什么是辅导？ 辅导的类型和目标人群 3阶辅导模型指出了辅导的主要步骤

什么是辅导？

Krauthammer执行委员会成员同时也是资深教练Ronald Meijers先生说：
“辅导这个词就字面而言太过术语了。”
我们将其定义为个性化的引导，也可以称作行为观察，因为辅导总是一种面对面的交流。
辅导的目标是实现个人业绩和自身发展的双重进步。
辅导对象和教练之间有一种“全面的”、彼此信任的关系。教练要不遗余力的对其进行激励、刺激和指导。由于辅导而带来的改变，会打破我们的舒适感，甚至会使人感到恐慌。所以信任是首要前提。

教练必须绝对的正直无私、积极主动、坚韧不拔并有怜悯之心。
首要的是巩固优势并创造有意义的成果。

Krauthammer高级顾问、《Le Petit Manuel d’Auto-Coaching》的作者Philippe Bazin先生补充道：
“在我们成长过程中有许多重要阶段，可以想象，我们是别无选择的，因为环境支配着我们的行动。
教练的作用是帮助辅导对象重获责任感，并开拓新的可能性。
辅导的转化性力量在于一个和我们的人性紧密相连的重要观念——负责任的自由。”

辅导的类型和目标人群

英国辅导机构将辅导类型综合分为以下几类，并做了明确说明：商务、管理、业绩、技能以及个人辅导。

Krauthammer将其表述如下：

• 针对高层管理者及合伙人的辅导
  在战略和行为的优势上提供帮助。
• 针对高层管理者/合伙人团队的团队辅导
  作为文化转变及战略重新定位的一部分，而进行的同步辅导。
• 针对资深管理人员和专业人士的辅导
  旨在提高个人业绩。
• 针对资深管理人员和专业人士的实施辅导
  作为企业关键倡议的一部分，对实施起到促进作用。

3阶辅导模型

Krauthammer大学的辅导学院开发出了“3阶辅导模型”， 根据辅导对象的需求和成熟度制定辅导步骤。
我们所说的成熟度主要是“胜任能力”而不是年龄或级别，虽然也可能与此相关。

下面我们列出了辅导对象的成熟度级别，以便准确定位辅导过程，从而达到最佳效果（挫败和损耗力求最低）。

案例
Angela原是一名高级财务经理，她的新职责是负责人力资源管理方面的工作。
适应期辅导将帮助她学习一些新领域所需要的专业技能。她虽然具有现成的管理经验，但现在却要管理一个远程国际团队。那么她需要转型期辅导学习一些交流技巧，（她在电话上的表达还有待提高），尽管她应对复杂战略的能力很强。

自发期辅导 –学习如何自我辅导并达到新的高度——释放和发挥自己的潜能。

How to ensure impact coaching?

The top 8...

1. Know - and act upon - the fact that there is a business case for coaching even at boardroom level and that employees expect to see it
2. Ensure that coaching matches maturity – we define 3 levels...
3. Ensure the training of your coach or coaches has included live observation of their ability
4. Ensure that your coach or coaches possess the self-discipline to honour their role of guide and facilitator (rather than ‘director’)
5. Ensure your coach is fit for the role by receiving regular coaching
6. Ask and answer vital questions with regard to meaning, willingness and ability
7. Ensure that the ‘problem’ rather than merely its ‘symptoms’ has been correctly - and compassionately - framed
8. Install the concept of the ‘manager-coach’ in your organisation - identify what can be delegated, to whom, and why.

Choosing an external coach

Whatever your objectives in seeking a coach, or your choice of partner, we propose the following pre-requisites:

• Self-discipline. The coach is a guide – a facilitator.
• ‘Being’. Integrity and exemplarity are cornerstones of a coach’s credibility.
• ‘Thinking’. How the coach gathers and processes information.
• ‘Acting’. Coachees demand from a coach that he or she listens actively...

Some of these elements may seem contradictory – providing a clue as to why a talented coach is such a rare species and why rigorous training and ongoing perfection and feedback are essential. So the coach, whose fi rst task is to ‘know him or herself’ has the responsibility to be fit for the role, seeking and taking on board the feedback of coachees, peers, and his or her own coach.

The output

Thanks to this rich tapestry of attributes the coachee will experience the following 6 forms of output from his or her coach.
In what ways could you, your coach or coaching potentials, apply these perspectives?

The coach/coachee relationship

“Trust means making yourself vulnerable to the actions of another party based on the expectation that the other will perform a particular action that is important to you”
Dr Fréderique Six, quoted in ‘Trust and Trouble’ Krauthammer, November 2003

Trust is the cornerstone of coaching. As well as all the aforementioned qualities, trust is built upon good chemistry, the commitment of both parties to process and outcome, a clear sense of mutual benevolence - being valued as an individual – (‘seeing the individual behind the behaviour’) and sincerity.

Pre-requisites

Self-discipline. The coach is a guide – a facilitator. 
Guiding, (as opposed to directing), demands high self-discipline – impulse control. So the coach seeks the feedback of the coachee, taking it into account, encourages the coachee to express him or herself fully, spontaneously self-questions and admits mistakes, responding to objections with well-put questions. New research by Krauthammer indicates that employees seek such behaviour from their managers – and by association, from coaches. Obvious? The research highlights serious gaps between the behaviour employees seek, and what they actually experience. Self-discipline is difficult.

‘Being’ In terms of core attributes, integrity and exemplarity are cornerstones of a coach’s credibility.
Compassion is essential, too, blended with the courage to face and communicate tough observations using ‘positive confrontation’. Useful too is a certain charisma. Finally the coach must be available. This means installing - and respecting – the space for coaching sessions and ongoing contact – and that during these, the coach is engaged and alert.

‘Thinking’ How the coach gathers and processes information.
We propose a blend of analytical skill, the ability to install structure, with an ever-present focus on the goal. The coach must be perceptive - detecting what is hidden, and creative, thinking laterally, uniting contradictory information, recognising patterns, hypothesising with the coachee in a compelling way, transforming insights into pragmatic solutions. Furthermore the coach must contextualise and interconnect – taking into account the environmental factors of the coachee – (mapping his or her stakeholders, linking the coaching to organisational or departmental strategy, taking, for example, a systemic approach). A gift for self-expression is vital, handling language with sense and meaning, resonating with the coachee.

‘Acting’ As we see, coachees demand from a coach that he or she listens actively, taking verbal and physical signals into account, detecting hidden messages, probing with relevant open-ended questions.
Acknowledgement of a coachee’s message, act, or progress, is vital – as is praise. A pragmatic approach translates into the act of making actions and resolutions concrete. Finally, the coach is a motivator – helping the coachee to recall the big benefit at hand and to resource him or herself, especially in the face of difficult feedback, or slow results.

How can we frame and structure a coaching process to maximum effect?

Three conditions are essential to kick-off a coaching process:

1. the company’s awareness of the stakes with regard to an individual,
2. the individual’s awareness of his or her challenges,
3. the choice of coach.

Defining the problem.
The craft of uncovering the real problem – the journey from symptoms to causes, questioning assumptions, synthesising conflicting insights into an accurately defined ‘problem’ or ‘diagnosis’ distinguishes a master coach from an apprentice.

Our image of reality is unique to us and dictates our behaviour (our ‘filter’). As preconditions for successful coaching, three ‘filters’ are active; related to meaning, willingness, and ability.

Meaning.
Coach and coachee ask themselves: ‘do I know and understand the aim of this?’ As for a GPS system, an aim demands a point of departure – a clear picture of the current actual situation. Most difficult to evaluate – and most common - is behavioural competence. Many tools can help here

Willingness.
The coach asks him or herself: ‘do I really want him or her to succeed?’, asking the coachee: ‘do you really want to do this?’ Supporting ‘wanting’ is also ‘enjoyment’. Coaching should be an inspiring co-production, rather than a stultifying and solitary journey.

Ability.
The coach asks him or herself: ‘Does he or she have all the means to do this?’ Is the current actual situation clear enough for a good roadmap? Are we truly available? (Eg: are monthly sessions planned?) Next, the coach asks the coachee: ‘Are you able to do it?’ To what extent has the belief: ‘I don’t believe this shift is possible’ become a resolution: ‘I know it is possible, and I already have a fair idea of the action I need to take’. Knowledge which will be refi ned and enriched over time.

From these three questions comes another:
Do we agree that the challenge is...?
On the basis of this final ‘diagnosis’ we now find solutions. For example, how will the coachee ‘act his or her way into a new way of thinking’? If Anne has difficulty managing her time, how can she concretely change the reflexes associated with her belief that ‘everything must be done yesterday’?

Using the empowering ‘what do you propose?’ method, coach and coachee now find answers related to the questions of meaning, willingness, and ability.

Related to meaning is the act of determining the coachee’s challenges. This demands concrete and mutually agreed objective-setting – giving sense to the action. How operationally this is done depends upon the coachee’s ability to self-coach – (‘three phased coaching model’).

Related to willingness - is the act of defining the desired future state of the coachee, its benefits, how it might feel. The coach reminds the coachee of the values and principles of their relationship – for example, if a value is ‘we express our needs’ one principle could be that the coachee should ‘raise his or her hand’ if blocked.

Related to ability - both coach and coachee must be clear of the responsibilities each has. The responsibility of the coach is to guide and to help – ensuring he or she is available and competent to ‘fi nish what we started’. An important point - especially if the coach is also the coachee’s manager. The coachee’s responsibility is to fully commit to putting the best of him or herself into the process - keeping an open mind.

Answering these three questions leads to two benefits – installing the positive inner attitude of the coachee – the ‘can do’ belief, and conditions under which both parties can work on the strong points of the coachee.

We finally install a ‘concrete incentive for movement’ – and with it, action. Regular ‘evolution sessions’ allow both parties to review successes, take resolutions on how to build on these, share images of strong points and points for improvement, and revisit objectives. Both parties ensure the process stays on track, securing help, and creating new ‘movements’ or actions.

Find out more about Krauthammer driving principles of the coaching process

Coaching tools

Tools such as 361° analysis are recommended and offered by Krauthammer in the initial phase of the intervention, and after.

• The ‘Self-Piloting Dialogue Approach’ comprises a list of self-created questions (we provide a toolbox of 40 examples), a list of minimum 8 trusted advisors from 3 different categories (N+1, N and N-1). The coachee invites and interviews. Then after having answered the questions him or herself, s/he creates a synthesis for the trusted advisors and the coach.

• Our ‘4LS evaluation’ benchmarks the observable behaviour of training participants through the window of 64 management and leadership competencies. Each competency is declined into four 4 observable descriptions - organised according to 4 levels of functionality – ‘disqualifying’, ‘penalising’, ‘operable’ and ‘exemplary’.

• Finally the Krauthammer assessment centre, in English, French and Dutch, is a live observation platform conducted at Krauthammer premises, using situational scenarios to provide a comprehensive evaluation of the coachee.