COACHING AGREEMENT

							COACHING AGREEMENT
Coaching is a partnership wherein the coach helps you solve problems, reach goals, design plans for action, make decisions and live life to its fullest. The purpose of this agreement between ……………………………………………… as Coach and ………………………………………………, Learner, is to establish the standards and boundaries of our relationship. The specific coaching agreement covers the following Unit Standards: 1. ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 2. ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 3. ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… The coaching will consist of a weekly coaching session of 45 minutes until the requirements of the above unit standards are met. I, as Coach promise the following: 1. Communication will be honest and straightforward, asking questions and making requests. 2. I will listen attentively during our time together. 3. My role will be to serve as a partner and champion for your success as learner. 4. An approach will be used that is in support of wholeness and balance, and where you, as Learner are assumed to have the answers and be accountable for yourself. 5. I will notify you in advance if an unavoidable conflict arises so we can reschedule. 6. My Coaching role will be to ensure that the purpose of our interaction is to keep you the Learner on purpose and aligned with your intentions and to support you in realizing your intentions. 7. I will give you regular feedback on your performance 8. I will be available to you between scheduled appointments. You may call me, but we will try and limit these calls to 10 minutes. I may be contacted on ………………………………… or on ………………………………… You, as Learner are requested to do the following as we begin our coaching relationship: 1. Be honest. My job is to support you in those actions YOU have chosen for yourself. Please use me as a safe place to look at what stops you from being in action. 2. You can say anything to me, positive or negative. This includes honesty in your responses to me and letting me know if something makes you uncomfortable or you don’t want me to respond to a question. 3. If I ever say something that upsets you or doesn’t feel right, bring it up. 4. Make all appointments on time or call at least the day before to reschedule if an unavoidable conflict arises for you (I will give you 10 minute window so don’t stress about being on the dot). 5. Sometimes I may ask questions which may seem too probing. Think about this right now, and decide if you can give me full permission to be bold and forthright in all our interactions. 6. Tell me what works and what doesn’t work in having someone support you. 7. Affirm that you are fully responsible for the choices and decisions in your life. 8. Reflect right now to confirm whether you are absolutely certain you are ready to begin taking new opportunities and making new choices so changes in your life can happen NOW. Our signatures on this agreement demonstrate our intent to fulfill the intentions and requests above, and reflect a complete understanding of the services to be provided. However, we recognize that at some point it will be time to end it, and agree that if we are ever feeling it has lost its value, we will discontinue the partnership in an honest, open and direct manner. As learner, I understand and agree that I am fully responsible for my well being during my coaching sessions, including my choices and decisions.

_______________ (Learner) _______________ (Coach)

______________ Date ______________ Date

Coaching Checklist
Date: ________________ The checklist is to be used at the 1st interview to: We have to: 1 2 3 4 5 6 7 8 9 10 11 Build a positive framework Describe the purpose and motivation behind the initiative Define your roles and responsibilities as mentor Define learner roles and responsibilities Describe how you will work together: Code of conduct Discuss the learner’s style of learning Discuss the different personalities and how they match up Discuss how you will deal with conflict Determine what both parties want to get out of the formal mentoring sessions Set up when these formal mentoring sessions will be conducted Sign the formal mentoring agreement 

Action Plan
What (Action) How (Procedure) Who (Responsibility) When (Deadline)

MINUTES OF THE 1ST INTERVIEW MEETING HELD BETWEEN THE LEARNER AND COACH ON …………………………………………………….., AS PART OF THE COACHING AGREEMENT

Agenda 1. Purpose and motivation behind the initiative 2. Agree on a way of working together 3. Define learner roles and responsibilities 4. Define your roles and responsibilities 5. Discuss the learner’s style of learning 6. How will we handle conflict 7. Determine what both parties want to get out of the formal coaching sessions 8. Set up when these formal mentoring sessions will be conducted 9. Sign the formal mentoring agreement

Present:

…………………………………… ……………………………………

Coach Learner

1. Purpose and motivation behind the initiative

………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. …………………………………………………………………………………………..
We will build on you’re your strengths while also addressing some weaknesses.

2. Agree on a way of working together We will be meeting on a weekly basis, on a Monday morning. The meeting would be ± 45 minutes but could be extended at your request or additional meetings could be arranged. A requirement of the successful completion of the Unit Standard would be the completion / correction of the “Facilitator’s feedback” of each unit standard. The coach would initial the Facilitators Feedback once the coach has ensured that the requirements are met. The summative assessments must be completed and submitted at the coaching sessions. The summative assessments would form part of the evidence that the Specific Outcomes (SO) has been reached. The Coach would assess whether the learner has achieved the competency as required by the SO’s of each unit standard and after ensuring that all the evidence has been attached, sign the Assessments as Competent (C) or Not Yet Competent (NYC). 3. Define learner roles and responsibilities The learner’s roles and responsibilities will be: Learner Roles   Learners can be highly dependant on the coach or have a low level of dependency on the coach. Where learners have a high level of dependency, the learner will struggle and need a lot of guidance. In cases where the dependency levels are low, the learners will be able to function on their own. Learner Responsibilities      The learner must be willing to grow and develop The learner must recognize that there is a gap between where s/he is now and where s/he wants to be The learner must take responsibility for his / her own progress The learner must not have unrealistic expectations of him / herself or the coach The learner must be motivated in training

4. Define your roles and responsibilities The learner’s roles and responsibilities will be: Coach Roles         Show the correct way to apply the new skills in your work environment To develop the learner

Coach Responsibilities Assessing trainee’s knowledge and skills Organize and plan training Develop relationships with trainee Teaching knowledge and skills Evaluating progress Suggesting changes needed to the program

5. Discuss the learner’s style of learning ……………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………….. 6. How will we handle conflict You can say anything to me, positive or negative. This includes honesty in your responses to me and letting me know if something makes you uncomfortable or you don’t want me to respond to a question. If I ever say something that upsets you or doesn’t feel right, bring it up. Make all appointments on time or call at least the day before to reschedule if an unavoidable conflict arises for you (I will give you 10 minute window so don’t stress about being on the dot). Sometimes I may ask questions which may seem too probing. Think about this right now, and decide if you can give me full permission to be bold and forthright in all our interactions.

7. Determine what both parties want to get out of the formal coaching sessions …………………………….., the learner wants to achieve the success of completing all the Unit Standard by submitting the PoE. This will also assist in achieving better service levels and ensuring that the community receives the service levels. The Coach want to see that the learner achieve competency in all the Unit Standards as this will form part of the development of …………………………….. (Learner).

8. Set up when these formal mentoring sessions will be conducted The coaching meetings will take place weekly at 08H00 on a Monday until the PoE has been submitted. The due date for the submission of the PoE is end ……………………………...

9. Sign the formal mentoring agreement …………………………….. (Learner) and …………………………….. signed the Coaching agreements as their partnership wherein the coach helps the learner solve problems, reach goals, design plans for action, make decisions and live life to its fullest.

_______________ (Learner)

______________ Date

_______________ (Coach)

______________ Date