t have goal posts in my sophomore year,” Osborn recalled, “so one day my dad got us some long four-by-fours and we spent the day constructing some goal posts … not that we had a kicker.”

Lights, or lack thereof, is also still fresh in the mind of the North Dakota prep football great.

“We had one of the few lighted fields in the state,” said Osborn in a telephone interview on Wednesday. “We had light poles in each corner with two lights on each. They weren’t the brightest of bulbs.”

He said at the 2010 game he attended that a North Star player caught a pass, went in for the touchdown and almost disappearing from view.

“You could hardly see him when he scored,” Osborn said.

The departure of Osborn to the Fighting Sioux also marked the entrance of Bob Feeney as coach at Cando and the beginning of a coaching career that earned him a spot in the North Dakota Coaches Hall of Fame. He later coached at Dickinson Trinity, where he led the Titans to the Class A championship game in 1972. He spent one more season at Trinity before taking over at Bismarck High School. He guided the Demons to a pair of state championships (1984, 1985) and at least a share of 12 Western Dakota Association championships

Feeney, a graduate of Crosby High School (Divide County) played football at North Dakota State College of Science for two years before ending his playing career at Dickinson State University. Cando was his first coaching assignment and it took little time for him to etch his indelible mark on the game and the state.

Feeney, who began his brilliant coaching career in Cando in 1963, guided his new program to a measure of success over his first three seasons on a field that was overgrown with grass when he and his wife, Jan, first moved to town and wondered what they had signed on for.

That question began to be answered in 1966.

After battling Devils Lake St. Mary’s to a 6-6 tie in the season opener in Feeney’s fourth year the Cubs were blanked by Walhalla and Rolla by identical 7-0 scores. Cando would not taste defeat again the rest of that season.

Nor in 1967. Nor in 1968. Nor in 1969.

In fact a 32-20 win over Lakota in 1966 marked the beginning of a string of victories nearly unrivaled in North Dakota high school football history. Only Fargo Shanley and the success that school enjoyed under famed coach Sid Cichy comes close to matching what took place under Feeney’s tutelage in Cando. Ironically, the two coaching legends met in 1977 in what would be Cichy’s final season as coach of the Deacons. Shanley overcame a 14-10 first half deficit to defeat Bismarck 23-14 in the semifinal round of the state playoffs in one of the greatest games in state history that was played at Hughes Field in Bismarck.

Cichy would retire one week later after his team defeated Century in the championship game at Dacotah Field on the campus of North Dakota State University.

The 1966 win over Lakota began a streak of 30 consecutive victories by Cando. The Cubs  ended the 1966 campaign at 5-2-1 and won all eight games each of the next two seasons. The Cubs ended with a 9-0, including a tremendous 84-0 dismantling of Fesseden in the season finale.

Cando scored at least 60 points in each of its final four games of the season and ended the year by outscoring its opponents 466-44. Only four teams managed to score against Cando that season and the Cubs recorded 14 shutouts during the remarkable streak.

“We had some pretty darn good players,” said Feeney, who still lives in Bismarck since stepping down as coach of the Demons following the 1998 season.

Roddy Bergdahl, Brent Fosaaen, Jack Gibbens, Dave Lundeby and Bruce Belzer, along with John Gores and Dave Grinde were all selected to the Lake to Border Conference team following the 1969 season. Bergdahl was voted the top player in the conference that season.

It was the second time in three seasons that a Cando player had earned the player of the year award after Howie Welch was chosen the MVP following the 1966 season. He was joined on the all-conference team by Lyle Braun and Larry Halvorson that year.

The Streak was ended in the opening game of the 1970 season when Hatton notched a 21-10 win over the Cubs.

Jack Carlson, who quarterbacked the Cubs in 1967 and 1968, went on to a highly successful coaching career of his own. He was a football assistant at Dickinson High School for a number of years and led the Midget track squads to several state titles as head coach.

Scott McDaniel replaced Feeney as coach in Cando when Feeney moved on to Dickinson Trinity.

“We had some good teams,” said McDaniel, who joined Feeney at Bismarck in 1975 after spending three seasons as coach of the Cubs. “We won more than we lost … but we certainly didn’t have the success that (Feeney) inserted during his time there.

“For a young coach fresh out of Minot State, (Cando) was a special place,” McDaniel added. “The community had a great football tradition and a tradition I believe is unlike any other small school in North Dakota.”

And McDaniel, like Feeney before him, praised the players for much of that success.

“We had kids that just loved to play football,” McDaniel said. “They were not afraid to hit opponents and we did not have to convince them that contact was part of the game.”

Now, more than 40 years after Cando made its mark on high school football in North Dakota, Cando and the surrounding communities are once again caught up in football fever.

“It’s been a pretty good week to be a Bearcat,” said Haugen as his team prepared for its final practice at Conyers Field before heading to sample the turf of the Fargodome for a practice today.  “It’s been a positive feeling and a good feeling,

“There has been a lot of talk around town by the people wishing us luck and telling us they are going to be there in the stands,” added.

A good week to be a Bearcat? For sure. A good week to be a Cub? Even better.

Fitness for Kids Who Don’t Like Sports (for Parents)

Team sports can boost kids’ self-esteem, coordination, and general fitness, and help them learn how to work with other kids and adults.

But some kids aren’t natural athletes, and they may tell parents — directly or indirectly — that they just don’t like sports. What then?

Why Some Kids Don’t Like Teams

Not every child has to join a team, and with enough other activities, kids can be fit without them. But try to find out why your child isn’t interested. You might be able to help address deeper concerns or steer your child toward something else.

Tell your child that you’d like to work on a solution together. This might mean making changes and sticking with the team sport or finding a new activity to try.

Here are some reasons why sports might be a turnoff for kids:

Still Developing Basic Skills

Though many sports programs are available for preschoolers, it’s not until about age 6 or 7 that most kids have the physical skills, the attention span, and the ability to grasp the rules needed to play organized sports.

Kids who haven’t had much practice in a specific sport might need time to reliably perform necessary skills such as kicking a soccer ball on the run or hitting a baseball thrown from the pitcher’s mound. Trying and failing, especially in a game situation, might frustrate them or make them nervous.

What you can do: Practice with your child at home. Whether it’s shooting baskets, playing catch, or going for a jog together, you’ll give your child an opportunity to build skills and fitness in a safe environment. Your child can try — and, possibly, fail — new things without the self-consciousness of being around peers. And you’re also getting a good dose of quality together time.

Coach or League Is Too Competitive

A kid who’s already a reluctant athlete might feel extra-nervous when the coach barks out orders or the league focuses heavily on winning.

What you can do: Investigate sports programs before signing your child up for one. Talk with coaches and other parents about the philosophy. Some athletic associations, like the YMCA, have noncompetitive leagues. In some programs, they don’t even keep score.

As kids get older, they can handle more competitive aspects such as keeping score and keeping track of wins and losses for the season. Some kids may be motivated by competitive play, but most aren’t ready for the increased pressure until they’re 11 or 12 years old. Remember that even in more competitive leagues, the atmosphere should remain positive and supportive for all the participants.

Page 2

Stage Fright

Kids who aren’t natural athletes or are a little shy might be uncomfortable with the pressure of being on a team. More self-conscious kids also might worry about letting their parents, coaches, or teammates down. This is especially true if a child is still working on basic skills and if the league is very competitive.

What you can do: Keep your expectations realistic — most kids don’t become Olympic medalists or get sports scholarships. Let your child know the goal is to be fit and have fun. If the coach or league doesn’t agree, it’s probably time to look for something new.

Still Shopping for a Sport

Some kids haven’t found the right sport. Maybe a child who doesn’t have the hand-eye coordination for baseball has the drive and the build to be a swimmer, a runner, or a cyclist. The idea of an individual sport also can be more appealing to some kids who like to go it alone.

What you can do: Be open to your child’s interests in other sports or activities. That can be tough if, for instance, you just loved basketball and wanted to continue the legacy. But by exploring other options, you give your child a chance to get invested in something he or she truly enjoys.

Other Barriers

Different kids mature at different rates, so expect a wide range of heights, weights, and athletic abilities among kids of the same age group. A child who’s much bigger or smaller than other kids of the same age — or less coordinated or not as strong — may feel self-conscious and uncomfortable competing with them.

Kids also might be afraid of getting injured or worried that they can’t keep up. Kids who are overweight might be reluctant to participate in a sport, for example, while a child with asthma might feel more comfortable with sports that require short outputs of energy, like baseball, football, gymnastics, golf, and shorter track and field events.

What you can do: Give some honest thought to your child’s strengths, abilities, and temperament, and find an activity that might be a good match. Some kids are afraid of the ball, so they don’t like softball or volleyball but may enjoy an activity like running. If your child is overweight, he or she might lack the endurance to run, but might enjoy a sport like swimming. A child who’s too small for the basketball team may enjoy gymnastics or wrestling.

Remember that some kids will prefer sports that focus on individual performance rather than teamwork. The goal is to prevent your child from feeling frustrated, wanting to quit, and being turned off from sports and physical activity altogether.

Try to address your child’s concerns. By being understanding and providing a supportive environment, you’ll help foster success in whatever activity your child chooses.

Page 3

Fitness Outside of Team Sports

Even kids who once said they hated sports might learn to like team sports as their skills improve or they find the right sport or a league. But even if team sports never thrill your child, there’s plenty a kid can do to get the recommended 60 minutes or more of physical activity each day.

Free play can be very important for kids who don’t play a team sport. What’s free play? It’s the activity kids get when they’re left to their own devices, like shooting hoops, riding bikes, playing whiffleball, playing tag, jumping rope, or dancing.

Kids might also enjoy individual sports or other organized activities that can boost fitness, such as:

• swimming
• horseback riding
• dance classes
• inline skating
• cycling
• cheerleading
• skateboarding
• hiking
• golf
• tennis
• fencing
• gymnastics
• martial arts
• yoga and other fitness classes
• Ultimate Frisbee
• running

Supporting Your Kid’s Choices

Even if the going’s tough, work with your child to find something active that he or she likes. Try to remain open-minded. Maybe your child is interested in an activity that is not offered at school. If your daughter wants to try flag football or ice hockey, for example, help her find a local league or talk to school officials about starting up a new team.

You’ll need to be patient if your child has difficulty choosing and sticking to an activity. It often takes several tries before kids find one that feels like the right fit. But when something clicks, you’ll be glad you invested the time and effort. For your child, it’s one big step toward developing active habits that can last a lifetime.

Overcoming the Toughest Common Coaching Challenges

Great managers strive to do right by their employees — treat them well, motivate them to succeed, and provide the support and coaching each person needs. This is often easier said than done, especially when it comes to coaching. That’s because coaching takes time, skill, and careful planning. And there are certain types of people who may be particularly challenging for managers to coach. Think about the Eeyore on your team who is pessimistic at every turn, or the person who refuses your advice with a smile on his face. It’s not fair to you or to the employee to give up, so what do you do?

I spoke with Susan David, a founder of the Harvard/McLean Institute of Coaching and author of the HBR article “Emotional Agility” to get her insight on some of the more vexing coaching situations managers face and what to do about them.

As with most interpersonal difficulties at work, the first step is to take a look at yourself. David says that the problem often starts in the manager’s head. “When a leader is coaching someone who they’ve identified as ‘challenging’ it means that manager has an attachment to an idea about that person,” she explains. You might think, This person is such a pessimist, or This is going to be difficult. “There’s a fair amount of research that shows that kind of orientation is not going to be helpful,” she says. Being “stuck” to those ideas leaves little “space for change, hope, or optimism.”

To overcome this mindset, there are several things you can do.

1. Assume change is possible. If you go into any coaching situation presuming that people are who they are, you’re setting yourself and your coachee up for failure. “You’re on a fool’s errand because you can’t help someone change if you don’t think they’re capable of it,” says David. Ask yourself whether you’re going into the context with a preconception that is fundamentally undermining what you are trying to do. If so, try the next few steps.

2. Take an alternative view. If you find yourself thinking negative thoughts about the person you need to coach (e.g., He’s so negative. She’s such a downer. I don’t really trust him.), it’s difficult to show compassion or curiosity. “One of the critical tools of an effective coach,” says David, “is to take a different perspective. ” Instead of thinking, “This person is…” try “One view of the person is that he can be quite negative. What are other options?” Think about the other people he works with. Is there someone who doesn’t seem to share your view and genuinely enjoys working with him? Try to put yourself in that colleague’s shoes. Look for disconfirming evidence or instances when your direct report does the opposite of what you expect — taking a positive or neutral stance, for example.

3. Manage your emotions. When you sit down with your coachee, you bring all of your emotions and stresses with you. “Coaching is not done in a vacuum,” says David. You might be feeling afraid, frustrated, or anxious. Perhaps you’re worrying that if you don’t help this person change, you won’t be seen as an effective leader. All of these uncomfortable emotions are normal—don’t try to ignore or repress them. “If you go into a coaching session unaware of your emotions, they might be amplified. Or you get emotional leakage, where your real feelings show despite your attempts to stifle them.” explains David. It’s far better to spend time recognizing how you feel before you go into the session.

Not only will this make you feel better, it will also help the coaching process. In fact, says David, the type of mood you bring to and create in the session has a big impact on what you’re able to accomplish. “Positive moods lead to more big-picture, ‘it’ll be ok’ thinking whereas negative moods lead to more analytical, critical thinking,” she says. Think through what you’re trying to get done in the coaching meeting and try to match your mood accordingly. For example, if you want to engage the coachee in thinking strategically about how to push his project to the next level, you’re better off going in with a positive mood. And if you project a negative and frustrated attitude, you’re unlikely to be able to reach your goal.

This is not to say that you should go into every coaching session with a happy-go-lucky approach. Sometimes a positive tone isn’t appropriate. Perhaps you want to help your coachee analyze a situation that went poorly. The key is to think about what you’re trying to achieve. Then, when your objective is clear, match the mood to the task.

I also asked David about what to do in a few specific, tough scenarios. Of course, every situation is different and what you do will depend on the content of your coaching, your relationship with the coachee, and the culture of your organization, but these suggestions may help you get started:

Scenario #1: Your coachee is pessimistic and defensive.

Your direct report messed up an important part of a project and she refuses to admit it. Instead, she insists that she followed directions or that her approach would’ve worked if other people had done their jobs. This can be frustrating, but the good news is you don’t need to bang your head against the wall. “Sometimes leaders get hooked on trying to get the other person to see the facts,” says David. If you’re desperately trying to get her to acknowledge her mistake, you may never succeed. “People are designed to self-protect and if someone is defending themselves, it may be near impossible to persuade them of ‘the facts,’” she says.

Give up the need for the coachee to see things exactly your way. “Some managers approach coaching as a means to get someone to do what they want them to do,” she says. Instead, think about what the defensiveness is indicating. “Chances are they feel threatened,” posits David. “And as a coach, it’s your job to help the person feel psychologically safe.” One way to do this is to create a shared perspective. Focus on what you do agree on. Get her to describe her version of events and indicate where you see eye-to-eye. “It doesn’t matter that the person has a different perspective as long as you can move into problem solving together,” she says. “Coaching works best when you walk in the other person’s shoes and come to a shared version of what needs to happen. ”

Scenario #2: Your coachee lacks confidence.

You have a talented employee who just doesn’t believe he has what it takes. Because of this insecurity, he undermines himself in front of others and doesn’t do all that he’s capable of. David acknowledges that it can be really tough to build confidence in these types of people. But it’s not impossible. She explains: “If you say to someone, ‘Gee, you don’t have the self-confidence to see that you’re good at your job and you’re undermining your ability to get yourself promoted,’ it isn’t helpful.” And paying compliments doesn’t help either because more often than not, the person will discount any compliment you give her, thinking, She’s just saying that to make me feel better.

One solution is to have her own a compliment. Instead of giving broad praise like, “You’re really good at your job,” focus on something specific she has done well. Then help her to analyze it, unpacking her skills and strengths. Ask: What does that compliment mean to you? Why do you think I’m choosing to give it to you? “Research has shown that this kind of intervention has long-term effects on low self-esteem,” explains David. You can also help a direct report own a compliment given by someone else. For example, you might say, “I heard John tell you that you did a good job with the quarterly report. Why do you think he said that? What about the report do you think he was particularly impressed with?” This will guard against any discounting that the person might do.

You can then take it a step further by helping your direct report to apply those skills in other places. “My boss said that you’re really good at problem solving. How can we take that strength of yours and expand it to other areas? How can you better problem-solve with your peers?” David explains: “You’re looking for ways to embed the positive thinking.”

Scenario #3: You don’t trust your coachee.

One of your team members has been dramatically inconsistent. Sometimes he knocks a project out of the park. Other times he barely makes his deadlines. You’re not sure if you can trust him but you want to coach him to be more reliable.

The good news is that the coaching process is meant to build trust. “Monitoring and checking in is built in from the beginning so it doesn’t look like you’re checking up on them when they’re doing something wrong,” says David. Don’t get too hung up on how trustworthy the person is. Trust the process. You may want to set explicit expectations, saying something like, “OK, let’s map out what this might look like. What are the three steps you’re going to take and by when?” Then you can follow up appropriately.

But if you think the person is dishonest or repeatedly fails to meet the objectives you’ve mutually agreed upon, then remember that there are limits to coaching. You may need to seek help from HR, hire an outside coach, or let the person go.

“Coaching is meant to be about positive change,” says David. Of course, you will run into tricky circumstances, but remember that worrying or focusing on those challenges won’t move you, or your direct report, forward. Make room for the change you want to see.

90,000 Coaching inside organizations I. Coaching inside organizations Part I – HRbazaar

The business world has been working with models such as mentoring, consulting, counseling, training and management and the last trend in developing people inside organizations now is “Coaching ” …

Coaching is the topic of today’s conversations in business meetings, forums, conferences, working events, etc. In nearly every business conversation, the topic of “coaching” shows up.

This is an emergent model that most of the companies are starting to use in order to develop their managers and teams.

But this model is not new; Socrates had voiced the same things some 2000 years earlier, but somehow his philosophy was lost.

The philosophy has come back and coaching is more and more demanded by organizations and individuals.

We understand coaching as a model with the finality of developing people’s potentials in a structured, methodic and efficient way .

The principles it is based are:

1. Coaching focuses in future possibilities and not past mistakes. For getting the best of people, the coach must believe in their potential. What we believe about other’s capabilities have a direct impact in their performance.

2. Coaching work is based on a trust and confidentiality relationship between the coach and coachee.

3. The coachee doesn’t learn from the coach, but from himself encouraged by the coach.Although sometime is not easy, the coach must avoid transfer his own experience to the coachee, because if so, he will be breaking one of the basic principles of coaching.

As Goethe said: “The best you can do for others it is not show them your wealth but make them see their own.”

Building awareness and responsibility is the essence of good coaching. People needs to have knowledge of what is going on, determining what is relevant. Awareness means knowing what is happening around you.

Responsibility is the other key concept or goal of coaching. We will only get committed to our performance when we accept, choose or take responsibility of our thoughts and our actions.

This together with self-belief, self-motivation, choice, clarity, commitment, and action are the products of coaching.

We have different modalities of coaching used inside organizations.

Personal coaching (executive development sessions). They cover helping or developing the executive’s potential.The reasons of intervention more common are; decision taking, conflicts, stress, resources research, competencies development, help on promotions, etc.

Group coaching (team dynamics). The objective is to create a dynamic group of people or directors. The interventions normally are; problem solving, creativity sessions, conflicts, etc.

Coaching training (developing coaching skills). This allows the participants to develop their competences as coaches so they can bring forward the potential of their subordinates and improve their performance.

Auto-coaching . When we use the coaching methodology for our own development.

What is the essence of the model?

Our results and achievements are a consequence of our actions and behaviors, and those are a reflection of our thoughts. The improvement of our development is done when we enrich our mental models and when we can generate new answers.

The essence of the coaching process goes from enriching the mental model of the coachee, increasing his conscious level (awareness) and helping him to move to take action.

All of this is done by questions (asking open questions make the coachee think for himself) and descriptive feedback instead of evaluation feedback.

The sequence of the coaching model can be broke down as follow:

1. Description of the desired situation (objective / goal)

2. Description of the current situation (improvement or difficult area)

3. Options and resources map (creation and selection)

4. Action Plan (specific action plan)

5.Results (control and follow-up)

In the first and second phases, the objective of the coach is to increase the level of conscious (sensory and emotional) of the coachee. These phases are essential, since we can just control what we are conscious about; being conscious give us the power to act.

In the third phase, the objective is to involve the coachee in the creation of alternatives and in creating an action plan (his action plan). Finally, we just need to establish how and when we are going to evaluate the results.

Coaching brings the tools that organizations need in order to maximize their human capital, providing a structured and efficient model that allows managing properly people’s performance and pushes forward the development of people’s potential in the organization.

Summing up; coaching brings value to organizations because;

Improves the performance of people.

Develops its potential.

Improves the relations between manager-subordinate.

Promotes leadership.

Helps with motivation.

Increases involvement and commitment.

Reinforces self-esteem.

The results that you can achieve when using coaching inside your organization are the reasons that more and more companies add it to their culture and management style.

This is a series of articles that will cover coaching inside organizations, from a general picture to the coaching process and coaching skills for managers.

Please feel free to contact us in case you have any questions or will like to receive more information about coaching possibilities.

Maria Navarro [email protected]

Coaching within organizations

Part I

“The purpose of coaching is to unleash a person’s potential and maximize his work efficiency. This method helps them learn rather than teaches them anything. ”

John Whitmore

Over the past decades, company management has recognized the importance of “human capital” as the most valuable investment.In support of this, many different training methods and models of people development within organizations have appeared.

The business world has worked and continues to work with models such as mentoring, consulting, training and HR management. One of the latest trends in this area is coaching .

At present, coaching is a topic of discussion at forums, conferences, workshops, etc. In almost any conversation about doing business, a discussion of the problem of coaching immediately arises.

Most organizations are starting to use this learning model for their leaders and workforces.

But the idea of ​​coaching is not new at all. Almost 2000 years ago, Socrates voiced similar ideas, but somehow, his philosophy was forgotten.

Philosophy is back and coaching is becoming an increasingly popular form of education among organizations and individuals.

By coaching, we mean a learning model that aims to unleash the potential of people through structured, methodical and effective learning.

The basic principles of coaching are as follows:

1. Coaching focuses on future opportunities rather than past mistakes. In order to maximize the potential of people, the coach must believe in their potential. Their work is directly influenced by how much we believe in their abilities

2. Coaching is based on trust and confidential relationship between the coach and the trainee

3. The trainee learns himself, and the coach’s task is to encourage and support him.Although sometimes difficult, the coach should avoid transferring his own experience to the trainee. Otherwise, the coach will violate one of the most important principles of coaching

As Goethe said : “The best thing you can give to others is not to show them your dignity, but to make them see their own. ”

The basis of good coaching is the so-called “nurturing the craving for knowledge” and a sense of responsibility. People need to understand what is happening around them, defining for themselves what is important and necessary.Being aware of what is happening means being aware of what is happening around you.

A sense of responsibility is another key concept or goal of coaching. Only then do we enthusiastically do our job when we choose or take responsibility for our thoughts and our actions. All this, together with self-confidence, self-motivation, the ability to clearly imagine one’s tasks, make choices and take appropriate actions, are the results of coaching.

We can offer various types of coaching that are used within organizations.

Personal coaching (special classes for managers). Promotes the unleashing of the potential of leaders. The most common topics for lessons with leadership: decision making, conflict resolution, how to avoid stressful situations, development of competencies, assistance in promotion, etc.

Collective coaching (team dynamics). The goal is to create a team of energetic employees or directors who are in constant development. The issues discussed are usually: problem solving, creative sessions, conflict resolution, etc.

Coaching training (development of coaching skills). This allows participants to develop their competencies as coaches so that they can unleash the potential of their subordinates and improve the performance of their duties.

Auto-coaching . This is the case when we use coaching techniques for our own development.

What is the essence of this model?

Our results and achievements are the result of our actions and behavior, and all this, in the aggregate, is a reflection of our thoughts.Self-improvement occurs when we are enriched with new ideas and can offer new solutions.

The essence of the coaching process comes from enriching the student with new ideas, raising his level of consciousness and helping him to move to action.

This is all done with questions, the open-ended questioning process forces the coaching learner to think about himself and get descriptive feedback rather than evaluative feedback .

The sequence of coaching steps is as follows:

1. Description of the desired situation (goal)

2. Description of the current situation (error correction)

3. Options and resource diagram (creation and selection)

4. Action plan ( special action plan)

5. Results (control and post-training support)

In the first and second stages, the coach’s task is to raise the level of consciousness, as well as the emotional level of the trainee.These stages are considered important, since we can only control what we are aware of, and consciousness gives us the opportunity to act.

At the third stage, the coach’s task is to involve the trainee in creating alternatives and an action plan (his action plan). Finally, we just need to decide how and when we are going to measure the results.

Coaching provides the tools organizations need to maximize the potential of their people, while providing a structured and effective learning model that properly manages people and fosters the development of organizational capabilities.

To summarize, it can be said that coaching is a very useful training tool within the organization for the following reasons:

– Increases productivity (promotes employee potential)

– Improves relationships between managers and subordinates.

– Promotes leadership development.

– Helps to motivate employees.

– Increases involvement and dedication to a common cause.

– Significantly improves self-esteem.

These results (which you can achieve by using coaching within your organization ) is the basis for more and more companies to apply it in corporate policy and personnel management.

This article is part of a series on coaching within organizations, ranging from an overview to methods and techniques for developing coaching skills among executives.

If you have any questions or would like to receive more information on coaching, we will be glad to communicate with you.

Maria Navarro [email protected]

In case of full or partial republishing of the material, as well as the use of its fragments in the preparation of other articles, reference to HRbazaar is required

Coaching inside organizations I. Coaching inside organizations Part I | Amplua

Read more news at Trainings.ru>

MariaNavarro, DeTech
Consultant May 7, 2007

Trainings.ru begins publishing coaching articles written by by De Tech Consultant Maria Navarro .

Maria Navarro is a Strategic Human Resources Consultant and Top Coach , who for the past 9 years has worked as an international representative in various countries such as China, England, Spain, and currently in Russia.

The material is in English with subsequent translation into Russian.

“Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them “

John Whitmore .

During the last decades, organizations have realized the importance of “Human Capital” as their most valuable asset.

A direct consequence of this was the rise of different methods and models to develop people inside organizations .

The business world has been working with models such as mentoring, consulting, counseling, training and management and the last trend in developing people inside organizations now is “Coaching “.

Coaching is the topic of today’s conversations in business meetings, forums, conferences, working events, etc. In nearly every business conversation, the topic of “coaching” shows up.

This is an emergent model that most of the companies are starting to use in order to develop their managers and teams.

But this model is not new; Socrates had voiced the same things some 2000 years earlier, but somehow his philosophy was lost.

The philosophy has come back and coaching is more and more demanded by organizations and individuals.

We understand coaching as a model with the finality of developing people’s potentials in a structured, methodic and efficient way .

The principles it is based are:

1. Coaching focuses in future possibilities and not past mistakes.For getting the best of people, the coach must believe in their potential. What we believe about other’s capabilities have a direct impact in their performance.

2. Coaching work is based on a trust and confidentiality relationship between the coach and coachee.

3. The coachee doesn’t learn from the coach, but from himself encouraged by the coach. Although sometime is not easy, the coach must avoid transfer his own experience to the coachee, because if so, he will be breaking one of the basic principles of coaching.

As Goethe said: “The best you can do for others it is not show them your wealth but make them see their own.”

Building awareness and responsibility is the essence of good coaching. People needs to have knowledge of what is going on, determining what is relevant. Awareness means knowing what is happening around you.

Responsibility is the other key concept or goal of coaching. We will only get committed to our performance when we accept, choose or take responsibility of our thoughts and our actions.

This together with self-belief, self-motivation, choice, clarity, commitment, and action are the products of coaching.

We have different modalities of coaching used inside organizations.

Personal coaching (executive development sessions). They cover helping or developing the executive’s potential. The reasons of intervention more common are; decision taking, conflicts, stress, resources research, competencies development, help on promotions, etc.

Group coaching (team dynamics). The objective is to create a dynamic group of people or directors. The interventions normally are; problem solving, creativity sessions, conflicts, etc.

Coaching training (developing coaching skills). This allows the participants to develop their competences as coaches so they can bring forward the potential of their subordinates and improve their performance.

Auto-coaching . When we use the coaching methodology for our own development.

What is the essence of the model?

Our results and achievements are a consequence of our actions and behaviors, and those are a reflection of our thoughts. The improvement of our development is done when we enrich our mental models and when we can generate new answers.

The essence of the coaching process goes from enriching the mental model of the coachee, increasing his conscious level (awareness) and helping him to move to take action.

All of this is done by questions (asking open questions make the coachee think for himself) and descriptive feedback instead of evaluation feedback.

The sequence of the coaching model can be broke down as follow:

1. Description of the desired situation (objective / goal)

2. Description of the current situation (improvement or difficult area)

3. Options and resources map (creation and selection)

4. Action Plan (specific action plan)

5. Results (control and follow-up)

In the first and second phases, the objective of the coach is to increase the level of conscious (sensory and emotional) of the coachee.These phases are essential, since we can just control what we are conscious about; being conscious give us the power to act.

In the third phase, the objective is to involve the coachee in the creation of alternatives and in creating an action plan (his action plan). Finally, we just need to establish how and when we are going to evaluate the results.

Coaching brings the tools that organizations need in order to maximize their human capital, providing a structured and efficient model that allows managing properly people’s performance and pushes forward the development of people’s potential in the organization.

Summing up; coaching brings value to organizations because;

Improves the performance of people.

Develops its potential.

Improves the relations between manager-subordinate.

Promotes leadership.

Helps with motivation.

Increases involvement and commitment.

Reinforces self-esteem.

The results that you can achieve when using coaching inside your organization are the reasons that more and more companies add it to their culture and management style.

This is a series of articles that will cover coaching inside organizations, from a general picture to the coaching process and coaching skills for managers.

Please feel free to contact us in case you have any questions or will like to receive more information about coaching possibilities.

Maria Navarro [email protected]

Coaching within organizations

Part I

“The purpose of coaching is to unleash a person’s potential and maximize the efficiency of his work.This method helps them learn rather than teaches them anything. ”

John Whitmore

Over the past decades, company management has recognized the importance of “human capital” as the most valuable investment. In support of this, there are many different training methods and models for the development of people within organizations .

The business world has worked and continues to work with models such as mentoring, consulting, training and HR management.One of the latest trends in this area is coaching .

At present, coaching is a topic of discussion at forums, conferences, workshops, etc. In almost any conversation about doing business, a discussion of the problem of coaching immediately arises.

Most organizations are starting to use this learning model for their leaders and workforces.

But the idea of ​​coaching is not new at all. Almost 2000 years ago, Socrates voiced similar ideas, but somehow, his philosophy was forgotten.

Philosophy is back and coaching is becoming an increasingly popular form of education among organizations and individuals.

By coaching, we mean a learning model that aims to unleash the potential of people through structured, methodical and effective learning.

The basic principles of coaching are as follows:

1. Coaching focuses on future opportunities rather than past mistakes. In order to maximize the potential of people, the coach must believe in their potential.Their work is directly influenced by how much we believe in their abilities

2. Coaching is based on trust and confidential relationship between the coach and the trainee

3. The trainee learns himself, and the coach’s task is to encourage and support him. Although sometimes difficult, the coach should avoid transferring his own experience to the trainee. Otherwise, the coach will violate one of the most important principles of coaching

As Goethe said: “The best thing you can give to others is not to show them your merits, but to make them see their own.”

The basis of good coaching is the so-called “nurturing the thirst for knowledge” and a sense of responsibility. People need to understand what is happening around them, defining for themselves what is important and necessary. Being aware of what is happening means being aware of what is happening around you.

A sense of responsibility is another key concept or goal of coaching. Only then do we enthusiastically do our job when we choose or take responsibility for our thoughts and our actions.All this, together with self-confidence, self-motivation, the ability to clearly imagine one’s tasks, make choices and take appropriate actions, are the results of coaching.

We can offer various types of coaching that are used within organizations.

Personal coaching (special classes for leaders). Promotes the unleashing of the potential of leaders. The most common topics for guidance sessions are: decision making, conflict resolution, how to avoid stressful situations, competence development, promotion assistance, etc.

Collective coaching (team dynamics). The goal is to create a team of energetic employees or directors who are in constant development. The issues discussed are usually: problem solving, creative sessions, conflict resolution, etc.

Coaching training (development of coaching skills). This allows participants to develop their competencies as coaches so that they can unleash the potential of their subordinates and improve the performance of their duties.

Auto Coaching . This is the case when we use coaching techniques for our own development.

What is the essence of this model?

Our results and achievements are the result of our actions and behavior, and all this, in the aggregate, is a reflection of our thoughts. Self-improvement occurs when we are enriched with new ideas and can offer new solutions.

The essence of the coaching process comes from enriching the student with new ideas, raising his level of consciousness and helping him to move to action.

This is all done with questions, the open-ended questioning process forces the coaching learner to think about themselves and get descriptive feedback rather than evaluative feedback .

The sequence of coaching steps is as follows:

1. Description of the desired situation (goal)

2. Description of the current situation (error correction)

3. Options and resource diagram (creation and selection)

4.Action plan (special action plan)

5. Results (control and post-training support)

In the first and second stages, the coach’s task is to raise the level of consciousness, as well as the emotional level of the trainee. These stages are considered important, since we can only control what we are aware of, and consciousness gives us the opportunity to act.

At the third stage, the coach’s task is to involve the trainee in creating alternatives and an action plan (his action plan).Finally, we just need to decide how and when we are going to measure the results.

Coaching provides the tools organizations need to maximize the potential of their people, while providing a structured and effective learning model that properly manages people and fosters the development of organizational capabilities.

To summarize, it can be said that coaching is a very useful training tool within the organization for the following reasons:

– Increases productivity (promotes employee potential)

– Improves relationships between managers and subordinates.

– Promotes leadership development.

– Helps to motivate employees.

– Increases involvement and dedication to a common cause.

– Significantly improves self-esteem.

These results (which you can achieve by coaching within your organization ) are the basis for more and more companies to apply it in corporate policy and personnel management.

This article is part of a series on coaching within organizations, ranging from an overview to methods and techniques for developing coaching skills among executives.

If you have any questions or would like to receive more information on coaching, we will be glad to communicate with you.

Maria Navarro [email protected]

In case of full or partial re-publication of the material, as well as the use of its fragments in the preparation of other articles, reference to www.trainings.ru is required.

is a facilitator »Personal Couching

Coaching is a means of assisting, helping another person to find his own solutions or moving him forward in any difficult situation.My task as a coach is to help the client achieve a high level of responsibility and awareness at the deepest levels of consciousness in order to create and develop a trusting relationship between a person with his inner wisdom. It is important for me to organize the interaction of the client with his inner wisdom. My task as a coach is to take a step towards spiritual journey, inner wisdom.

John Whitmore

This definition very closely captures the essence of coaching.

Coaching is a process aimed at achieving goals in various areas of life.The term “coach” refers to the specialist who conducts coaching – the process of coaching consultations. The term “coached” is a client, in the role of which an individual person, a team, and an organization can act. Coaching takes the form of regular meetings, telephone conversations, or Skype conversations between the coach and the coached, called coaching sessions.

Coaching is a technology that moves from the problem zone to the effective solution zone, this is a system that allows you to see new approaches and opportunities, allows you to unleash your potential and “put things in order” in various areas of life.

The individual coaching process is personal conversations between a client and a coach, which are built on the principles of partnership and in such a way as to help a person achieve his goals and success in his personal and professional life. Partnership implies that we are equal: the coach is responsible for the process, and the client is responsible for making their decisions, all changes made in the coaching process and actions. The coach does not give recommendations, advice and does not teach how to live, but helps the client to find the best options for solving various problems and getting out of difficult situations.

Thanks to coaching, a person learns to see and lay out clear goals in life, solves the tasks before him on the way to achieving them, regardless of what areas of human life they are manifested in: business, career, self-knowledge, interpersonal relationships, family, physical health, leisure, finance, while achieving the greatest realization of their abilities and capabilities.

A coach helps people move from where they are in their lives now to where they want to be.In other words, the coach’s job is to help you make those changes in your life that will make it possible to get from point A to point B.

The coach inspires and motivates you, and most importantly, supports you on the way to achieve the results you want until the moment of their implementation.

A person decides for himself which topic to address to a coach. The coach will always help if the request is unclear or not formulated. But the main character is you, and you are the Creator of your reality and all changes, the coach helps you to come to them.

If necessary, the coach gives homework between sessions, and also teaches techniques or methods during the sessions so that after the session you continue to work on the situation on your own and have the tools to help yourself in the future.

Disco Crash Coach translation of lyrics

Also known as I am your coach – you are my coach, we are each other coach-coach lyrics.

English translation of Coach by Disco Crash

I’m your coach, you can do anything.

Stress, make progress.

The stone is hard and the first snow is white.

Believe in yourself, you will succeed.

My advice: change your thoughts and habits.

The water is wet and the sugar is sweet.

Look for secrets and keys to success.

Don’t forget the most important words.

Between us magic and forever go cold.

We are happy when we sing the familiar words.

Oh-Oh, together forever, day and night.

Oh, but don’t forget, I’m your Coach.

I’m your Coach, you’re my Coach, we’re each other’s coach.

I’m your Coach, you’re my Coach, we’re each other’s coach.

Each other coach other other coach coach.

Each other, we each other the coach-coach.

Coach coach. we’re each other’s coach.

Coach, I’m your Coach. feel my power.

Brain, I can’t.

I don’t need your borscht, I need the soup, I need the sport.

Pouring sweat. You need a abs, not a belly.

Day and night I’m yours, you’re my Coach.

I’m your boss, your personal growth.

Three times faster, you’re in high demand.

Truth not lies, and now not forever.

The light shines, water is wet water.

Bought tickets, Packed date.

If you want to be the smartest and richest.

Follow me and you’ll be in front.

Are you ready to climb to the very height?

Between us magic and forever go cold.

We are happy when we sing the familiar words.

Oh-Oh, together forever, day and night.

Oh, but don’t forget, I’m your Coach.

I’m your Coach, you’re my Coach, we’re each other’s coach.

I’m your Coach, you’re my Coach, we’re each other’s coach.

Each other coach other other coach coach.

Each other, we each other the coach-coach.

Coach coach. we’re each other’s coach.

More translations of Coach lyrics

Music video Coach – Disco Crash

Master class “If you can dream it, you can do it” / Master class / Dnepropetrovsk, Ukraine / 18 January 2018

Do you have a dream or goal that you have been pursuing for a long time? For sure.Can you achieve it? Necessarily, if you adhere to some rules. At the master class, you will be told what to do and what to remember so that dreams do not remain just dreams, but come true.

• Why do some people live happy and fulfilling lives, realizing their dreams, while others continue to hope and dream
• How to implement your plans, despite the lack of funds, connections and opportunities
• How to get on your feet despite the circumstances

WHAT DO YOU GET?

• YOU UNDERSTAND WHAT IS HINDERING YOUR HAPPINESS
  Problems live only in our heads.All events are neutral – we ourselves figure out how to relate to them. You will learn to see what you can benefit from any situation that initially seemed problematic to you.
• LEARN TO BE MORE EFFECTIVE
  You get satisfaction from the fact that you have found a solution to your problems, you stop wasting time on empty worries and free it up for much more important matters and questions.
• STOP FLOWING WITHIN
  You start to implement what you have been putting off for so long.Become more confident in your abilities and begin to discover new horizons for yourself.
• GO FROM WORDS TO CASE
  You will be able to make concrete promises and build support for yourself and your partners. Create a mood and prioritize.

FOR THE MASTER CLASS EXPECT YOU:

• Practical tasks. Identifying stereotypes that conflict with achievement and happiness.
• Questions and problems of the participants of the master class.Analysis and solutions.
• Inspirational ideas and interpretations.

SPEAKER:

Daniel Radinovsky

Business coach, business and life coach. Founder, CEO and Leading Business Coach of DRC Consulting. Author of the training “Lackmus” and “Business Lackmus”. Specialization: corporate culture, staff motivation, personal efficiency. Worked with companies: Privatbank, AMF – Art Metal Furniture, Table and Chair, Exxon Mobil g.Novosibirsk, fotomag.com.ua, gold. ua, Sinta-D, coffeelife, etc. Personal mission: “tikkun olam”.

Learn more about trainer

90,000 Presentation in English on the topic “My new pet”

My new pet.

The aim of the lesson:

1.to develop the pupil’s ability in speaking English.

2.to consolidates studied vocabulary and grammar.

3.To bring up a well-educated person.

Visual aids; an interactive board, pictures, cards, table cards.

Methods; pair work, work with cards, pictures.

. Organization moment;
greeting; talk with a pupil on duty.

2. Phonetic drill.

Look at the blackboard, there is a poem.I’ll read, and then you are repeat after me all together.

My pet Cando.

He’s got big hands

and he can climb a tree.

He’s got big feet and

he can swim in the sea.He’s got big wings and,

he can fly to the sun.

He’s got big legs and

he can jump and run.

He’s got big eyes and

he can see at night. He’s got big teeth and

he can bite.He can do nearly everything but he can’t write, or read, or speak, or count, or do my sums

90,000 Employers – Adecco Russia

We specialize in business areas in the field of personnel management.We offer innovative solutions based on the individual needs of the Client in order to increase the level of productivity and competitiveness.

Our business models:

• KPO (Knowledge Process Outsourcing) – Operational outsourcing;
• BPO (Business Process Outsourcing) – Business process outsourcing.

Industrial Outsourcing – Industrial and Logistics

Reception, sorting of goods Inventory control Inventory Storage Distribution of goods in the warehouse Loading, unloading Picking and picking of orders Packing, unpacking, sorting Quality control Work on the line

Field Marketing Outsourcing – Field Marketing

Merchandising Services : Space Management Inventory Management Planogram Maintenance Product Display – Point of Purchase and Installation of Promotional Materials Salesforce Lighting Installation Outsourcing: Modern and Traditional Salesforce Outsourcing Ordering Items

Trade audit and promotion : Price, Display, control of shelf space Mystery Shopping Product demonstrations Promotion Tasting

Office & Admin Outsourcing – Office functions outsourcing

Reception area : Organization of the reception area Mail room Coffee lady Document flow Delivery service Payroll and control room: Fixed cost Compliance with the legislation of the Russian Federation Timely submission of reports Compliance with the Labor Code of the Russian Federation in full

RPO : Operational organization of the recruitment service Employee training Flexible pricing system The ability to outsource the entire function Office services: Operational organization of the service Availability of qualified specialists The ability to outsource any function

Temporary Staffing – Business objectives include seasonal customer demand, temporary spikes in production orders, workers on sick leave or maternity leave, and short-term, well-defined work such as a census worker.