Summary
In Coaching the learning process of the coachee goes through four stages at various levels that the coach can use to give feedback, understand this process and the systemic organization of the client during learning, it is basic for those who dedicate themselves to exercising Coaching.
In the process of learning skills through Coaching, the client, or coachee, is taken through several stages depending on the state in which he begins.
The coachee should be totally treated as a capable and intelligent person, who must be spoken with the whole truth because he is an adult.
The coach requires determining the initial stage of development according to the client's needs.
The learning process has four stages that are:
Unconscious incompetence (II):
The client is not aware of his ignorance and requires someone from outside to let him know.
Conscious incompetence (IC):
The client already knows his lack of skill and decides to excel.
Conscious competence (CC):
The client recognizes his level of ability with respect to the skill that interests him, but he still needs to reflect on the steps necessary to execute it.
Unconscious competition (IC):
The client already possesses the skill and does not require to reflect on its execution.
Each of these stages of learning is related to identity, values and beliefs, which influence the learning process of the skill. This process is called generative learning.
It is a systemic loop in which one passes from one stage to another. It has that name given the changes that occur within the person, ranging from their identity to their behavior.
Development by Coaching being generative is more effective, since it is installed permanently. Contrary to traditional learning that starts with repeated tasks to install the skill. Generative learning is systemic, starting from the largest system, which is the person's identity, to the smallest system, which is their behavior. Traditional teaching aims at making changes in reverse, often including changes in the environment (outside the ward) before attempting them.
We will see below what the coachee learning process is like, in the systemic loop.
This loop is interpreted like this:
The loop consists of a larger one, number 1, and a smaller one inside, number 2.
1-It begins with Table II, of unconscious incompetence (box outside the loop).
The ward does not know that it requires a certain skill. So it remains in a state of ignorance. It will come out of it when some external influence makes it visible. This step may be left out of the Coaching process.
2-When the pupil realizes his ignorance, he enters the stage of Conscious Incompetence (table IC) and tries to practice that ability. Being your own coach at the beginning.
3-Learn as much as you can and reach the stage of Conscious Competition (table CC, realize what you have learned as if you were your own coach).
4-And it goes through loop 2, reaching again the IC frame (Conscious Incompetence), and knows that at least it has a certain developed part of the ability and is aware that it lacks a lot to learn.
5-Keep practicing tasks wanting to increase your ability, and manages to get to the CI box, momentarily leaving loop two, to cover a wider range of learning, in loop one. In the CI step a part of the skill is already mastered and installed.
6-The coachee continues its journey alternately, in the inner loop and then the outer loop, continues the journey until it stagnates. And he decides to stop being his own coach and transfers this part to a professional coach.
7- The coach contributes a new development plan in agreement with the coachee.
The learning loop will remain the same, only it is now influenced by the actual coach.
Each time the coachee makes an advance in her ability, she jumps out of the loop two by one. Until the desired skill level is achieved.
The systemic structure of the coachee
The other aspects of coachee that are involved in learning are: identity, beliefs and values, skills, abilities, behaviors and the environment in which it develops.
The sequence in which these aspects are described are the sequence in which people are organized and in accordance with nature.
A person is a set of complex systems, immersed in larger ones, which in turn are within a much higher one.
Systemic laws state that the properties of a larger system are transferable to smaller systems. Thus, if a larger system has the property of mobility, there will be movement in all its subsystems.
In generative learning for Coaching, these properties are used to develop the coachee. What he perceives about his identity when learning, will influence the importance (as a value) that he assigns to the skill he is learning. And also about your belief system regarding what you learn. These previous two will influence his abilities, and these on his behaviors and consequently the way in which he will influence his environment, to modify it in his favor or against it.
The previous diagram illustrates how the systemic structure of the coachee, the coaching process and the coach are related. The coachee practices to achieve his development. Together with the coach they evaluate their performance, and feedback is given at all levels. The coaching process is in full swing.
An example of this type of learning we experience when we learn to drive a car (will be = X).
Who are you when you learn X?
Why is it important to learn X?
What do you think about (what are your beliefs) about learning X?
Do you have the ability to learn X?
What will show you that you have learned X (or the skill)?
What tasks or activities must you do to learn x?
In what environment will X be developed or modified to learn?
Each previous question is related to one of the systemic levels of the coachee, and should be asked by the coach to induce the development of his pupil. The order when asking is important, given the effect that the pupil's answers (or his own when he asks himself) have. The answers will change as the skill is advanced.
The combination of the learning process with the systemic levels of the coachee offer the coach a wide range of application and influence to give feedback. Knowing in each client this process, is the task of who intends to be a coach.
The new tools, based on generative learning, allow, in addition to learning, the installation of skills. They are rooted at the level of identity and consequently influence down to the level of behavior and environment.
In the Coaching exercise we take people to the installation and development of skills to the maximum degree.
Thank you very much.
Other related articles can be found at:
"Effective coach his twelve skills" (article by the same author)
"Coaching for sales and development" (article by the same author)
www.gestiopolis.com/coaching-para-ventas/
