Academic journal article American Journal of Pharmaceutical Education

Coaching Younger Practitioners and Students Using Components of the Co-Active Coaching Model

Academic journal article American Journal of Pharmaceutical Education

Coaching Younger Practitioners and Students Using Components of the Co-Active Coaching Model

Article excerpt

INTRODUCTION

Coaching techniques have been used in organizations to improve performance among teams. (1,2) Coaching also has been a tool for faculty development (3) and professional development. (2) Several health fields have reported the application of coaching in developing nurse leaders, (1,2,4-6) nursing staff, (4,7) medical residents, (8) dentists, physicians (3,10,11) students, pharmacists, and pharmacy leaders. (14) Coaching also has been used in reducing work-related stress and improving work-life balance. (15,16) Coaching models described in the literature include: peer coaching, (7,11,17) career coaching, (17) performance coaching, (18) professional coaching, (5) life coaching, (19) health coaching, (18) and Co-Active Coaching. There are several definitions of coaching. (6,18) Many of them imply that the coach helps the individual being coached accomplish his/her goals much more efficiently than he/she would have alone. The main difference between coaching and mentoring is that coaching deals more with getting desired results by holding the individual accountable to his/her pre-stated goals. ,6 In mentoring, there is more giving of advice and instruction and problem solving with the individual. (7,6) While there is some confusion and overlap in definitions of coaching and mentoring in the literature, in this paper, I discuss components of a coaching model for which I received training and have used in the professional development of younger pharmacy practitioners and students (hereafter referred to as "the coached").

Laura Whitworth, Karen Kimsey-House, and Henry Kimsey-House are internationally recognized pioneers in the coaching field and cofounders of The Coaches Training Institute (CTI). In collaboration with Phillip Sandahl, cofounder of Team Coaching International, they created the Co-Active Coaching[R] model to help coach people toward success in work and life. The Co-Active Coaching model can be applied to any aspect of the young practitioner's or student's life, career, or business. The model engages the individual in such a way that the answers and solutions come from the coached and not the coach. (22) The art of coaching an individual so that he/she can find the strengths and talents that already exist within and apply them to goals and life involves excellent communication skills. The Co-Active Coaching model requires the coach to do the following for the coached: (1) develop a connection; (2) listen and communicate effectively; (3) keep the end goal in sight; (4) ask powerful or impactful questions; (5) build his/her self-awareness and self-esteem; (6) recognize his/her whole life; (7) acknowledge efforts and accomplishments; (8) identify limiting beliefs; (9) hold him/her accountable; (10) debrief his/her learning; and (11) encourage him/her to celebrate accomplishments. (22) Many young practitioners, faculty members, and students would like to have some form of support to help accomplish their career goals through professional and leadership development. Pharmacy educators are ideal candidates to perform this role and coaching is one way to accomplish this in any individual or organization. (1)

SOME ELEMENTS OF THE CO-ACTIVE COACHING MODEL

Develop a Connection

The coach must first develop a connection with the coached; however, how this is accomplished will vary from person to person. (19,22) It may be their mutual strengths or style similarities when approaching circumstances or situations. It may be a mutual hobby or an inspirational person both admire. Whatever brings resonance into discussions can help to establish a connection with the coached and create "buy in" to the coaching relationship. According to John Maxwell, many individuals will buy in to you first before they buy in to your talk. (23) Share your story. How did you get to where you are today? Be enthusiastic, respectful, and supportive. (10) Young practitioners appreciate the real-life struggles of a senior practitioner. …

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