Measuring Coaching Progress

HOW ARE WE DOING IN THIS COACHING PROGRAM?

RATING, MEASURING, WHAT TO DO NEXT

One of the greatest principles of success is to measure how one is doing relative to what is the most impactful, and to correct course rapidly! Certain activity metrics must be present to have success, so we make sure those are in place - or we must quit senselessly proceeding. Grade how the person, even if it is you, is doing and from that decide what needs to be done and if the person is truly willing and committed such that he actually follows through. Use A-F as the ratings, with D = poor. If you are grading a negative factor, the grade is to be made relative to what works - e.g. if the person is highly "dependent on and run by others approval", the grade would be D or F if it is disabling and/or causing problems in life. (For other relevant pieces see Life Coaching. For any item below, just enter the term in the search engine and read the pieces as needed.)

Actual performance

A-F

__ Time that should be spent ___; actual ___

__ Capability appears to be about ___ hrs

__ Has not freed up adequate time

__ Does not protect high impact time

__ Follow thru level on assignments,

__ Keeping promises (vs. excuses, etc.)

Emotional

__ Disabling anxiety

__ Doesn't do the work to cure it

__ Dependent on others for approval

__ Life is run by that and others' demands

__ Disabling fears

__ Doesn't do the work to cure them

__ Scared of the future

__ Can't trust self to handle future

__ Extemely cautious and uncertain

Overall program

__Some progress

__ Speed rating

__ Poor progress

__ Seems to be stuck in a loop of poor progress

__ Very slow or slow

__ Good progress (enough to reach goal in fairly timely manner)

__ Excellent, timely progress

__ Overall effectiveness of the program

Completing, timeliness

__ Lots of incompletes

__ Lots of incompletes re this program

__ No time to fix problems >

__ Ongoing problems cause time problem also

__ Emergencies cause time problems

__ Disrepair, poor maintenance causes emergency

problems

__ High level of procrastination

__ Does almost all work at last minute only

As a student

__ Proactive

__ Ahead vs. barely keeping up (reactive)

__ Initiates actively

__ Consistent learning vs. sporadic

__ Willing to (and does) follow plans instead of random

__ Does his lessons well and completely with follow up

clarifications, questions as needed, and what the follow up

will be

__ Cooperative vs. resistant/arguing

__ Coach has to do most of the work, alot of persuading

and pushing vs. eager, self-motivated student

__ Growth mindset vs. fixed mindset

__ Will object or not follow through but not come up with

alternate plan

__ Openness vs. covering up, hiding, not being open

Alternative solutions

__ Design his/her own plan

__ Student run his own program at his pace and management, coach available for mostly written comments based on student's written material

__ Get alternative coach

__ Psychologist to handle emotional issues, beliefs

__ Just focus on correcting beliefs without requiring any learning build up

__ Intense focus for rapid gain

__ Do 10 day Hoffman program

__ Do no program, too stuck in old ways/beliefs

Behaviors

__ Self control, self management

__ Doesn't follow through, complete things

__ Not doing the work to correct this

___ Does not free up time for the most important items

__ Can't allocate and stick to dedicated time slots

__ Easily distracted, poor attentional control

__ Habits to improve life

__ Doesn't follow through on developing new habits

__ Sets and follows rules, specified routine

__ Corrects rules and routines rapidly, not failing to

__ Low frustration tolerance, patience

Recommendations, comments, perspectives

Are the critical, vital inputs by the student adequate to achieve the progress needed?

__ Yes; __ Wait and see; __ No, discontinue the program (or find alternative program, lower goal, or ?)

What would improve the program itself?

Based on the above the best path would be: