How to Coach Yourself and Others Popular Models for Coaching | Page 310

at it” is an approach that sets a learner up for failure. Yes, many
learners will survive the “have at it” phase because of their own
prior learning, resilience, and adaptability, but it wastes the
previous coaching efforts. Helping learners to create needed
relationships and providing an introduction to this real-world
they’re supposed to be proficient in, is the true value-add that
coaching should provide.
Motivation = share stories and put power in the hands of
learners
Many coaches who advertise their services are not short of
charisma, but that’s not what the motivation prong of TIM is
about. It’s about making the value of the coaching challenge
transparent, sharing authentic stories, and providing learners
with opportunities for success. Motivation is part and parcel of
the training and the integration prongs of TIM; all three prongs
work in concert.
E-coaching
E-coaching uses technology to deliver coaching services. While ecoaching might be mediated by a system, don’t get ready to call
your LMS an “e-coach”—in my opinion, that’s antithetical to the
TIM model. E-coaching might be better positioned as ”blended
coaching” with some coaching functions distributed to peers, so
long as these peers can provide the needed expertise and
connecting opportunities.
Systems do provide an opportunity to automate “push”
(Goldsmith, n.d.). Another word that’s gone out of favor this year,
“push” in this case doesn’t mean an information dump; it means
providing reminders and cues to help learners access and
implement the coaching they’ve been provided. Goldsmith notes
that today’s learners are drowning in information and one of the
roles of the e-coach is to help learners identify valuable tools and
opportunities.

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