| A good coach will have many skills to call upon during | | | | the state of listening to which a coach aspires and will |
| a session, but listening (as opposed to just hearing) and | | | | need, to become an effective and successful coach. |
| questioning are the two main skills that a coach will | | | | Questioning is the partner of listening and it's been |
| need. You'll notice that I put listening first as I believe | | | | stated above that questions asked of a client need to |
| that it is THE major skill for a coach to have, as what | | | | be determined by what you hear them saying but how |
| the client says, how they say it and what they mean | | | | the question is framed is also very important. The |
| by it should guide a coach and determine the questions | | | | coach must be mindful to use open-ended as opposed |
| they ask. | | | | to closed questions. Open-ended questions are those |
| It's often said that we have two ears and one mouth | | | | which require the client to think before answering and |
| and we should use them in that order. And not to just | | | | usually start with who, what, when, why and how. |
| listen but listen effectively so that we are aware of | | | | Closed questions which need only a yes or no answer |
| the client's response and can frame the follow up | | | | fail to raise awareness in the client and do not move |
| questions based on that response rather than read | | | | the session forward. |
| from a prepared script of questions which will only | | | | Effective questioning is also the key to raising |
| meet the coach's needs but not necessarily the client's. | | | | awareness and responsibility and the use of open and |
| In coaching terms there are three levels of listening: | | | | not closed questions is essential to facilitate this |
| Peripheral listening - this is almost at a sub-conscious | | | | process. |
| level. You are aware of the gist of a conversation | | | | The coach will also use questions to keep the client |
| without being part of it. | | | | focused, especially on what their goal is, why it's |
| Apparent listening - an appearance of listening without | | | | important to them and the progress they are making |
| being fully engaged in the conversation. The external | | | | towards it. |
| signs are one of a listener but your thoughts might be | | | | So, a coach should listen actively and effectively and |
| elsewhere. | | | | then use what they've understood to frame the |
| Active or effective listening - where not only the | | | | questions. |
| words are heard but the meaning behind them. This is | | | | |