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Jake desperately wanted recognition and in uence in his rm However, he was regularly late for staff meetings, and he often had not read the premeeting materials that had been assigned as preparation As a result, he often asked questions during the meetings on topics that had already been covered in the pre-meeting materials or discussed at the meeting prior to his arrival
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Jake deeply desires recognition and in uence; however, his lateness and lack of preparation create the impression that he does not take the work seriously, thus undermining both the recognition he receives and the amount of in uence he wields in the rm
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Jake, let s examine your behavior both before and during staff meetings, and then let s analyze how this behavior may actually be affecting your degree of in uence and the extent to which you get recognition
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The paradoxical challenges for each Enneagram style described in s 3 through 11 are deep-level paradoxes that should be used only with moderate or high self-mastery learners Low self-mastery learners are not in a psychological state to handle the complexity and ambiguity inherent in the resolution of this level of paradox, and deep-level or complex paradoxes can increase their anxiety While less powerful paradoxes can be used with these learners, developers should do so with caution
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SUMMARY: THE COACHING TEMPLATE The following summary can serve as a coaching template and may be used for short-term, crisis, or long-term coaching Determine Coaching Goals and Learner Motivation Make sure the goals can be accomplished in the time available and are linked to one or more of the learner s key motivators Assess the Learner s Level and Range of Self-Mastery, Then Use Level-Appropriate Coaching Approaches Determine the learner s normal (average) level and range of self-mastery Select the development approach(es) from the corresponding Self-Mastery Levels and Coaching Approaches to Enhance Development chart (see s 3 through 11) that would be most effective with the learner, and experiment with these
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Use Coaching Techniques That Challenge Growth Plan how you will use each of the four coaching techniques from this section, and use them at appropriate moments during the coaching process
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Head Center Challenge: What if What have you heard the learner say or imply that reflects a mental model or assumption you can challenge How will you phrase this What if challenge to the learner Heart Center Challenge: Recognizing and Leveraging Defense Mechanisms When have you observed the learner use a particular defense mechanism Would a direct or an indirect challenge be more effective How would you phrase this defense mechanism challenge to the learner Body Center Challenge: Why would you want to do that What behavior has the learner stated that he or she plans to do Do you think this is a wise course of action How would you phrase this Why would you want to do that challenge to the learner Transformative Paradoxical Challenge What paradoxes have you observed in the learner Select the most significant one How would you phrase this paradoxical challenge to the learner
When customized for individuals of the nine Enneagram styles, the four coaching techniques described above have an enormous impact on the speed, depth, and change of the learner s development The Enneagram style applications of these techniques are explained in s 3 through 11
REMINDER Using an effective coaching challenge at an opportune moment stimulates the learner to grow at an accelerated pace However, using too many techniques can interfere with excellent coaching, which is essentially an interaction between two human beings Listening attentively, conveying respect for the learner, and being committed to the learner s growth are far more important than any technique
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