# data[].attributes.body
Fixed mindset and Mental models of coachees: Unwilling to move out of their mental models (stubborn-ness) and not willing to be with another group of colleagues.

Unwillingness to change portfolio that they are helming.

- What is the motivation behind their choices?
- What are the implications of the staff member not moving with the rest of the department?
- Build the need for the coachee to believe in the need to change.

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Mental State(readiness, negative loop)
- Have an agreement with coachee beforehand to ensure readiness

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Question 1 (from coachee's point of view)

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Question 1 (from coachee's point of view)

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- No time
- I don't know where to start
- confidence level
- lack of support (no one to turn to)
Resistance
- fixated mindset
- run away from reality

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Ensure contract between coachee and coach
Frame coaching issue more broadly so that there is more room to investigate assumptions, mental models
Some issues may not be coaching issues, they may be management issues - need to identify when to coach and when to make management decisions.
Being conscious of being in coach persona/mode and when stepping out of coaching persona

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coaching on Performance
- Widen definition of  success (rather than just the grade)
-give them small, actionable and achievable steps

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Navigating own identity (assumptions and mental models) and role as coach during coaching session. Our coaching skills has an impact on the effectiveness of the outcome.

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Trust Issue

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- Capability of the coach
- how many sessions

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If coach cannot ask good questions
-Practice constructing GROWME questions
-Listen actively during the session so that we can ask 'on point questions.
-Keep paraphrasing

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- Culture of coaching in the school (How to build culture? How to identify coachee/coach?)
- Starting the culture within our sphere of influence
- EPMS can be a natural platform

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Not enough time to move the conversation forward or see outcome
- put aside time