Coaching book

["outcomes and several variables, including self-esteem, internal locus of control, self-efficacy, emotional stability, hope and general well-being. (For a detailed overview of these studies see: de Haan, 2021.) If we look at these variables, and for a moment let go of the questions of detailed definitions, we may see a parallel between the dimensions of the Mental Toughness framework and these concepts. In his book Erik de Haan mentions that the intercorrelations of these measured concepts could point at a more general underlying factor behind these variables. Could that be the mental toughness of the coachee as it is measured by the MTQPlus? Almost certainly. 4. Process Coaching is a conversation, meaning that both the coach and the coachee is active in framing and creating the process. The better the conversational skills of the coachee, the easier it will be to get to results. These skills can be learnt and improved. Regardless of the current skill levels of the coachee, it is important for the conversation to be as free and unconstrained as it can be. How can a coachee take a step towards that thorough preparation? They may consider what might be their expectations on these issues and offer them to the coach before the session. This way, indicating to the coach their preferred way of communication. Alternatively, we could say that the coachee should prepare to \u201ccontract\u201d for the preferred ways of communication e.g., how 41","she wishes to be in a conversation with the coach. Of course, the coach may not follow this, as some of those may be linked to the issue that the coachee needs to work on, but they could provide a starting point for the whole coaching process. Vignette from practice Once I had a coachee who had shown strong signs of introversion. He was silent, withdrawn and rarely spoke for a long time during his meetings. He was a brilliant thinker, a magician, when it came to the company\u2019s data. His CEO wanted him to have an even stronger impact on the company as his thoughts and ideas deserved a wider audience. In the beginning of our coaching process, we had a contracting session where he told me that having a longish one-on-one conversation is unusual for him in a company setting. He told me that although he is interested in developing, I should not count on an engaging conversation, as he likes to take time to reflect on the issues at hand and to come back with a proper answer, not an impulsive, immediate one. Having accepted that, we started our conversation. This eventually led us to challenge this behaviour and help the client develop his interpersonal skills. 42","3 MENTAL TOUGHNESS COACHING \u2013 THE 4Cs With Control, you will have a \u2018can do\u2019 spirit. With Commitment, you will achieve. With Challenge, you will stretch yourself. With Confidence, you will know you can do it. As we have focused our attention on the broader aspects and learned some of the basics of the 4Cs Mental Toughness concept in the previous chapter, we will now investigate in more detail the 4Cs of Mental Toughness and what each means in practical terms for the coach and coachee. On completion, we introduce you to several tools to: \u25aa support the development of self-awareness, \u25aa have a helicopter view of our own and others behaviour, and \u25aa understand the feelings that drives this. Many of these tools and techniques may already be known to the coach. Here we seek to show how they interplay with the 4Cs Mental Toughness concept and bring that into the coaching approach. The 4Cs are described in terms of the 8 factors. Their relevance is this: They describe the different components of our mental responses to everything we do. This helps us to understand to a significant extent why we act the way we do and often why we feel the way we do when things happen. As individuals, we are often concerned about understanding why someone with equal abilities, experience and education can do something I cannot or can do something better. 43","There may be other parts to the response to this question, but a large part of the answer lies in \u201chow I think when something happens\u201d. If my pattern of thought is different to another when an event occurs, then it is very often the case that my behaviour and my emotional response will be different to that of the other person. And this is what the coach seeks to achieve with their client. What is it in my make up that hinders me or helps me when it is important for me to do something. CONTROL Introducing a mindset of self-worth. Samantha Sloan In this section, we focus our attention on the \u2018Control\u2019 construct of the 4Cs model. How as a coach we can encourage and challenge thinking and develop self-awareness and enable valuable insight. Also, what questions and strategies can we ask to enable that? The control construct is where individuals believe they have a sufficient degree of control over their lives, circumstances and situations to be able to achieve most or all of what they need to achieve. Individuals with a high sense of Control, possess a strong sense of self-worth and believe they can shape or strongly influence what happens to them. They tend to have a can-do attitude and they can manage feelings and emotions in a way that channels them to support that sense of self-worth. 44","Individuals with a low sense of Control believe things happen to them and they don\u2019t influence or shape enough of what is around them to be able to do what is important. They tend to easily find reasons for what they can\u2019t do and will allow their emotions to dictate their actions and the decisions they make. Research shows that they tend to be more easily stressed as a result. The Control construct helps us to understand how we make decisions, manage our emotions and our mindset and attitude towards them. In other words, is the client\u2019s glass half full or half empty? 1. How as a coach can we understand, explore and apply this construct? As with each of the 4Cs the coach should understand how this construct works. The 8-factor Mental Toughness framework and the MTQPlus assessment helps us to do that. Together the framework and the assessment provide a reliable platform from which to create conversations and develop insights, not for us as the coach to \u201ctell\u201d the client what we think, but rather for the client to \u201cdiscover\u201d this for themselves - with a coach\u2019s support. How many of us then are truly in control of our own destiny and how many of us have a plan A, B or even C for life and stick to it? Maybe a few but most change their path. The Greek philosopher Heraclitus was quoted, \\\"change is the only constant in life.\\\" What events like Covid-19, the Ukraine war and the 2008 financial crisis have taught us is that, even if we think we are in control, we are not fully in control of everything. So how does 45","this affect our mindset and behaviours when things don\u2019t go to plan? This can then determine what happens next or even which direction we then go in. Tools that we can use as a coach to challenge this appear in Chapter 4 immediately after the chapters on the 4Cs. 2. All my best laid plans have gone awry. So, what next? Why do some people thrive, and some others barely survive in these testing times? When we feel we have little choice or influence over a situation, our frame of reference can shrink, and we can then perceive we have few or no alternatives to move forwards. Fight, flight, freeze is then in play!! \u25aa How does this interplay with our emotional state? \u25aa How does this affect us and affect the outcome of the decisions we make? \u25aa How do they differ from the original plans A, B or C? When we are in an emotional state, the thinking parts of our brain can switch off. This can impede how we progress, which can affect the decisions we make and how we approach what we do? \u25aa Who do we choose to speak to currently? \u25aa Do they reinforce or challenge our thinking? \u25aa Do they confirm our choices or biases, or do they challenge us? When I say reinforce, I mean do they confirm our choices or biases or do they challenge us. 46","Choose wisely!! We will now look at examples of behaviours which are often associated with different levels of Life Control and Emotional Control. Life Control and Emotional Control are not behaviours, they are metacognitive elements. We use behaviours to bring understanding. 3. So, what exactly do we mean by Control? Control is the extent to which a person feels they are in control of their life. Some believe that they can exert considerable influence over their environment, that they can make a difference and change things. In contrast, others feel that the outcome of events is outside their personal control, and they are unable to exert any influence over themselves or others. Things happen to them. They can be fatalists. This means for example that, at one end of the scale, individuals feel their input really matters and they are motivated to make a full contribution. Life Control High Levels (Stens 8-10) The more mentally tough in terms of this scale are more likely to believe they have sufficient control over themselves, their lives and their circumstances to be able to enough what they need to achieve to be content. They feel that their plans will not be thwarted and that they can make a difference. It\u2019s that sense of being worthwhile where you might know that you don\u2019t have the skills or knowledge at the time but, when 47","needed, you are perfectly happy to try. This is where the sense of \u201ccan do\u201d sits. Those with high levels will normally feel that they can have a major influence on their environment. They rarely feel that they are just \u2018going through the motions\u2019, believing that what they do makes a real difference. They will generally be able to differentiate between what they can do and what they really can\u2019t. They will accordingly be effective at prioritising, planning and organisation enabling them to direct their efforts to areas of most need. Medium Levels (Stens 4-7) These believe that what they do will make a difference much of the time, but may, on occasions, see themselves as struggling to feel that they can really do it. They may occasionally feel that events are overtaking them, that they have taken on more than they can reasonably handle or that they have adopted the wrong priorities, especially when circumstances change. These are people who might work steadily for long periods with significant success but who will occasionally appear to reach an impasse. For the most part, they can cope with work and with life but can be worn down. Low levels (Stens 1-3) These may not believe that what they do really makes a difference, sometimes feeling that they are simply \u201cgoing through the motions\u201d. These individuals may feel they are not really in control of 48","their destiny but are more at the mercy of events and the people around them. They can often undervalue their contribution to the organisation or to whatever they are involved with and can dismiss their achievements. Emotional Control High Levels (Stens 8-10) The more mentally tough in terms of this scale are better able to manage their emotions. They can keep anxieties in check, are less likely to reveal their emotional state to other people and are better able to channel their emotions productively. Those with high levels tend be seen as unflappable even in moments of crisis or chaos. They are not prone to undue worrying and tend to be able to control their anxieties. They can maintain poise and are unlikely to \u201close their cool\u201d, even in stressful situations. They can be effective at bringing calm to a troubled individual or group. They may not show their true feelings to other people, masking behaviours that reveal their inner state. This can lead to \u201cbottling\u201d things up which may not always remain bottle dup depending on other aspects of their mental toughness profile. Medium Levels (Stens 4-7) Whilst they may worry about important aspects of their lives, these are able to keep setbacks, irritations and obstacles in proportion. They will normally remain cool, calm and collected but from time to time they may have difficulty in controlling their emotions. They can cope with the stressors and pressures of work 49","and with life but, when this is prolonged, can be worn down. They will need opportunities to refresh their batteries. Low levels (Stens 1-3) These tend to be quite anxious individuals and may worry unduly about what they are doing and what they are asked to do. Research indicates, they can overthink when approaching even a simple task. This can mean they have little emotional or mental energy left when the time comes to tackle the task. They may often find it quite hard to relax. They may find it a little difficult to control their feelings and will reveal their emotional states to other people. They tend to be anxious and are more easily upset than most. Examples of responses include sulking when things don\u2019t go their way and showing a reaction when criticised even then this is a positive criticism. 4. How we can initiate a conversation around the Control factors Sample interview questions which can start a discussion about one or both control factors include: FACTOR: CONTROL Life Control \u25aa Are you able to deal with all you have to do? \u25aa What presents the biggest challenge when you have to do something important? \u25aa To what extent do you feel in control of your life & your emotions? Is it enough to achieve your objectives? \u25aa What has felt out of your control until now? How can you extend your circle of influence and bring some of this under your control? 50","\u25aa Some of your reality will remain out of your control. How will you deal with that? \u25aa What can you bring into your control to ensure that you will succeed with your chosen path? \u25aa How do others, who are no different to you, do what you have found hard until now? \u25aa How do you approach things that aren\u2019t part of your plan? \u25aa What do you do when things go wrong? How does that help\/hinder you? How does that impact those around you? \u25aa How well would you say you prioritise, plan and organise? \u25aa If you had a magic wand, what would you want your life to look like? \u25aa What would you be doing? \u25aa What is stopping you from having that now? \u25aa What events do you avoid? Why? \u25aa When things are not in your control, how do you deal with those situations? Emotional Control \u25aa How do you usually respond when you\u2019re under pressure? \u25aa How would others describe you at those times? \u25aa Do you ever sabotage yourself? What form does that take? \u25aa Who do you speak to when you are emotionally charged? \u25aa Why do you choose that person? \u25aa How do other people respond to you when you are emotionally charged? \u25aa What are your triggers \u2013 what can you be particularly sensitive about? \u25aa What kind of things cause you to feel stressed? \u25aa What do you notice about your behaviour when you\u2019re under stress? \u25aa What patterns do you notice? Describe how this affects you \u2026. and others \u25aa What strategies do you use to manage your emotions? \u25aa Why have you chosen them specifically? \u25aa What emotion do you feel the most? \u25aa What do you do when you feel anxious? \u25aa How do you get yourself back to a good place? 51","\u25aa How well does this approach work for you? \u25aa Describe what you allow to affect you? \u25aa In what way does this behaviour help you? Table 4 \u2013 FACTOR: CONTROL - Sample Interview Questions Exercise 1 How the Control element can be very nuanced Focusing on the Control factors, we see below the Control profiles for two individuals who have the same level of overall Mental Toughness and Control but quite different levels of Life Control and Emotional Control. This is not unusual. All 8 factors are independent factors. \u25aa What might emerge as the behavioural differences between the two? \u25aa How might you coach each to work more effectively with the other, if they were team members? Fig. 3 \u2013 Sample MTQPlus Report \u2013 Control Scale The first step would be to help each person make sense of their own profile and what the data reveals for them e.g., does it validate their own thoughts or does it illuminate a potential blindspot. 52","Then explore how they might see and respond to those who are different to them. The point here is that the 4Cs Mental Toughness framework and the measure provides a valuable starting point for an insightful discussion. A Control Case Study Example from Groups and Individuals: This data has been collected from a large sample (33) of people training to be Coaches through the 123 People Development Coaching with Purpose Programme. Each person completed the assessment at the start and on completion of the programme. This enabled 123 People Development to assess distance travelled over a 4- 6-month period. Developing their mental toughness and their sense of Control was a feature of the programme with the MTQPlus assessment becoming a core tool within the programme. Fig. 4 \u2013 Sample MTQPlus Group Report \u2013 Control Scale The light colours indicate before, the dark after. It is possible to observe a significant shift in the overall score. Taking each of 53","the factors in turn. LIFE CONTROL As can be seen, there is a significant shift in the patterns of MTQPlus assessment Sten scores. Fig. 5 \u2013 Sample MTQPlus Group Report \u2013 Life Control Scale One interesting consequence of enhancing the sense of self- worth was that some of the members of this group recognised that not only did they feel they had the power to take a bold step, they also took it. For example, three of the group resigned from their jobs to take up self-employment or to take a job with which they felt more aligned. Within this group, we also saw a shift in their Confidence in Abilities (their self-belief) and their Risk Orientation (openness to opportunity)! Illustrating perhaps how changes in two or more factors can interplay to produce interesting and surprising outcomes. In terms of their experience as budding coaches, each acknowledged that it gave them greater confidence to challenge the coachee, especially when exploring the coachee\u2019s life control and what they could influence. They challenged fear more 54","readily as they themselves were less fearful! For them as a coach, their fears had been addressed which contributed to a sense of self-efficacy to be able to develop others to fulfil their potential. EMOTIONAL CONTROL Emotional Control is a factor that often interplays with the other factors in many ways. Again, we can see a shift in levels of Emotional Control over the course of the programme. Fig. 6 \u2013 Sample MTQPlus Group Report \u2013 Emotional Control Scale The feedback from participants from the \u2018Coaching with Purpose\u2019 programme is that participants learn a great deal about themselves, not just in their coaching practice or their job. This includes their sense of purpose, what drives them, what are their values as well as being aware of what are their big challenges. All of this can have an emotional impact and through that on our performance in life or at work. When we ask the participants what they attribute the shift to, we get time and time again that they feel more confident and in control, again we can see how those interplay with other factors. 55","COMMITMENT Introducing a mindset of reliability. Paul Lyons Defining Commitment within the context of Mental Toughness. In this chapter we explore the Commitment construct. Within the 4Cs Mental Toughness framework Commitment can be said to be about purpose and achievement of purpose. It measures the extent to which an individual is prepared to set or adhere to goals, targets and promises and once made, the extent to which they will work as hard as they can to deliver on them, whatever the setbacks, challenges or alternative opportunities they face. As with each of the C\u2019s, Commitment comprises two factors, namely: 1. Goal Orientation \u2013 describing the extent to which an individual has a sense of purpose \u2013 they understand what it is that they should achieve and why that is so. This means that they are likely orientated towards setting goals and targets for their activities or alternatively being motivated by others setting goals for them. 2. Achievement Orientation \u2013 describes the extent to which an individual is likely to persist with their attempts to achieve a goal or task. Individuals differ in the degree with which they remain focused on their goals with some easily distracted, defeated or their attention diverted to competing goals, whilst others are more likely to be 56","resolute and persist until successful. Typically, they will be more aware of the way goals are achieved. As Coaches we can assist our client to achieve greater self- awareness by helping them understand how they respond mentally within these definitions and how and why this works or alternatively doesn't work for them. Given that helping a client to be clear about their goals is a key aspect of almost all coaching processes, the Commitment construct has a special relevance for the coach and the coaching process. Its importance lies in understanding the mindset clients attach to their goals and plans to succeed and then follow through and make things happen. An individual who scores at the high end of the Commitment scale can usually be relied upon to handle challenging situations and even when set tough goals, targets or deadlines, do what is needed to achieve their desired outcomes. Alternatively, an individual at the other end of the Commitment scale towards the low range will likely be not as motivated to achieve and less likely to push through distractions or diversions to get done the stuff deemed as necessary. What does a Commitment mindset mean for the individual when managing their world and their relationship with others? The Commitment construct provides a framework through which we can explore client\u2019s attitudes with regards to their motivation and their approach to goals and targets as well as purpose. Then to understand how some make the effort to achieve the task and others don\u2019t even when the purpose and the goal is evident. 57","Together, the subscale ratings on the two factor subscales enable exploration of how reliable and productive they are and can be. In general, an individual who sets goals and consistently achieves them will likely be a higher performer than someone who doesn't. They are likely to be more disciplined and focused in completing the tasks without being distracted or diverted. During my coaching assignments I observe that coaching clients that score highly on commitment tend to be more adept at managing their time, workloads and priorities. Often, they are sufficiently disciplined to use time blocking or time saving techniques such as Pomodoro to stay productive. Alternatively, those individuals with lower scores tend to reflect a mindset of being less concerned about goals and targets often adopting a \u201cwe\u2019ll get there when we get there\u201d approach or even lacking an appreciation of why a goal might be important. This apparent focus on the journey rather than the destination then invariably results in a lack of consistency in delivering the outcome because the individual appears to attach less importance to achieving the outcome. It is likely that visualisation plays a part here. Those who can visualise what the outcome could or should be are more likely to understand what the purpose is and to be able to set relevant goals. If they can create a mental picture of the goal, they are more likely to be motivated towards achieving goals than those who can\u2019t \u201csee\u201d the goal in their minds. It is also likely that an individual with higher Commitment scores benefits from better outcomes from anxiety and stress because they can manage their emotional and mental capacity 58","to cope with a range of projects or situations. This in turn positively impacts their wellbeing, allowing them to maintain healthy routines through better sleep, diet and exercise. However, on occasion I have worked with individuals who connect their lack of goal orientation with experiencing lower levels of stress because they are not accountable for those goals. Accountability is something which is often associated with Life Control \u2013 the sense of self-worth which generally means that you believe you can do it. If you fail, it would be down to you. This illustrates neatly the way that different factors can connect to explain different behaviours. One of the most sought-after qualities by employers (and life partners) is \u201creliability\u201d. If you believe you can count on an individual to consistently fulfil a promise or demonstrate commitment, this can help to develop trust. As this relationship between reliability and responsibility strengthens over time an individual will likely also raise their aspirations and \u201craise the bar\u201d setting higher goals and more challenging targets. Perhaps working SMARTER to achieve them. In an organisational sense, team members with differing mental approaches in terms of high and low levels of commitment can be effective and complementary colleagues when working together. One being prepared to do what it takes to deliver a demanding task and the other more driven by envisioning the purpose and likely outcome. Typical issues that coaches might encounter which derive from low, medium, and high scores in the Goal and Achievement Orientation subscales within the \u2018Commitment\u2019 Factor. Goal Orientation 59","High Levels (Stens 8-10) \u25aa These individuals tend to have a strong sense of purpose. They have a clear view of what is important. They will readily set goals to define what they should achieve. These goals can be an important source of motivation for them as they can visualise what success looks like. \u25aa Generally, such a person likes to know what is expected of them and they relish the opportunity to be measured and tested in situations. \u25aa They can be good in a team environment because they set high standards for themselves and others to follow and they will do everything they can not to let others down by falling short. \u25aa However, it\u2019s important for such an individual to also recognise and be sensitive to the fact that many of their colleagues may not always be as motivated to work to similar goals or standards. Medium Levels (Stens 4-7) \u25aa Individuals within the medium range are usually motivated by and comfortable working towards non- extreme goals and targets whether these have been imposed or they have identified themselves. \u25aa They too can visualise what a successful outcome will be. \u25aa For the most part their mindset and working style is normal but issues and challenges may arise when they are subject to what they perceive to be extreme or unrealistic goals and targets. \u25aa If they feel they are being stretched too far and\/ or too often and are being subject to extreme pressure, then their motivation may suffer. 60","Low levels (Stens 1-3) \u25aa Individuals within the low range can for the most part feel intimidated by the pressure that working to goals and targets can bring. \u25aa Equally they may be unable to visualise what a good outcome would be and struggle to find their purpose. \u25aa Such a mindset can make it preferable to avoid such situations where goals appear overpowering or if pressed identify reasons for why goals can\u2019t be achieved rather than how they can be achieved. Achievement Orientation High Levels (Stens 8-10) \u25aa These individuals will generally do whatever it takes to achieve their goals, whether set by others or themselves. They find working to a goal exhilarating and derive satisfaction from completing their tasks. \u25aa They are characteristically resolute and tenacious, invariably working hard, able to stay focused, dealing well with obstacles or distractions. \u25aa Their high level of resolve and sense of purpose will likely enable them to prioritise effort and activities to sustain high levels of effort. \u25aa Whilst their productivity and reliability make this a desirable trait there are potential drawbacks with a mindset so focused on achieving outcomes, sometimes at all costs. \u25aa Their hyperactivity and likely direct style may not be appreciated by all, and many may not appreciate their consistently high work ethic and over achievement. 61","Medium Levels (Stens 4-7) \u25aa Individuals within the medium range will generally try to achieve their goals, whether they are set by themselves or by others. However, they can also give up more easily than many, especially when tired or facing too many setbacks and too much pressure. \u25aa They will not be easily distracted from their goals although this can happen. Others will see them as reasonably conscientious and reliable. They tend to like being seen as committed and can maintain reasonable levels of effort for moderate lengths of time. \u25aa However, greater levels of pressure and setbacks can stop them from achieving as much as they would like to. \u25aa Sometimes this can be situational as they experience an abnormal workload or difficult personal circumstances that prevent or affect their normal levels of operation. Low levels (Stens 1-3) \u25aa Individuals within the low range will generally give up more easily than most when given tasks and activities, especially where there are likely difficult challenges or fairly high levels of pressure. \u25aa They will likely find working to a goal stressful and since it\u2019s unlikely to be a source of satisfaction they will often give up easily. \u25aa They may find it difficult to maintain focus and concentrate for more than a short period. They can often feel tired or defeated after a moderate amount of effort or faced with a few setbacks or obstacles. 62","Exploring the MTQPlus results with our client to ensure self- awareness as it relates to Commitment and agree on relevant development strategies and approaches. So long as we understand the MTQPlus results and what they mean we can create rich and powerful conversations. As we have seen in the descriptions of both Goal and Achievement Orientations for low, medium and high on the scale, Commitment is an important C to assess one\u2019s mindset around being productive through goal setting and focused application and avoiding distractions and diversions. A Commitment Case Study In this example of a recent client\u2019s results the measure provided a rich seam of data with a mid-range Sten score of 5 for Goal Orientation and a more mentally sensitive Sten score of 3 for Achievement Orientation. The nature of the engagement sets the narrative and in this situation the client was experiencing frustrations in their work and life around their inability to get things done on time. They sought validation from the MTQPlus measure about why this might be the case and if so some practical development strategies to follow. In preparing for our conversation, I undertook the following: \u25aa Forwarded the results to the client and asked them to read and digest the MTQPlus Development Report and reflect on this. \u25aa Understood that the client had a mid-range Overall Mental Toughness score of 5 meaning for the most part they were as mentally tough as most people but that 63","they could sometimes experience situations of stress and pressure that would be difficult for them to manage and maintain control. \u25aa The outliers were Emotional Control at 7 and Achievement Orientation at 3 which could initially suggest a client with a calm and controlled demeanour, who would often mask their anxieties and other emotions from others. However, the Achievement Orientation score indicated that there may be an issue around completing tasks, making the effort to do so and struggling to maintain focus on the goal. At the outset of the engagement, the client stated that they found it difficult to complete tasks and were easily distracted. This became an area to explore in our conversation. In our initial conversation, considering the client\u2019s observations from the development report as well as their recent life experiences and current circumstances, we were able to quickly focus on the key issues. Note that in other assignments the client often doesn't have this level of self-awareness at the start and the discovery phase may need to be more in-depth. The output from the MTQPlus is only one source of information available to the coach \u2013 albeit an insightful and reliable one. The challenge is to gather information from our coaching conversation. I am generally seeking clues from my client\u2019s situation and their motivation - where are they now and where do they want to get to. This client made several key observations during our conversations. 64","1. That they had an ongoing habit of wanting to please their partner and employer and so invariably avoided setting boundaries around their workload or saying no to additional tasks or projects. 2. As a result, they took on too many projects for both their abilities, bandwidth and time available. 3. They didn't set clear goals, SMART or otherwise, or set priorities for what is important and \/or urgent. 4. They were easily distracted and lacked focus and didn't have any strategies to counter this. 5. This created a feeling of being overwhelmed and stressed as they didn't know what to tackle first. They couldn\u2019t develop a sense of achievement because they weren\u2019t completing projects or meeting deadlines. The MTQPlus results and especially the results of \u20185\u2019 for Goal Orientation and \u20183\u2019 for Achievement Orientation supported these observations which then became the catalyst for a commitment to action. We then discussed, agreed and monitored the client\u2019s commitment to: \u25aa Identifying the number of responsibilities, projects and interests and prioritizing them in terms of Eisenhower\u2019s\u2019 \u201cUrgent and Important\u201d matrix and what was neither and could be parked for a later date or shelved altogether. \u25aa Creating a checklist to determine the characteristics of project or responsibilities that should be accepted, delayed, or rejected. \u25aa Introducing and adhering to a SMART goals approach including attaching a realistic timeline to each project. \u25aa Introducing more effective ways of working to retain 65","focus such as the time management \u2018Pomodoro\u2019 approach. \u25aa Participating in regular accountability sessions from me for achieving the above. \u25aa Within a few weeks, it was evident that the client was making a real and sustained change to their habits and routines enabling them to make better decisions. This replaced a feeling of being overwhelmed with a renewed sense of purpose and achievement. This process continued over the next few months of working together. \u25aa It would have been appropriate, and I would have liked, to test the client\u2019s mindset again post these sessions but they felt this was unnecessary as they had made the changes. What\u2019s the Value Added? The question for me as a coach is what value in this case specifically, but other cases more generally does the Mental Toughness framework and the MTQPlus measure bring to the coaching assignment? In this case we could have acted purely on the client\u2019s perception and my ability as a coach to draw out all the relevant issues. By using the MTQPlus we scientifically validated the client\u2019s perception through the lower scores in the Commitment C sub scales. This gave the client, and me, confidence in drawing some conclusions and developing strategies that targeted improving goal setting and focus. 66","CHALLENGE Introducing a mindset of courage. Lorna Lawless \\\"Success is not final; failure is not fatal: it is the courage to continue that counts.\\\" - Winston Churchill. The previous chapter explored Control and Commitment, and how we, as coaches, can help coachees to understand and apply the model of mental toughness to improve self-worth, performance and well-being. Following this, we will focus on the Challenge in the 4Cs Mental Toughness model, and how we can use the MTQPlus as a coaching tool to help coachees understand how they mentally respond when challenging opportunities\/situations present themselves. Coachees often experience an increase in their aspirations when the skills of commitment and challenge are developed in tandem. They set bigger goals and push themselves further than before, knowing they can deliver on their promises and have the courage to be vulnerable enough to risk failure in pursuing growth. As with previous chapters, I will briefly outline some of the expected coaching benefits of using this framework with clients. I will also outline typical mindsets associated with the varying Sten scores of the MTQPlus to support your coaching feedback and session preparation. Understanding this mental toughness construct can help coachees identify areas where they could continue to expand their growth and potential areas of stagnation. 67","Embracing psychological skills around Challenge can help us deal with unexpected situations. Like other mental and physical skills, the more we practice, the better we get at being comfortable with the uncomfortable. By frequently stretching ourselves in small ways, we enable an effective response when facing the unexpected. Within the mental toughness model, the Challenge construct can help us understand our mental reactions when exposed to opportunities beyond our comfort zone. It is comprised of two subfactors: Risk Orientation and Learning Orientation. Risk Orientation gives us insight into how we mentally respond when decision-making involves perceived risk. For some, engaging in activities that require pushing beyond their capabilities is energising; they will frequently seek opportunities to do so. For others, perceived risk is energy-draining, uncomfortable and not often sought after; they may prefer to stay within their comfort zone. The fear of failure outweighs the possible benefits of change and growth. Learning Orientation, described as the \\\"beating heart of mental toughness, \\\" helps us understand how willing they are to reflect. For some, it is an essential part of learning, whether the outcome of taking on the Challenge is positive or negative. Others do not engage in this process, preferring only to reflect on a positive outcome. Our ability to use introspection to evaluate a decision relies on a mindset willing to look at all aspects, not just what went well. It is important to note that Learning Orientation is an internal process. It is one of the more challenging aspects of mindset to measure. Although the MTQPlus indicates how the coachee is 68","currently mentally approaching challenges, it is only a starting point. The coach can facilitate further analysis to prompt deeper experiential reflection. It is essential to understand how they felt and the thought processes that drove this behaviour. This is an opportunity to help the coachee understand the fundamental reasons behind their action or inaction. The MTQPlus assessment is helpful as it facilitates a validated coaching conversation to explore thoughts, feelings and behaviours when challenges arise. It also can help us develop many outcomes related to mental toughness, such as peak performance and developing a growth mindset. Challenging ourselves is a critical factor in peak performance. Mihaly Csikszentmihalyi's (2002) model of flow states indicates that we reach peak performance and feel at our happiest when executing an act that balances challenge and skill, which means that some of our most freeing moments when we feel and perform at our best lie just at the edge of our comfort zone. A growth mindset is another expected outcome when developing mental toughness skills around Challenge. As with all aspects of mental toughness, a growth mindset can also be viewed on a sliding scale, meaning it may differ across contexts for the coachee. As a coach, exploring the coachee's beliefs about the fixed aspects of their abilities and what they believe they can develop can be helpful. Identifying these areas within the coaching conversation can bring self-awareness and ideas about what action to take moving forward. Looking across the Challenge scale: 69","Risk Orientation High Levels (Sten 8-10) When a coachee has scored high on the Risk Orientation, their energy levels increase when engaging in an activity that involves perceived risk. This is typically something they practice often. As the coach, it can be helpful to understand what type of risk the coachee naturally engages in; do they display risk-taking in the workplace? How often do they engage in risk-taking activities outside of work\/context of coaching? As a coach, it is important to note that those scoring high on Risk Orientation may have more blindsides. This may be because of the very nature of risk-taking. Risk-taking activates the dopamine reward system in our brains, resulting in impulsive behaviours with little external feedback required or sought after. Therefore, the coach may be helpful to the coachee by questioning and bringing awareness to any potential blindsides. Medium Levels (Sten 4-7) Individuals in the middle range of Risk Orientation may typically enjoy stretching themselves and understand its benefits, but they may engage less frequently in such activities. Often the individual is content in their comfort zone but will also push themselves in certain areas or when required for external reasons. Coaching individuals in the medium range often involves bringing their awareness to behaviours around risk. This can include reminding them of previous challenges they have taken on. 70","Some may need support to understand that all risk-taking behaviours do not need to be extreme to fall under this category. The coachee often realises they stretch themselves more often than they give themselves credit. Low levels (Sten 1-3) Coachees who scored low on the MTQPlus scale typically do not like changing or adopting new habits\/ideas. They prefer their comforts and sometimes see little point in \\\"fixing something that's not broken\\\". This can even be down to how willing they are to visit a new place, meet new people or even order something different from the menu. An approach to coaching these individuals may be to explore what mental barriers are in place. Is there a feeling of being 'stuck in the comfort zone? Or is the individual happy to remain where they are? Coaching this end of the challenge scale can present issues as coaches must evaluate the coachee's \\\"willingness for change\\\". Encouraging coachees to start small is often helpful; try a different item on the menu, explore new areas, and try a new hobby. This can open the coachee to opportunities to begin to experience and access their dopamine reward system activated by engaging in such activities. Now taking a closer look at the beating heart of mental toughness, learning orientation: Learning Orientation High Levels (Sten 8-10) 71","When a coachee has scored high on Learning Orientation, this typically indicates the frequency with which they engage in introspection. They are willing to celebrate and evaluate both the wins and the losses. They can question, what have I\/we learned from this experience? What growth has been gained? What do we know now that we didn't know before this? How did I feel? How did the team feel? The coach can be a support to structure feedback, positive and negative. They also help mirror any missed points and provide a solution-focused outcome to the reflection process. Reflection without action may lead to repetitive activities intended to change going forward. Medium Levels (Sten 4-7) A medium score often reflects that the coachee is aware of the benefits of reflecting on learning outcomes but may not frequently engage in it. They can take feedback constructively. The process is typically only done for these coachees because it has been requested of them instead of it being a daily practice. This can often lead to the common misunderstanding that reflection is externally outcome-based. The coach may encourage a more internal-based approach to reflections on learning outcomes by incorporating internal processes. How did the coachee feel? What was their internal dialogue? What behaviours were new to them? What would they change in the future? Low levels (Sten 1-3) Coachees who score low on this scale do not enjoy the process of reflection or may only do so when there has been a positive outcome. It may be painful for them to admit mistakes, 72","or sometimes if they are team leaders, they may not want to highlight team members' weaknesses. They tend to adopt a \\\"what's the point\\\" mindset. Typically, they prefer to move on swiftly to the next point. Coaches can be supportive here, highlighting the impact of not reflecting and the likelihood of repetitive behaviours. The coach may also help the coachee break down mental and emotional barriers such as shame and fear of failure. A Challenge Case Study Fig. 7 \u2013 Sample MTQPlus Report \u2013 Overall Mental Toughness To show the value of the MTQPlus as a coaching tool, I set out a case study; we will call the coachee \\\"Tom\\\" to demonstrate his experience and feedback. Tom had engaged in mental toughness coaching as part of a leadership development programme. Tom has enjoyed success in his compliance officer role and has recently begun an undergraduate degree in psychology. Tom had an overall score of 5, right in the median range. After discussing areas such as Commitment and Control, Tom wanted to focus his sessions on developing his sense of Challenge. Tom scored an overall six on the Challenge construct, a four for Risk Orientation and a nine for Learning Orientation. 73","Fig. 8 \u2013 Sample MTQPlus Report \u2013 Challenge Scale I asked how Tom felt about his scores; he indicated that it was precise regarding his behaviours. These scores suggested that Tom was well-practised at reflecting on his learning experiences but was admittedly risk averse. Tom felt that risks were to be calculated and well thought out. However, this led to paralysis by analysis and ultimately Tom was not challenging himself in areas he wanted to grow in. Tom and I discussed the possibility of increasing the challenges he experienced in life. After reviewing other goals to develop his mental toughness, it was clear that between his full- time work and completing a full-time degree, further expanding his comfort zone in these areas may hinder any development in Commitment and Control, where he had set strategies to focus on specific projects and goals. Instead, throughout the coaching process, we explored areas of Tom's life outside the workplace where he could introduce more challenges. Remember, the goal is to start practising and taking on small challenges to strengthen the skills when needed. In the coaching session, we examined Tom's recent accomplishments and areas he felt he would benefit from more challenges and wanted to implement change. Tom identified that physical activity would benefit his mental and physical health throughout this process and set goals to work towards. Throughout the coaching conversation, we discussed how 74","areas of resistance could be a significant first step to practising taking on small challenges. Tom was interested in starting a physical practice that required an equal level of mental and physical skills. He recalled his friend inviting him numerous times to a Jiu-Jitsu class, a martial art which involves grappling. It is a great way to get fit and requires a mental strategy to succeed. Attending a martial arts gym in his mid-forties was undoubtedly a challenge. However, utilising the coaching conversation, Tom was able to remind himself of the benefits of doing what we resist. He focused on the overlapping outcomes of experiencing peak states and developing a growth mindset. Over our subsequent few coaching sessions, I learnt that Tom continued to apply this model of challenging himself to strengthen his mindset. He engaged in sea swimming lessons, a fear he had held for many years. Tom also signed up for singing classes, another area in which he felt resistance. However, he knew if he could overcome these challenges in small, safe ways, he was building his mental toughness muscle to change his beliefs and attitudes around his abilities. It is a reminder as coaches to view coachees holistically. Changes outside the office\/coaching assignment can significantly affect the mindset when build mental toughness. Coaching summary: The coachee found the use of the MTQPlus beneficial in the development of his mental toughness. He identified areas in which he would like to make changes. Focusing on the Challenge factor of the model helped the 75","coachee to understand related psychological concepts and how embracing challenges will give more opportunities to experience flow states (optimal performance) and develop a growth mindset. Finally, the coachee learned to enjoy activities where fear of failure previously prevented him from participating, allowing him to be at his best. Questions you can use when planning a coaching session focused on Challenge: \u25aa How often do you push your comfort zone? \u25aa Do you feel it is important to push your comfort zone? \u25aa When was the last time you did something that challenged you? \u25aa When was the last time you surprised yourself? \u25aa What are your thought processes when considering trying something new? \u25aa What would you like to achieve, but for some reason, have resisted change? Explore any themes or patterns and be curious about the foundational beliefs. \u25aa Exercise to visualise comfort zone and desired actions outside of it. o Look at the image below. What would be a 1, 2, 3, 4? 76","Fig. 9 \u2013 Circle of Influence Key Points \u25aa Coachees who score high on the challenge scale may need support to look for blindsides. They must be mindful of taking on too many challenges that may impact others. \u25aa Coachees who score mid-range may be high on one area subfactor and low on another. Take time to explore these scores, as they are a great indicator as where to start the developmental process. Coachees may find that they embrace challenges more than they know. \u25aa For coachees who score low on Challenge but would like to increase these skills, it is essential to start with small achievable challenges to kick start the habit. The next chapter will focus on the final \\\"C\\\" in the 4Cs Mental Toughness model, Confidence. A skill that is compounded through action and fortified by taking on challenges, setting a robust sense of self and knowing we can handle challenges and seize opportunities that come our way. 77","CONFIDENCE Introducing a mindset of self-belief. Andrea Naylor Confidence measures the extent to which an individual has the self-belief in their abilities \u2013 skills, knowledge, tools, techniques, etc. - to deal with difficult tasks, events and situations particularly when there may be setbacks and challenges. There are two subscales for confidence: 1. Confidence in Abilities \u2013 the extent to which an individual believes they have the internal resources of knowledge, skills, education and experience to attempt a task or action in any situation even if that task has the potential for setbacks or failure along the way. This addresses self-belief in abilities. Most people, possess abilities. This can be significant in feeling able to deal with life\u2019s events. It is, of course, possible that some overestimate their abilities, possessing a great deal of self-belief without the level of ability to back that up. 2. Interpersonal Confidence \u2013 the extent to which an individual has the confidence to express their ideas, thoughts, and opinions to others in relation to a task, situation or activity even when there may potentially be opposing views or criticism having the confidence to say what they believe to be true. This essentially describes a willingness to engage with others usually to enable the individual to achieve some purpose 78","which is difficult to achieve without engaging with others. This can include being comfortable about asking questions, speaking with people who are not known to you, as well as being assertive \u2013 being confident about influencing others as much as they do you. When working with a coachee on the Confidence construct we can as coaches create greater awareness in contextualising the Confidence assessments and identify situations where this works well for the coachee as well as situations that can potentially become blind spots for the coachee. Next, we look at potential consequences if different levels of each factor. Confidence in Abilities High levels (Stens 8-10) \u25aa These individuals will typically have the self-belief to attempt tasks that may be considered too difficult by individuals with similar abilities but lower confidence. \u25aa They have a genuine feeling that they have acquired knowledge and skills and have experiences that enable them to deal with what life throws at them \u2013 and have the self-belief to use these qualities. \u25aa They will tend to accept new and difficult assignments and will expect to be successful. They have a positive view of life and do not allow mistakes to get them down. Medium Levels (Stens 4-7) \u25aa These individuals will usually have the self-belief to attempt most tasks but may, on occasions, fail to tackle challenges they are capable of handling. 79","\u25aa They will normally believe that things will work out in the end, but they may become overly self-critical at times, allowing mistakes to prey on their mind. Low levels (Stens 1-3) \u25aa These individuals lack a degree of confidence in their own abilities. \u25aa They mat believe they do not possess skills and knowledge when they do possess these. \u25aa They can often believe others are more skilled or more knowledgeable when they are not \u25aa They may often expect things to go wrong and this may lead them to avoid difficult tasks. \u25aa Mistakes may be taken out of proportion, worrying about them for a considerable period. \u25aa They can tend to be overly self-critical, allowing negative self-talk to dominate their thoughts. Interpersonal Confidence High Levels (Stens 8-10) \u25aa These individuals are likely to speak out in groups and feel sufficiently confident to argue with others when they feel they are in the right. \u25aa In general, they will speak their mind and will be willing to take charge of the situation if they feel this is appropriate. \u25aa Believe they can influence others as much as others influence them. \u25aa They will tend to make their presence felt and make their point. \u25aa Unafraid to ask questions even if it \u201cmakes them look stupid\u201d. \u25aa Engage easily in social settings. 80","Medium Levels (Stens 4-7) \u25aa These individuals will tend to feel comfortable in groups but may not always speak their minds when they have something to say. \u25aa They will sometimes be willing to take charge of a situation but may need support or encouragement. \u25aa When asked to contribute a view or an idea they will do this readily but may not always take the initiative. \u25aa They will normally play a significant role when collaborating with other people. \u25aa They can yield when a more confident individual seeks to dominate \u2013 even when their position is a better one. Low Levels (Stens 1-3) \u25aa These individuals may be intimidated by others who are more outgoing when working in groups. \u25aa They will often back down in arguments or stay silent, even when they believe strongly in something. \u25aa They will not seek to take the lead, preferring a more \u201cback-seat\u201d role. \u25aa They tend to wait for others to engage with them rather than engage proactively with others. This means that they can be disappointed when not given an opportunity to present or offer what they can do. \u25aa They can feel that their skills are not fully appreciated by others. \u25aa They can hesitate to ask questions when something is not clear to them \u2013 remaining unclear as a result. Performance and Confidence Performance can be defined as any task or activity we do both in life and in work. There is a powerful but simple equation I 81","have used when coaching clients around the Confidence Construct. Fig. 10 \u2013 The Performance Equation adapted from Gallwey (1974) Distractions often occur as thoughts we have in any given moment that keep us stuck, that prevent us from making conscious choices and moving forward. The root of distractions may be based in our fears either about the situation, event, or person. Without distractions we are focused on the present task\/situation at hand accessing our higher intelligence and creativity and are free from any attachment to the outcome. There is no fear, no doubt or self-judgement, we are purely living in the moment and knowing that there are no mistakes, only different ways to experience life. In discussion we would consider: firstly, how does our level of mental toughness on the Confidence construct impact our ability to perform to the best of our potential? then, what does this mean for individuals in relation to their mental toughness or mental sensitivity on other factors. The following case study provides an example exploring the relationship between low level of Confidence with a high degree of Emotional Control. 82","A Challenge Case Study An employee profile is shown below. We will call him Jo. The individual\u2019s profile, as assessed by the MTQPlus measure, emerged as showing Sten 9 on Emotional Control (A high degree of mental toughness in this regard) and significantly low levels of confidence on both factors. Fig. 11 \u2013 Sample MTQPlus Report \u2013 Profile Page During his feedback session Jo wanted to explore the area of Confidence which he recognized was an area that caused him some degree of concern. Jo had been employed within the same company for eight years working in the same role. Jo\u2019s main challenge was that he often spent an excessive amount of time overthinking tasks and events both in his 83","professional life and personal life. Jo described himself as having a reasonable degree of confidence in his ability to do his job effectively and described that recently his management had changed and under this new management, he had been given more complexed projects to work on and was involved in more senior level meetings than under his previous management. Jo was aware of his mental sensitivity in the Confidence construct, and this was something he was aware was holding him back from reaching his goal to become a manager in the future. Jo and I entered a coaching partnership over a period of three months. So how did this lack of confidence show up for Jo? \u25aa Jo often would not express his ideas or opinions in meetings even if he had a solution that would be valuable to the meeting. \u25aa Jo held the belief that others who were more experienced must be more intelligent than him. \u25aa Jo struggled with asking for help from his peers or managers so if he was given a challenging task, he would spend an excessive amount of time overthinking it. \u25aa Jo found it difficult to express what he wanted and needed to the extent that he would often go along with what he believed others expected from him, he perceived himself to be a \u2018people pleaser\u2019. The impact of mental sensitivity in Interpersonal Confidence for Jo: 84","\u25aa He was not engaging with his peers in informal conversations and limited engagement in formal meetings. \u25aa He was held back by his own limiting belief that he would not progress in the organisation. \u25aa He believed that his \u2018voice\u2019 was not heard in meetings. \u25aa His overthinking was exhausting for him and was impacting his personal life. \u25aa He was working longer hours than necessary believing that his work was never good enough. \u25aa His lack of confidence in saying \u2018no\u2019 to prioritise his own tasks meant he was taking on additional work for others at the expense of his own priorities which then resulted in overwhelm and fatigue. Techniques used to develop confidence during our coaching sessions. Jo\u2019s tendency to overthink and rationalise meant that he was consistently stuck in the \u201cI\u2019m not good enough\u201d narrative within his own head. One of the first things we worked on was for Jo to recognize his qualities and abilities and express those. Initially, Jo struggled with this when asked \u201cWhat do you consider to be your greatest strengths and qualities\u201d Jo was silent, he was visibly nervous and uncomfortable, unable to express himself. After a period of silence Jo nervously stated that he could not answer, nothing was coming to his mind. I then asked Jo the following question \u201cif I was to ask one of your colleagues or your manager the same question what would they say\u201d Jo was immediately able to articulate a clear response \u201cthey would say I was hardworking, kind, patient, calm, helpful, knowledgeable, intelligent\u201d. 85","We then worked with this in an affirmation exercise which involved Jo writing his strengths and qualities into several \u201cI am\u201d statements following which he was invited to read out those statements aloud. Jo\u2019s affirmation statements: \u25aa \u201cI am kind\u201d. \u25aa \u201cI am hardworking\u201d. \u25aa \u201cI am patient\u201d. \u25aa \u201cI am helpful\u201d. \u25aa \u201cI am calm\u201d. \u25aa \u201cI am knowledgeable\u201d. \u25aa \u201cI am intelligent\u201d. Following his verbal expression of the statements, I asked Jo how he felt hearing himself say his \u201cI am \u201cstatements. His response was that he felt good about himself and that this was a very powerful exercise for him. We agreed on an extension exercise which was that Jo would read his statements out aloud every day when he was alone for the next week and carry his statements around with him so that at any time during the day, he could use these words of affirmation when he needed to check in with himself on his confidence. Working with the internal block of assumptions and creating an anchor Assumptions create an internal block for a coachee in that there is an expectation that because something happened in the past that it will happen again. Jo really wanted to express his goal to progress into a management role but was held back by the thought that his 86","manager would not think he was ready or capable of progressing. Jo\u2019s previous manager had not conducted career development conversations. Jo had attempted in the past to raise this in his one-to-ones and had received the message that he had a long way to go and should focus on his current tasks and responsibilities. This experience had led to an assumption that if he discussed this with his current manager then he would think he was stupid and that he should wait for his manager to raise the topic after all if his manager thought he was ready, surely, he would say so. Interestingly this linked to the Life Control factor as Jo\u2019s perception was that he had no control over directing his own career based on his assumption that he was powerless to influence such decisions. Assumptions during a coaching session: Coach: \u201cWhat is holding you back from having a conversation with your manager about your career development?\u201d Jo: \u201cI\u2019m worried that he will think I am not ready and not capable, I\u2019m afraid that he will say it\u2019s not the right time and then I\u2019ll be devastated\u201d Coach: \u201cSo I\u2019m hearing that you are assuming that your manager thinks you are not capable or ready?\u201d Jo: \u201cYes\u201d Coach: \u201cHow can you know that that is 100% the truth?\u201d Jo: \u201cWell I don\u2019t know 100% but I\u2019m worried that\u2019s what he might think because my previous manager told me I wasn\u2019t ready\u201d 87","Coach: \u201cIt makes sense that you would think that but just because that happened in the past with your old manager what makes you think that it will happen that way again with your new manager\u201d Jo: \u201cI don\u2019t know really I guess I\u2019m just worried he\u2019ll react in the same way\u201d Coach: \u201cOkay so what about is if you were to replace that assumption that you are not capable or ready with a more positive one what would your new assumption be?\u201d Jo: \u201cMy manager would be impressed that I raised the conversation about my future, and he would see me as capable and ambitious\u201d Coach: \u201cSo if you were capable and ambitious Jo who would you be in that moment?\u201d Jo: \u201cI would be fearless\u201d Coach: \u201cSo what would you say to your manager if you were to be fearless?\u201d This is what Jo came up with without any hesitation: Jo: \u201cI would say I really want to progress into a managerial role, and I think I\u2019m ready for that, and over the last 12 months I\u2019ve been handling several challenging, complex projects. I\u2019m also working on myself and trying hard to develop my confidence to step up and be more engaged with the team and speak up more at meetings. Then I\u2019d ask him for his feedback on my performance and what he thinks I should work on\u201d This was a very powerful moment of shift for Jo so much so that his anchor was \u201cJo the Fearless\u201d. 88","4 TOOLS AND TECHNIQUES THAT ARE USEFUL IN COACHING TO DEVELOP BETTER RESPONSE TO THE 8 MENTAL TOUGHNESS FACTORS Doug Strycharczyk Building Trust and an environment of Psychological Safety - improving Control, Challenge and Confidence What does psychological safety mean as a coach? What are our responsibilities? If we look on Google, it tends to mention things like, avoiding blame and building trust, challenge negativity and being open to feedback. Sounds perfect for a coach, but how do we create the space for our coachees to feel \u201cpsychological safe\u201d? Fig. 12 \u2013 Psychological Safety \u25aa How do you know you are a safe pair of hands as a coach\/mentor? \u25aa What do you benchmark your practice too? \u25aa Are you an accredited coach? If not, why not? \u25aa Describe how you create trust. Explain how you create a safe environment. \u25aa How specifically do you build rapport? \u25aa How do you know you are not judgmental or bias? 89","\u25aa How well do you listen? \u25aa What are you listening to\/for? \u25aa How do you encourage them to grow? \u25aa What techniques do you use? Note that research shows that the more mentally sensitive the individual, the more likely they are to not trust others even if they are trustworthy. Trust requires a degree of risk orientation, confidence and control. The MTQ report can be a useful indicator for potential trust issues. The GROW Model \u2013 developing the 4Cs across all eight factors. The GROW model from Sir John Whitmore provides a great framework to structure the conversation. Goal, Reality, Options, Will\/Way Forwards. Goal setting should be clear and concise, so we fully understand the journey we are embarking on, or this can impact our motivation to see the goal to fruition. They should be specific and measurable, so we have a basis to measure our success. \\\"Begin with the end in mind\\\". Steven Covey (1989) Goal Setting Firstly, explore their goal and their motivations: \u25aa What do you want to do? \u25aa What specifically is it they wish to achieve? \u25aa What would they like to work on? \u25aa Describe what success looks like for you? \u25aa What could be a focus area for you to work on? 90"]