Conflict coaching - the process

Getting started
The individual and coach have an introductory session, where they consider how they can work best with each other.  This is a meeting where the coach spends time listening and getting to know the coachee.

The coach describes the CEDR principles of and process of coaching and invites the coachee to describe his or her issues, analysis, experience and approach to conflict and any expectations. The individual and coach work together, to outline their goals and set their agenda.

CEDR has developed a pre-engagement questionnaire (CMI-S) and a more in-depth extended questionnaire (CMI-E), which provides information as to how conflict has impacted the individual in the past and how they are dealing with a current conflict situation.  Using this and other diagnostic instruments, we can assess the information provided to provide an effective and targeted coaching approach.

Tools and techniques
CEDR coaches use a range of tools and techniques in their coaching work.  Each tool is appropriate for a particular context – namely the coach’s specific needs and the stage the coaching process has reached, as each tool has to be relevant to the situation and context of the coachee.

Tools available are conflict audits, personality profiles, self-assessment diagnoses, and assessment profiles for team members, risk assessments and particular instruments, management style tools including Firo B and Myers Brigg Indicator Type.  In some instances 360-degree feedback mechanisms may also be used.

During the introductory conversation the coach will discuss psychometric tests or other qualitative tools and advise on the most appropriate.  At the start of the coaching process the coachee will be presented with a CEDR coaching folder, which will include interesting and useful references, notes of agreed actions from every session and feedback forms.

Session outline
In each of the coaching sessions, the conversation between coach and coachee will include:

• Period of reflection from previous session and update.  Often the coachee may have considered issues and will be asked to update his or her coach as well as reflect on what has happened and on what has been learnt.
• Feedback on any diagnostics.  The coach will give the coachee feedback on any diagnostics and how any results can be best interpreted.
• Coachee’s specific session- needs and dilemmas.  The coachee will always have specific issues, which have emerged between sessions.  It is the coach’s role to help the coachee identify and deal with these.
• Review of goals.  The coachee’s aspirations and goals may change from session to session and as learning develops and it is impartnat therefore that these are regularly reviewed.
• Feedback coach- coachee- coach.  The coach is trained to give feedback constructively and appropriately.  It is important that the relationship between the coach and coachee is one of trust in order that sensitive and sometimes difficult feedback can be given.
• Consideration of options.  There may well be different options and alternatives for dealing with a situation.  The coaching process will allow individuals to think through these and their consequences to provide confidence to make decisions.
• Agreement on actions.  Coaching is a continuous process, but realistic pacing and momentum are important so that the coachee can work on issues between sessions.
• Review post session.  Both the coach and coachee need to review the session together and share their perspectives on it and to start off at this point when they have the following session.

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