• Short-Term Coaching
• Crisis Coaching
• Long-Term Coaching

Short-Term Coaching

Short-term coaching, sometimes referred to as "problem-solving coaching" or "solution-focused coaching," focuses on a concrete, precise problem or issue that can be quickly resolved. It is a particularly effective methodology to use when the coaching goal is sufficiently precise and narrow in scope and/or when the learner has a limited window of opportunity in which to achieve a result. However, short-term coaching is not effective when the learner is low in self-mastery or has insufficient skills and on-the-job experience to achieve the coaching goal within a limited time period.

The Change Strategy Formula1 provides a coaching methodology that developers can use to assist learners in achieving the short-term development goal. This methodology is simple yet comprehensive and is best introduced during the first meeting with the learner, then used throughout the short-term coaching process. The formula has an implicit methodology, one that is ideal for short-term coaching.


In order for the learner to achieve his or her coaching goals (C), the learner needs compelling motivation to change (D), a clear and real vision of what his or her life would be like with the change in place (V), and a viable plan and process for achieving the change (P). For the change to occur, these three elements – that is, D, V, and P – must be greater than the learner's resistance (R). The coaching process involves defining the change (C) desired, assessing the strength of the remaining four elements (D, V, P, and R), and then developing a change strategy based on the assessment.


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Crisis Coaching

A learner who needs crisis coaching can best be described as (1) less stable than normal; (2) feeling highly threatened and anxious; (3) at a major life crossroads and experiencing a myriad of emotions; (4) having to examine newly revealed and disturbing feelings, relationships, and information; (5) finding that his or her normal functioning and primary defense mechanisms no longer work effectively; and (6) being uncertain about the outcome of the crisis but imagining that the worst may occur. Because of these factors, crisis coaching requires a different approach from short-term or long-term coaching, as seen below.

Crisis Coaching Model

Respond to the urgent issues
1. Listen attentively
2. Address immediate problems when possible; give advice carefully
3. Be calm, compassionate, and clear

Deal with the deeper dynamics
4. Identify root causes
5. Deal with the learner's deeper concerns.
6. Provide relief and hope.

Create a sustainable action plan
7. Create a focused, concrete plan of action.
8. Design a support system.
9. Refer the learner to additional resources as needed.

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Long-Term Coaching

Long-term coaching occurs over several months or years and requires an extended commitment from both the developer and learner. The developer must be able and willing to engage in coaching of this magnitude, and the learner must have a desire to learn, grow, and take advantage of the coaching experience. The best candidates for long-term coaching are learners who have one or more of the following characteristics: (1) serious performance issues that require more coaching than can be provided in short-term coaching; (2) multiple coaching goals that require more extended coaching; (3) a demonstrated commitment to and excitement about ongoing personal and professional development; (6) are high-potential candidates for future leadership jobs or high-impact professional positions; (5) are in highly stressful, high-pressure jobs for which having a coach as a sounding board and advisor can be extremely beneficial; or (6) are senior executives who need someone to confide in whom they trust.

5-C Coaching Model

Long-term coaching always involves unpredictable events and new opportunities – for example, the learner receives a promotion or gets fired, a new issue arises that provides a coaching opportunity, or an organizational change alters the coaching requirements. Because of these factors, effective long-term coaching must not only be emergent and spontaneous, but it must also be predictable. The 5-C Coaching Method provides this predictability because it ensures that the developer and learner are following a clear plan rather than an entirely open-ended process that may or may not lead to the intended results. A coherent coaching methodology, combined with enough flexibility to respond to emergent issues, dramatically increases the success of long-term coaching.

The 5-C Coaching Model follows five distinct stages:
	The developer and learner reach agreements about coaching goals, the methodology, and the premise of their relationship by discussing these questions: What are the coaching goals? Who else needs to be involved in this process? What is confidential? What coaching methodology will be used? What are the logistics and timetables? How will the coaching relationship work?
	In order to gather information* related to the learner's coaching goals, these questions need to be addressed: What information will be needed? From whom will it be collected? What data collection methodology will be used to gather the information? When will it be collected? How will the data be analyzed? Who will see the information? * Long-term coaching almost always includes data from others in the organization.
	Information about the learner must be organized and delivered in ways that will have the most constructive impact on the learner. To accomplish this, developers must consider these questions: How will the data be organized? What is the data presentation strategy? When and where will the data be discussed? How will the data-feedback meeting be structured?
	The developer needs to reexamine the learner's motivation by re-identifying the key development issues, then challenging the learner to grow. Developers need to reassess these areas: Based on the data, what development areas does the learner need to focus on, and how do these relate to the initial coaching goals? What goal adjustments should be made? Is the learner sufficiently motivated to grow in these areas? Which coaching techniques will increase his or her motivation?
	Learners identify what to change and their motivation for making the change, then create an implementation plan by answering these questions: What is the learner truly committed to changing? Are these the right areas? How will the learner and developer know when the change has been successful? Does the learner have both a plan and the support for the change?

The 5-C Coaching Model is both sequential and circular. Upon achieving the learner's coaching goals and completing the five-stage coaching cycle, the developer and learner may agree to re-contract – that is, discuss and negotiate the goals, methodology, relationship between them, timelines, and more – and begin the five-stage cycle anew. In addition, when new goals emerge during the course of long-term coaching, learners and developers need to re-contract for these (stage 1), then make adjustments to the other stages of the cycle as needed.



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