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Session 20 Lesson Plan

COMENSA Behavioural Standard 5: Designing Actions and Managing Accountability focuses on helping clients move from insight to action and ensuring they take ownership of their commitments. It is one of the five Coaching Behavioural Standards within the COMENSA Coaching Behavioural Standards Framework.

Here are 20 important points a coach should demonstrate under Standard 5:

Designing Actions

Help the client convert awareness into practical action.
Co-create meaningful actions aligned with the client's goals.
Ensure actions are client-generated rather than coach-directed.
Encourage experimentation and learning through action.
Design actions that are realistic and achievable.
Break large goals into manageable steps.
Ensure actions align with the client's values and purpose.
Explore multiple options before selecting actions.
Encourage creativity and innovation in action planning.
Help clients identify resources and support needed for success.

Managing Accountability

Invite the client to take ownership of commitments.
Clarify specific deadlines and milestones.
Establish clear measures of success.
Review progress consistently.
Hold clients accountable without judgment.
Explore barriers when commitments are not met.
Help clients learn from successes and setbacks.
Encourage reflection on actions taken.
Celebrate achievements and progress.
Support the development of self-accountability so clients become less dependent on the coach.

Typical Evidence an Assessor Looks For

A coach demonstrating Standard 5 effectively will:

Ask, "What will you do next?"
Clarify deadlines.
Explore obstacles before they arise.
Invite commitment rather than impose solutions.
Review previous actions at the start of sessions.
Challenge avoidance respectfully.
Encourage ownership and responsibility.
Measure progress against agreed outcomes.
Help the client learn from action.
Build sustainable habits of accountability.

Powerful Coaching Questions for Standard 5

What action will move you forward?
What is the first step?
When will you do it?
How will you know you've succeeded?
What could get in the way?
How will you overcome that obstacle?
Who can support you?
How committed are you on a scale of 1–10?
What would make it a 10?
How will you hold yourself accountable?

COMENSA Assessor's Perspective

At higher credential levels (CSC and CMC), assessors expect the coach to move beyond simply asking for actions. The coach should help the client design actions that create transformational learning, deeper ownership, and long-term behavioural change, while ensuring accountability remains entirely with the client.

A useful summary of Standard 5 is:

Awareness without action creates insight. Awareness with action creates transformation.

COMENSA Behavioural Standard 5: Designing Actions and Managing Accountability

This standard focuses on helping clients convert insight into meaningful action, while ensuring ownership, commitment, responsibility, and learning remain with the client.

1. Coaching Creates Action

Must Know

Awareness without action rarely creates sustainable change.
Coaching aims to move clients from thinking to doing.
Action creates learning through experience.
Small actions often produce bigger results than large plans.
Clients learn through experimentation.
Actions should emerge from the client's agenda.
The client owns all decisions.
Actions should be meaningful to the client.
Progress matters more than perfection.
Action builds confidence.
Action generates feedback.
Coaching supports implementation.
Different clients require different action approaches.
Actions should be realistic.
Actions should support desired outcomes.
Action increases accountability.
Action reveals barriers.
Action creates momentum.
Action strengthens commitment.
Consistent action leads to transformation.

Must Do

Invite action planning.
Explore possible next steps.
Encourage experimentation.
Help clarify priorities.
Support achievable commitments.
Confirm ownership.
Connect actions to goals.
Explore motivation.
Encourage reflection after action.
Celebrate progress.

Must Not Do

Prescribe solutions.
Create actions for the client.
Push your agenda.
Assume readiness.
Force commitments.
Focus only on problems.
Ignore motivation.
Create dependency.
Rush action planning.
Measure success only by completion.

MCC Questions

What action would create the greatest movement for you right now?
What experiment are you willing to try before our next conversation?
What would success look like after taking that step?

2. Client Ownership and Responsibility

Must Know

The client owns the coaching agenda.
The client owns decisions.
The client owns outcomes.
Accountability belongs to the client.
Ownership creates empowerment.
Ownership increases commitment.
Ownership supports self-leadership.
Clients are resourceful.
Coaches do not rescue clients.
Responsibility develops confidence.
Ownership promotes learning.
Ownership reduces dependency.
Accountability encourages growth.
Clients choose their level of commitment.
Ownership creates authenticity.
Responsibility drives action.
Ownership strengthens resilience.
Self-accountability is sustainable.
Ownership supports transformation.
Coaching is a partnership, not management.

Must Do

Reinforce client ownership.
Return responsibility to the client.
Ask ownership-focused questions.
Encourage self-management.
Clarify commitments.
Explore consequences.
Support self-reflection.
Trust client capability.
Invite responsibility.
Respect client choices.

Must Not Do

Rescue clients.
Become the expert.
Take responsibility for outcomes.
Make decisions for clients.
Judge client choices.
Create dependence.
Over-direct.
Manage the client.
Pressure commitment.
Solve problems for the client.

MCC Questions

What responsibility are you willing to fully own here?
How would taking complete ownership change your approach?
What commitment are you making to yourself?

3. Designing Effective Actions

Must Know

Effective actions are specific.
Effective actions are meaningful.
Effective actions are achievable.
Actions should align with values.
Actions should align with goals.
Clarity increases follow-through.
Simplicity often increases success.
Actions should be measurable where appropriate.
Actions should stretch the client.
Actions should remain realistic.
Motivation affects execution.
Timing matters.
Prioritisation is important.
Actions should address obstacles.
Clients learn through testing ideas.
Different options create flexibility.
Action planning creates focus.
Commitment strengthens execution.
Effective actions create progress.
Review improves future actions.

Must Do

Clarify desired outcomes.
Explore options.
Prioritise actions.
Define success measures.
Identify obstacles.
Explore resources.
Confirm commitment.
Check realism.
Encourage flexibility.
Review effectiveness.

Must Not Do

Accept vague actions.
Ignore obstacles.
Overcomplicate plans.
Rush commitment.
Assume clarity.
Create unrealistic expectations.
Focus only on activity.
Ignore values.
Neglect resources.
Overwhelm the client.

MCC Questions

Which action would create the greatest impact with the least complexity?
What support or resources will strengthen your success?
How will you know this action has achieved what matters most?

4. Managing Accountability

Must Know

Accountability supports learning.
Accountability is not punishment.
Accountability increases awareness.
Accountability strengthens commitment.
Accountability creates focus.
Accountability promotes integrity.
Accountability develops discipline.
Accountability reveals patterns.
Accountability encourages ownership.
Accountability supports growth.
Accountability creates consistency.
Accountability increases follow-through.
Accountability promotes self-management.
Accountability can be self-generated.
Accountability strengthens confidence.
Accountability encourages reflection.
Accountability reveals obstacles.
Accountability supports behavioural change.
Accountability creates momentum.
Accountability should be empowering.

Must Do

Review commitments.
Explore progress.
Discuss learning.
Celebrate achievements.
Explore barriers.
Encourage ownership.
Clarify next steps.
Invite reflection.
Maintain partnership.
Support self-accountability.

Must Not Do

Shame clients.
Criticise missed actions.
Police behaviour.
Lecture clients.
Create fear.
Focus on blame.
Assume lack of commitment.
Ignore learning.
Become controlling.
Take ownership away.

MCC Questions

What did you learn from what happened since we last spoke?
What does your level of follow-through tell you about what matters most?
How do you want to hold yourself accountable moving forward?

5. Learning from Action

Must Know

Every action creates learning.
Success creates insight.
Failure creates insight.
Reflection deepens learning.
Experience is a powerful teacher.
Learning often emerges after action.
Curiosity enhances learning.
Reflection increases awareness.
Learning creates adaptation.
Mistakes can be valuable.
Learning improves future performance.
Growth requires experimentation.
Feedback supports learning.
Reflection promotes self-awareness.
Learning strengthens resilience.
Learning creates wisdom.
Learning informs future choices.
Learning supports transformation.
Continuous learning supports growth.
Coaching helps uncover learning.

Must Do

Invite reflection.
Explore successes.
Explore challenges.
Identify lessons.
Encourage curiosity.
Capture insights.
Discuss patterns.
Explore implications.
Support adaptation.
Reinforce learning.

Must Not Do

Judge mistakes.
Focus only on outcomes.
Ignore lessons.
Rush reflection.
Criticise experiments.
Assume learning.
Dismiss setbacks.
Reward perfectionism.
Overlook patterns.
Miss growth opportunities.

MCC Questions

What are you now aware of that you were not aware of before?
How has this experience changed the way you see yourself or the situation?
What new possibility has emerged from this learning?

COMENSA Assessor Insight

At the MCC level, Standard 5 is not merely about creating actions. It is about partnering with the client so that actions, accountability, ownership, reflection, and learning become vehicles for sustainable transformation. The coach's role is to facilitate the client's self-directed growth rather than manage performance or drive results on the client's behalf.

COMENSA Behavioural Standard 5: Designing Actions and Managing Accountability

Multiple Choice Assessment Questions

1. What is the primary purpose of designing actions in coaching?

A. To ensure the coach demonstrates expertise

B. To move awareness into meaningful change

C. To evaluate the client's competence

D. To solve the client's problems

E. To create detailed project plans

2. Who owns the actions agreed during a coaching session?

A. The coach

B. The organisation

C. The client's manager

D. The client

E. The sponsor

3. Which statement best reflects a coaching approach to action planning?

A. The coach recommends the best solution

B. The coach provides expert advice

C. The client designs actions aligned with their goals

D. The coach approves all actions

E. The sponsor determines the actions

4. Accountability in coaching is primarily about:

A. Monitoring compliance

B. Punishing non-performance

C. Encouraging ownership and learning

D. Evaluating competence

E. Reporting to management

5. Which action is most consistent with COMENSA Standard 5?

A. Telling the client exactly what to do

B. Designing actions on behalf of the client

C. Exploring options and inviting commitment

D. Evaluating the client's performance

E. Managing the client's activities

6. When a client fails to complete an agreed action, the coach should:

A. Criticise the client

B. Reduce future expectations

C. Explore learning and barriers

D. End the coaching relationship

E. Report the issue

7. Effective coaching actions are generally:

A. Vague and flexible

B. Coach-directed

C. Specific and meaningful

D. Large and ambitious

E. Sponsor-driven

8. Which behaviour demonstrates client ownership?

A. Waiting for the coach's instructions

B. Asking the coach for solutions

C. Choosing and committing to personal actions

D. Seeking management approval first

E. Following the coach's recommendations

9. Why is reflection important after action?

A. It validates the coach's effectiveness

B. It creates opportunities for learning

C. It identifies mistakes only

D. It measures compliance

E. It replaces future action

10. What role should the coach play in accountability?

A. Performance manager

B. Supervisor

C. Enforcer

D. Partner in learning and reflection

E. Auditor

11. What should a coach do when a client proposes an unrealistic action?

A. Reject it immediately

B. Ignore it

C. Explore feasibility and commitment

D. Replace it with a better action

E. Escalate the concern

12. Which coaching question best supports accountability?

A. Why didn't you do it?

B. Who is responsible for your lack of progress?

C. What did you learn from your experience?

D. Why should I trust your commitment?

E. When will management intervene?

13. Which statement best reflects a coaching mindset?

A. The coach is responsible for client results.

B. The client is responsible for client results.

C. The sponsor is responsible for client results.

D. Results belong to the organisation.

E. Responsibility is shared equally.

14. Why should actions align with client values?

A. To impress stakeholders

B. To improve compliance

C. To increase motivation and commitment

D. To simplify reporting

E. To satisfy the coach

15. What is the purpose of reviewing previous commitments?

A. To identify failures

B. To hold clients accountable through pressure

C. To explore progress and learning

D. To score performance

E. To compare clients

16. Which behaviour weakens client accountability?

A. Reflection

B. Ownership

C. Learning review

D. Coach rescuing the client

E. Commitment

17. What should happen if a client's action plan is not working?

A. Abandon coaching

B. Blame the client

C. Adapt and learn from the experience

D. Repeat the same actions

E. Escalate to management

18. Which outcome is most important when reviewing actions?

A. Whether the client obeyed instructions

B. Whether learning occurred

C. Whether the coach was correct

D. Whether management approved

E. Whether the action was difficult

19. What is a key indicator of effective accountability?

A. Dependence on the coach

B. Fear of consequences

C. Increased client ownership

D. Frequent reminders from the coach

E. Detailed progress reports

20. At its highest level, Standard 5 seeks to develop:

A. Compliance

B. Dependence

C. Self-directed growth and transformation

D. Performance management

E. Organisational control

Answers and Explanations

1. B – To move awareness into meaningful change

Coaching creates awareness, but transformation occurs when awareness is translated into action.

2. D – The client

COMENSA coaching places ownership, responsibility, and decision-making firmly with the client.

3. C – The client designs actions aligned with their goals

The coach facilitates thinking but does not prescribe solutions.

4. C – Encouraging ownership and learning

Accountability in coaching is developmental rather than punitive.

5. C – Exploring options and inviting commitment

The coach partners with the client to generate actions and commitment.

6. C – Explore learning and barriers

Missed actions are opportunities for reflection and awareness, not criticism.

7. C – Specific and meaningful

Clear, relevant actions are more likely to produce results and learning.

8. C – Choosing and committing to personal actions

Ownership is demonstrated when clients select and commit to their own actions.

9. B – It creates opportunities for learning

Reflection turns experience into insight and growth.

10. D – Partner in learning and reflection

The coach supports accountability through inquiry rather than enforcement.

11. C – Explore feasibility and commitment

The coach helps the client assess whether actions are realistic and meaningful.

12. C – What did you learn from your experience?

This question encourages reflection, awareness, and ownership.

13. B – The client is responsible for client results

The coach facilitates the process; the client owns the outcomes.

14. C – To increase motivation and commitment

Values-aligned actions are more likely to be pursued consistently.

15. C – To explore progress and learning

Reviewing commitments helps uncover growth, obstacles, and insights.

16. D – Coach rescuing the client

Rescuing removes ownership and creates dependency.

17. C – Adapt and learn from the experience

Coaching views setbacks as valuable learning opportunities.

18. B – Whether learning occurred

Learning often matters more than successful completion of the action.

19. C – Increased client ownership

Strong accountability results in greater self-responsibility and independence.

20. C – Self-directed growth and transformation

The ultimate purpose of Standard 5 is to help clients become increasingly self-aware, self-managing, and capable of sustaining their own growth and development.

Designing Actions and Managing Accountability: Where Real Change Happens

Most people don't struggle because they lack awareness.

They struggle because awareness never becomes action.

In leadership, coaching, and personal development, breakthroughs often occur during conversations. New perspectives emerge. Assumptions are challenged. Possibilities appear.

Yet insight alone rarely changes behaviour.

The real value of coaching is not what happens during the conversation. It is what happens after the conversation.

This is where Designing Actions and Managing Accountability becomes critical.

The Awareness-to-Action Gap

Think about how many leadership books have been read, podcasts have been listened to, and training courses have been attended.

Most people already know what they should be doing.

The challenge is implementation.

A leader may know they need to delegate more.

A manager may know they need to have difficult conversations.

An executive may know they need to spend more time developing their people.

Knowledge is not the problem.

Action is.

The purpose of coaching is to help people bridge the gap between knowing and doing.

What Does Designing Actions Mean?

Designing actions is the process of helping clients identify meaningful steps that move them closer to their goals.

Importantly, the coach does not tell the client what to do.

Instead, the coach creates a thinking environment where the client discovers actions for themselves.

This distinction matters.

People are far more committed to actions they create than actions imposed upon them.

Effective coaching questions include:

What is the next step?
What would success look like?
What action are you willing to commit to?
What is the smallest step that could create momentum?
What support do you need?

The best actions are not always the biggest.

Often, the most powerful actions are simple, achievable, and immediately actionable.

Accountability Is Not About Policing

Many people misunderstand accountability.

They associate it with pressure, compliance, or punishment.

True coaching accountability is different.

Accountability is not about making someone feel guilty.

It is about helping someone stay connected to what matters most.

When coaches review actions, they are not asking:

"Did you do what I told you to do?"

Instead, they are asking:

"What happened?"
"What did you learn?"
"What got in the way?"
"What are you noticing now?"

This approach transforms accountability from judgement into learning.

Ownership Creates Transformation

One of the most important principles in coaching is that the client owns the agenda, the actions, and the outcomes.

The coach owns the process.

The client owns the results.

When coaches take responsibility for the client's success, they unintentionally weaken the client's ownership.

When clients own their decisions, they develop confidence, resilience, and self-leadership.

This is particularly important for leaders.

Great leaders do not create dependence.

They create ownership.

The same principle applies in coaching.

Learning Is More Important Than Success

One of the most powerful shifts a coach can make is to focus on learning rather than performance.

Suppose a client commits to an action and does not complete it.

A traditional management approach may focus on failure.

A coaching approach focuses on learning.

Questions might include:

What prevented progress?
What assumptions were revealed?
What did this experience teach you?
What would you do differently next time?

Sometimes the greatest growth comes from actions that did not produce the expected outcome.

Every experience contains valuable information.

The coach's role is to help uncover it.

Accountability Without Dependency

Poor coaching creates dependency.

Strong coaching creates independence.

If clients become reliant on their coach for motivation, direction, or decision-making, something has gone wrong.

The goal is not for clients to need the coach forever.

The goal is for clients to become increasingly self-aware, self-accountable, and self-directed.

The best coaches help clients build the ability to coach themselves.

Lessons for Leaders

Designing actions and managing accountability are not only coaching skills.

They are leadership skills.

Instead of telling people what to do, leaders can ask:

What options do you see?
What action makes the most sense?
What support would help you succeed?
How will you hold yourself accountable?

These questions encourage ownership rather than dependence.

They create engagement rather than compliance.

And they develop future leaders rather than followers.

Final Thought

Awareness starts the journey.

Action moves the journey forward.

Accountability keeps the journey alive.

The true measure of coaching is not the quality of the conversation.

It is the quality of the actions, learning, and transformation that follow.

As coaches and leaders, our task is not to provide answers.

Our task is to create the conditions where people discover their own answers, take meaningful action, learn from experience, and ultimately become accountable for their own growth.

That is where sustainable change begins.

Most respected personal transformation, leadership development, coaching, and adult learning models begin with some form of awareness. The reasoning is simple: people rarely change what they cannot see.

Here are some of the most influential transformation models and how awareness fits into them.

1. Awareness → Choice → Action → Results Model

A simple coaching model used by many coaches.

Stages

Awareness
Choice
Action
Results
Reflection
New Awareness

Core Principle

You cannot make a conscious choice until you become aware of your current reality.

Coaching Questions

What are you noticing?
What assumptions are driving your behaviour?
What choice becomes available now?

2. The Conscious Competence Model

Developed by Noel Burch.

Stages

Unconscious Incompetence
Conscious Incompetence
Conscious Competence
Unconscious Competence

Transformation Begins With

Awareness that you don't know something.

Example

A leader believes they communicate effectively.

Feedback reveals they don't.

Awareness creates the possibility for growth.

3. Johari Window

Created by Joseph Luft and Harrington Ingham.

Areas

Open Area
Blind Spot
Hidden Area
Unknown Area

Transformation Begins With

Expanding awareness.

Especially awareness of blind spots.

Leadership Application

The more aware leaders become of how others experience them, the greater their effectiveness.

4. Immunity to Change Model

Developed by Robert Kegan and Lisa Lahey.

Stages

Improvement Goal
Current Behaviour
Hidden Commitments
Big Assumptions
Testing Assumptions

9. The Leadership Circle Model

Developed by Bob Anderson.

Stages

Awareness of Reactive Tendencies
Awareness of Creative Competencies
Conscious Leadership Choice
New Behaviours

Transformation Begins With

Self-awareness.

The model suggests leadership effectiveness is strongly correlated with awareness of internal operating systems.

10. The Dethmer Conscious Leadership Model

Developed by Jim Dethmer and colleagues.

Stages

Unconscious Reactivity
Awareness
Radical Responsibility
Conscious Choice
Intentional Action

Transformation Begins With

Awareness.

One of Dethmer's key principles is:

"Above the Line" leaders first become aware before they choose.

A Common Pattern

If you compare nearly all transformation models, they follow a remarkably similar sequence:

1. Awareness

What is happening?

2. Acceptance

Can I acknowledge reality without denial?

3. Choice

What options exist?

4. Action

What will I do?

5. Accountability

Will I follow through?

6. Reflection

What happened?

7. Learning

What did I discover?

8. Integration

How do I embody this?

9. Transformation

Who am I becoming?

This is why COMENSA Behavioural Standards 4 (Creating Awareness and Opportunities for Learning) and 5 (Designing Actions and Managing Accountability) sit next to each other. Awareness without action creates insight but little change. Action without awareness creates activity but little learning. Sustainable transformation requires both.

1. Awareness → Choice → Action → Results (ACAR)

This is one of the simplest and most practical coaching models.

Coach's Role

Awareness

Ask reflective questions.
Challenge assumptions.
Surface patterns and beliefs.

Choice

Help the client explore options.
Expand possibilities.
Avoid recommending solutions.

Action

Support action planning.
Clarify commitment.
Explore obstacles.

Results

Facilitate reflection.
Review outcomes and learning.

Client's Role

Awareness

Examine current reality.
Notice thoughts, emotions, behaviours.

Choice

Generate options.
Decide what matters most.

Action

Take ownership of implementation.

Results

Reflect on outcomes.
Capture learning.

Example

Client: "I'm overwhelmed."

Coach: "What are you becoming aware of about how you manage your workload?"

Client identifies a pattern of overcommitting.

Coach: "What choices are available?"

Client chooses to delegate.

Coach: "What specific action will you take?"

Client commits to delegating two tasks this week.

2. Conscious Competence Model

Used for skill development.

Coach's Role

Unconscious Incompetence

Create awareness of gaps.
Provide feedback.

Conscious Incompetence

Normalize discomfort.
Encourage learning.

Conscious Competence

Support deliberate practice.

Unconscious Competence

Encourage mastery and teaching others.

Client's Role

Unconscious Incompetence

Become aware of blind spots.

Conscious Incompetence

Accept development needs.

Conscious Competence

Practice intentionally.

Unconscious Competence

Integrate new skills naturally.

Example

A leader believes they are a good listener.

360 feedback reveals they interrupt frequently.

Awareness creates development opportunities.

3. Johari Window

Excellent for leadership and self-awareness.

Coach's Role

Open Area

Expand strengths.

Blind Spot

Encourage feedback.

Hidden Area

Explore vulnerability.

Unknown Area

Encourage experimentation.

Client's Role

Open Area

Build on known strengths.

Blind Spot

Seek feedback.

Hidden Area

Share appropriately.

Unknown Area

Explore new experiences.

Example

A leader learns others perceive them as intimidating.

This blind spot becomes the focus of development.

4. Immunity to Change

Ideal when clients repeatedly fail to change.

Coach's Role

Goal Identification

Clarify desired change.

Current Behaviour

Explore conflicting behaviours.

Hidden Commitments

Surface competing commitments.

Big Assumptions

Reveal limiting beliefs.

Testing

Design experiments.

Client's Role

Goal

Identify meaningful change.

Behaviour

Notice contradictions.

Commitments

Explore fears.

Assumptions

Question beliefs.

Testing

Conduct experiments.

Example

Goal:
Delegate more.

Hidden Commitment:
Avoid appearing incompetent.

Assumption:
"If I don't control everything, I'll fail."

Coach helps test this assumption.

5. Theory U

Powerful for deep transformation and leadership.

Coach's Role

Downloading

Surface habitual thinking.

Seeing

Invite fresh perspectives.

Sensing

Explore deeper observations.

Presencing

Create reflective space.

Crystallising

Clarify emerging vision.

Prototyping

Encourage experimentation.

Performing

Support implementation.

Client's Role

Downloading

Notice automatic reactions.

Seeing

Observe differently.

Sensing

Connect with intuition.

Presencing

Reflect deeply.

Crystallising

Discover purpose.

Prototyping

Test ideas.

Performing

Implement change.

Example

A leader realizes the organisation's challenge is cultural rather than operational.

6. Gestalt Awareness Cycle

Focuses on present-moment awareness.

Coach's Role

Awareness

Notice emotions and sensations.

Mobilisation

Explore energy.

Action

Encourage expression.

Contact

Deepen engagement.

Completion

Capture insights.

Withdrawal

Support closure.

Client's Role

Awareness

Notice present experience.

Mobilisation

Connect with motivation.

Action

Express needs.

Contact

Engage authentically.

Completion

Integrate learning.

Withdrawal

Rest and reset.

Example

Client notices anxiety whenever discussing promotion.

Exploring that awareness uncovers fear of visibility.

7. Kolb's Learning Cycle

Excellent for leadership development.

Coach's Role

Experience

Review events.

Reflection

Encourage learning.

Conceptualisation

Develop insights.

Experimentation

Design actions.

Client's Role

Experience

Describe what happened.

Reflection

Analyse experience.

Conceptualisation

Identify lessons.

Experimentation

Apply learning.

Example

After a difficult meeting:

What happened?

What did you learn?

What will you do differently next time?

8. Adult Development Theory (Kegan)

Used for transformational coaching.

Coach's Role

Surface Assumptions

Challenge meaning-making systems.

Expand Perspective

Encourage complexity.

Facilitate Reflection

Explore worldview.

Client's Role

Examine Beliefs

Notice assumptions.

Question Certainty

Explore alternatives.

Develop New Perspectives

Increase cognitive complexity.

Example

Client moves from:

"I must please everyone."

To:

"I can honour others without abandoning myself."

9. Leadership Circle Profile

Leadership assessment and development model.

Coach's Role

Interpret Results

Explore assessment findings.

Identify Reactive Patterns

Examine limitations.

Strengthen Creative Competencies

Build leadership capability.

Design Growth Actions

Support development.

Client's Role

Review Feedback

Increase awareness.

Identify Patterns

Understand impact.

Choose Focus Areas

Commit to growth.

Implement Development Plans

Practice new behaviours.

Example

Leader discovers perfectionism is reducing team empowerment.

10. Conscious Leadership Model (Dethmer)

One of the most powerful coaching frameworks.

Coach's Role

Create Awareness

Notice reactive patterns.

Invite Responsibility

Shift from blame.

Explore Choice

Expand options.

Support Conscious Action

Design intentional behaviours.

Client's Role

Recognise Reactivity

Notice triggers.

Take Ownership

Accept responsibility.

Make Conscious Choices

Choose desired responses.

Act Intentionally

Practice new behaviours.

Example

Client says:

"My team frustrates me."

Coach asks:

"What responsibility do you have for creating that experience?"

The conversation shifts from blame to ownership.

The Master Pattern Behind All Transformation Models

Nearly every transformation model follows this sequence:

Awareness

What am I noticing?

Acceptance

What is true?

Responsibility

What is mine to own?

Choice

What options exist?

Action

What will I do?

Accountability

How will I stay committed?

Reflection

What happened?

Learning

What did I discover?

Integration

How do I embody this?

Transformation

Who am I becoming?

This sequence aligns closely with COMENSA's progression from:

Standard 4: Creating Awareness and Opportunities for Learning
Standard 5: Designing Actions and Managing Accountability
Standards 6–8: Self-awareness, growth, and coaching presence

In practice, elite coaches spend less time giving answers and more time helping clients move repeatedly through this cycle until new behaviours become part of their identity.

The “Above the Line / Below the Line” model is one of the simplest but most powerful frameworks in coaching, leadership, and personal responsibility work. It comes from Conscious Leadership thinking (popularised by Jim Dethmer and colleagues).

It is essentially a way of describing two states of awareness and responsibility in how we show up in life, leadership, and coaching conversations.

ABOVE THE LINE vs BELOW THE LINE

ABOVE THE LINE (Conscious Responsibility)

This is the state of ownership, awareness, and choice.

What it looks like:

I take responsibility for my experience
I am curious rather than defensive
I focus on learning rather than being right
I acknowledge reality as it is
I choose how I respond
I am open to feedback
I am willing to explore my role in the situation
I operate from trust and curiosity
I am willing to feel discomfort for growth
I see problems as opportunities for learning

Core mindset:

👉 “I create my experience”

Coaching indicators:

Client is reflective
Client takes ownership of actions
Client explores patterns and assumptions
Client is open to accountability
Client is willing to experiment

Coach’s role when client is above the line:

Deepen awareness
Expand perspective
Support action design
Strengthen learning
Encourage experimentation
Reinforce ownership (without taking over)

BELOW THE LINE (Reactive Survival State)

This is the state of blame, justification, and defensiveness.

What it looks like:

Blaming others or circumstances
Defending actions or positions
Justifying behaviour
Needing to be right
Avoiding responsibility
Feeling like a victim of circumstances
Resistance to feedback
Closed thinking
Emotional reactivity
Focus on proving, not learning

Core mindset:

👉 “Life is happening to me”

Coaching indicators:

Client blames manager, team, system, or environment
Client avoids ownership
Client is defensive or argumentative
Client is stuck in justification loops
Client resists reflection

Coach’s role when client is below the line:

Slow the conversation down
Bring awareness to the state (without judgement)
Ask grounding and reflective questions
Avoid rescuing or advising
Reconnect client to ownership
Shift from story → awareness

Example questions:

“What are you noticing in yourself right now?”
“What part of this is yours to own?”
“What is the story you are telling yourself?”
“What would change if you took full responsibility for your experience?”

KEY DIFFERENCE

Above the line is not “positive thinking”.

Below the line is not “bad behaviour”.

The difference is:

Above the line = responsibility + curiosity + learning
Below the line = reactivity + blame + defensiveness

Both are normal human states. The goal is not to eliminate below the line thinking, but to become aware of it faster and shift more consciously.

HOW THIS CONNECTS TO COACHING (COMENSA STANDARD 5 LINK)

This model directly supports Designing Actions and Managing Accountability:

When clients are ABOVE the line:

Actions are owned
Accountability is embraced
Learning is integrated
Follow-through improves naturally

When clients are BELOW the line:

Actions are avoided or externalised
Accountability is resisted
Blame blocks learning
Follow-through breaks down

So effective coaching often involves helping clients:

Become aware of their state
Shift from below → above the line
Then design actions from a place of ownership

SIMPLE SUMMARY

Above the line = “What can I learn and take responsibility for?”
Below the line = “Who or what is to blame?”

The transformation happens in the moment a client moves from:

“This is happening to me”
to
“I am part of what is happening, and I can respond differently”

That shift is where accountability, leadership, and real change begin.

The Johari Window is a psychological model used to improve self-awareness, communication, and relationships. It was created by psychologists Joseph Luft and Harrington Ingham in 1955.

It divides personal awareness into four quadrants:

Quadrant

Known to Self

Known to Others

Meaning

Open Area (Arena)

Yes

Information everyone knows about you

Blind Spot

Yes

Things others see in you but you don’t notice

Hidden Area (Facade)

Yes

Private feelings or information you keep secret

Unknown Area

Untapped abilities, unconscious feelings, or hidden potential

1. Open Area (Arena)

This includes:

Your behavior
Skills
Attitudes
Feelings that are openly shared

Example:
You know you are good at public speaking, and your coworkers know it too.

Goal: Increase this area for better trust and communication.

2. Blind Spot

These are things:

Others notice about you
But you are unaware of

Example:
You may interrupt people often without realizing it.

How to reduce it:
Receive feedback from others.

3. Hidden Area (Facade)

This includes:

Secrets
Private fears
Personal experiences

Example:
You feel anxious during presentations but never tell anyone.

How to reduce it:
Practice openness and self-disclosure.

4. Unknown Area

This contains:

Hidden talents
Deep emotions
Unexplored abilities

Example:
You may have leadership ability that neither you nor others have discovered yet.

How to explore it:
New experiences, counseling, training, reflection.

Simple Diagram of the Johari Window

Known to Others

Yes No

Known Yes Open Area Hidden Area

to Self

No Blind Spot Unknown Area

Importance of the Johari Window

It is widely used in:

Team building
Counseling
Leadership training
Personal development
Communication improvement

Main idea:

The more information shared in the Open Area, the stronger and healthier communication becomes.

questions to ask when facilitating johari window

When you facilitate the Johari Window, your job is to help someone expand the Open Area by increasing self-awareness, feedback, and trust. The questions you ask should gently surface insight across all four quadrants: Open, Blind Spot, Hidden, and Unknown.

Here are strong facilitation questions grouped by purpose.

1. Opening the session (safety + context)

These set tone and trust:

What do you already understand about the Johari Window?
What would you like to get out of this exercise today?
How open do you feel about receiving feedback right now?
What would make this feel useful rather than uncomfortable?

2. Building the “Open Area” (what is already known)

What words would you use to describe yourself at work/home?
What strengths do you believe you consistently show?
What behaviours do you think others would easily recognise in you?
What values are most important to you, and how do you show them?
What are you currently confident about in how you interact with others?

3. Exploring the “Blind Spot” (feedback from others)

These are usually asked to peers or group members:

What is one strength you see in me that I may underestimate?
What behaviours do I display that help the team succeed?
What is something I do that I may not realise I do often?
When do I come across most positively to you?
What is one habit I have that might limit my impact?
If I could improve one communication habit, what would it be?

Facilitator prompt follow-up:

Can you give a specific example?
What impact does that behaviour have on you or others?

4. Exploring the “Hidden Area” (self-disclosure)

These are asked to the participant:

What do you find difficult to share with others?
What strengths do you have that you rarely talk about?
What fears or concerns influence your behaviour at work?
What do you wish people understood about you?
What are you currently holding back in conversations?
When do you feel you are “not fully yourself” around others?

Deeper coaching prompts:

What stops you from sharing that more openly?
What would change if people knew this about you?

5. Exploring the “Unknown Area” (insight + discovery)

These are reflective and exploratory:

What situations bring out unexpected strengths in you?
What have you never tried that you feel slightly curious about?
When in your life have you surprised yourself?
What feedback have you received that doesn’t match your self-image?
What patterns might you be unaware of repeating?
If you had no fear, what would you attempt?

Facilitator prompts:

What might this suggest about your potential?
Where else might this show up in your life?

6. Integration (bringing it all together)

What surprised you most from the feedback?
What new insight do you have about yourself?
What will you do differently as a result of this conversation?
What is one thing you want to be more open about going forward?
What is one blind spot you want to actively work on?
How can others support your growth?

7. Powerful closing question (very important)

What would it look like if your “Open Area” doubled in size over the next 3 months?

Key facilitation principle

A good Johari Window session is not about “exposing people” — it is about:

increasing trust
building psychological safety
and turning feedback into self-awareness + growth

A Johari Window is basically a structured way to map what you know about yourself versus what others see, and what is still hidden or not yet discovered. I’ll build this based on what you’ve shared in past conversations (career shift, coaching work, program management, communication focus, and your interest in storytelling and influence).

1. Open Self (Known to you + known to others)

These are qualities and behaviours that are relatively visible and acknowledged:

You tend to show up as someone who:

Has strong program / project management capability, especially in structured, high-stakes environments
Thinks in terms of systems, delivery, governance, and outcomes
Is actively developing coaching and facilitation skills
Enjoys communication, storytelling, and influencing others
Has a strong orientation toward adding value and helping people grow
Is actively working on public speaking and clarity of expression
Can bridge technical understanding and business thinking

This is the “visible professional identity” others are most likely to recognise.

2. Blind Self (Not obvious to you, but visible to others)

These are patterns others might notice before you fully see them:

You may come across as very high standards-driven, sometimes to the point of internal pressure or frustration when things don’t move fast enough
A strong drive to pivot and explore new directions can look like versatility—but also sometimes uncertainty or restlessness from the outside
You may overthink structure before acting, especially when trying to “get it right” in communication or career positioning
In conversations, your strength in ideas and frameworks may occasionally overshadow slowing down into listening or simplicity
Others may see a strong “builder” energy, but also a tendency to carry too much alone instead of delegating or simplifying

3. Hidden Self (Known to you, not always visible to others)

These are internal drivers and experiences that may not be obvious externally:

A strong desire to redefine your professional identity into something more creative and expressive
Some level of pressure around career transition timing and direction
A need for recognition and impact at scale, not just incremental contribution
Periods of uncertainty or overwhelm when multiple paths compete (corporate, coaching, media, speaking, etc.)
A personal drive toward freedom, autonomy, and self-directed work
A deeper motivation to feel fully aligned between who you are and what you do

This quadrant often holds the “why behind the change”.

4. Unknown Self (Not yet known to you or others)

These are possibilities that only emerge through experience:

Strong potential in content creation or media-based influence (YouTube, LinkedIn, courses, storytelling platforms)
Ability to become a facilitator or educator at scale, not just 1:1 coaching
Emerging strength in thought leadership in leadership development / transformation spaces
Potential to build or lead hybrid roles combining strategy + storytelling + coaching + business transformation
New identity as a public communicator or educator, beyond traditional corporate roles

This quadrant is usually revealed through experimentation rather than planning.

Key Insight

Your Johari Window suggests a central tension:

You already operate with strong structure + delivery capability, but you’re actively pulling toward expression, influence, and creative communication.

That combination is powerful—but it only works when:

You don’t over-structure the creative side
And you don’t underutilise your strategic strengths

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