Contracting in Coaching Definition “A contract is an explicit bilateral commitment to a well defined course of action and achievable sensory outcomes” Berne 66 The client describes his/her desired outcomes and changes he/she wants to make, also his/her expectation towards the coach and the coaching process. These will be discussed and negotiated with the coach leading to an agreed contract which is used as the basis for the professional cooperation. Contracts evolve and therefore are not static. It is important to verify and develop the contract during the coaching process and if necessary to adjust it. Contracts cover all areas of work…     administrative aspects, e.g. time, place, amount of coaching sessions, payment, cancellation fees responsibilities, e.g. role and competence of the coach, responsibilities of the coachee (or members of a team) and other parties involved outcomes to be aimed for, including expectations of the parties involved, realistic and verifiable criteria for achieving the aim how the work will be carried out (process) and methods, which will be used The contracts can be verbal or written. Why contracting?       Clear commitment, which can be verified Provides a guidance for the coach Shared responsibility between the coach and the coachee or client system Ensure an Ok – OK equal relationship with the client Provides protection for the client and also for the practitioner Helps to avoid games Useful contracts are:       Clear and understandable Short Focus on central issues Measurable; they describe the outcome e.g. regarding observable changes of the behaviour or reported changes of the psychological state, attitudes… Outlined in positive words Realistic and possible to fulfill (e.g. regarding the competences of the coach, resources provided…) Copyright: Uta Höhl-Spenceley YTC International, Flat 1, The Elms, 2 Church Lane, Chapel Allerton, Leeds LS7 4LY www.ta-coaching.co.uk Page | 1   Adult Contracts, which are also motivational Within legal boundaries and ethically tenable Types of contracts:       Administrative contract (formal conditions) Change contract (describe the wanted outcome, change the client/client system aim on, this could be a behavioural chance, chance of dysfunctional patterns, attitudes, inner processes) Exploration contract (often at the beginning of coaching to gather information about the client, the context, the problems and to explore and identify relevant issues) Sessional contract (within the overall contract, describe the agenda, aim for the individual session) Behavioural contract (contract regarding an explicit behavioural change a client will transfer into practice) Soft and hard contracts Contracting questions in an organisational setting/coaching:         What changes do you want? Why, why now? What changes do others expect from you? (Your leader, colleagues….)? What is your thinking about it? In order to achieve what you want – how will you need to change? What are you willing to do to achieve the desired outcome? How might you sabotage yourself? How will you know – how will others in the company know that you have changed? Who will acknowledge your changes – who will not confirm the changes? What will happen – what will be the consequences when you change – for you and the system? (Positives and negatives) Copyright: Uta Höhl-Spenceley YTC International, Flat 1, The Elms, 2 Church Lane, Chapel Allerton, Leeds LS7 4LY www.ta-coaching.co.uk Page | 2 The Three Corner Contract As a coach you will have some self-paying customers, who want to improve their leadership skills, however more often you will have assignments for individual coaching or team development with companies. Sometimes coaching is even compulsory for a client and his/her leader expects a certain change. To avoid games and power plays the Three Corned Contract by F. English is one of the most powerful instruments. The aim is to clarify the expectations from each involved party, clarifying and reappraising what would be a reasonable contract (what would be the appropriate client system, what is the aim of the work, what is realistic to achieve, methods…..) and to ensure transparency. The expectations of all parties may be congruent, or may differ, however discussions regarding the differences will lead to a greater understanding of different frames of reference regarding the problem and a contract can be developed following these discussions may be a first step for open communication and changes. Great Power expectations/ agreements expectation/ agreements Coach/ Trainer expectations/ agreements Klient/Coachee Trainee In her article “Psychological Distance and Group Intervention “ Nelly Micholt points out that an equal psychological distance between the different parties within the three cornered contract is essential for a successful intervention and outcome. Copyright: Uta Höhl-Spenceley YTC International, Flat 1, The Elms, 2 Church Lane, Chapel Allerton, Leeds LS7 4LY www.ta-coaching.co.uk Page | 3 Literature - contracts Berne, Eric (1966) “Principles of group treatment” Oxford University Press English, Fanita (1975) “The Three Corner Contract” TA Journal October 1975 Hay, Julie (2007) “Reflective Practice and Supervision for Coaches” Open University Press Micholt, Nelly (1992) “Psychological Distance and Group Intervention”, TA Journal October 1992 Copyright: Uta Höhl-Spenceley YTC International, Flat 1, The Elms, 2 Church Lane, Chapel Allerton, Leeds LS7 4LY www.ta-coaching.co.uk Page | 4