Develop your coaching conversation
Andy Wright, RYA Yachtmaster® Instructor Trainer (Sail) and Cruising Instructor Trainer (Motor), explains his ‘5.5 Cs’ of the coaching conversation and how to put them into practice to become a more effective, learner-centred coach...
We’ve been teaching the coaching conversation on RYA Yachtmaster Instructor courses, and Yachtmaster Instructor (YMI)/Cruising Instructor (CI) revalidations, for the past 5 years. It’s been very well received by instructors and many of you are keen to continue developing your coaching conversation skills.
Having used this method for a number of years, I undertook some research to look at ways to better structure my coaching conversation. As a proven tool for skill development, surely there would be some guidance on how to create, and facilitate, the coaching conversation in a more effective way?
My research lead me to a number of coaches, however, most of the examples were aimed at developing team members in the business world, and there were very few examples of the conversation being used in an outdoor training context.
The one I liked the most and now use - and teach - when completing the coaching conversation, is an adaption of an article written by Inam. H. (2012). This version is easy to follow, ensuring that as a coach, the conversation is structured and developmental. It’s called the ‘5 C’s’ of the coaching conversation, but I call my adaption the 5 and a half C’s!
When teaching, I have the ‘5.5 C’s’ written on my wet notes and populate each one with a point or two I’d like to bring up with my learner. This keeps me on track when giving feedback and makes sure I only do 20% of the talking, with the learner doing the remaining 80%.
The 5.5 C’s in action
Clarity
This is really important - what do you actually want to say to your learner? If we’re not clear as the coach, then the poor learner will never understand what we want them to develop or change. This is where your note pad is essential, write down the points you want them to develop, two or three is fine. Remember, safety concerns should always come first, for example; not briefing the crew or approaching too fast, then run through the more developmental action points to help them improve their performance.
Compassion
When thinking about compassion, we need to start with ourselves. Nobody likes having to inform someone that they haven’t done very well, or that they need to improve. But remember, you’re facilitating a conversation that means the learner can get better and develop their skills. Don’t shy away from saying what’s required, but make sure it’s done in a compassionate way for both of you. If done effectively, the message will be clear and developmental for the learner.
Curiosity
This is my favourite of the 5 C’s. I think as coaches we are naturally curious, and I find this really can give you a clear insight into what the person needs to do to improve. Try to put yourself in their position. By seeing things from their point of view, it may give you an insight into why they have approached the task in the way they did. It could be that they didn’t understand what was being asked of them, or that they misread the wind or the tide. Be thoughtful and give yourself time before asking any questions, making sure to ask the right question, remembering Blooms Taxonomy. What level of answer do you want? A low level answer that demonstrates they understand the skill? Or a high level answer that shows that they can analyse the situation and make changes to boat speed, angle and crew briefing as required?
Confirmation
Having your feedback all written down and beautifully delivered to your learner is one thing, but what’s more important is that they have understood and retained it. Ask the learner what they understand to be the main points for development and how they will apply this. It also allows you, as the coach, to confirm that you’ve understood the conversation from the student’s perspective. There’s nothing worse than having a coaching conversation and finding that both of you have missed the point! Once this stage has been completed, the learner is now ready to repeat the skill, and hopefully improve on previous practice.
Commitment & Courage
As coaches, sometimes we have to take on difficult conversations. It might be feedback from an assessment, or maybe the learner is not taking any feedback on board, this is where your courage and commitment come in.
On occasion, it may be necessary to have a hard conversation. Ultimately, if it needs to be said, then it’s your responsibility to say it. For example, sometimes on instructor training courses, coaches know the skill being demonstrated by another coach is not being performed particularly well, but they choose not to bring this up in their feedback. This is not helpful to the coach, or the person giving feedback. When challenged (using my commitment and courage) the answer is often; “I didn’t know how to approach the fact it didn’t go well”, or “I thought that the skill was performed okay”.
The truth is, as instructors we know the correct level and sometimes choose not to tackle the harder conversations to save confrontation - ultimately we’re not helping the person. Remember, feedback should address the action and not the person – often people are pleased when something is brought up, as it means they can learn from it.
As with anything that is new, you can only address small things at a time. Trying to change your whole coaching conversation in one course or feedback session will not work, but maybe focus on one of the above each day and see how it goes.
I hope you’ve found this article useful. I’d be really interested in your feedback from using the 5.5 C’s in action - Happy Coaching Conversation!
RYA Wavelength: Sign up to our bi-monthly eNewsletter for all the latest news, updates, CPD and teaching tips for RYA Instructors and recognised training centres. Update your newsletter preferences here.
Originally published in RYA Wavelength July 2019