In today’s episode, I’m going solo to explore a question I’ve been asked dozens of times: “Should I take notes during my coaching sessions?” As with many things in life, this is not a black or white issue, and the experts are divided over their answers. It’s a simple question that doesn’t have a simple answer! Join me to weigh the ins and outs of the “great notes debate.” 

Show Highlights:

• There are two sides of the coin with strong opinions on both:
• Side 1: Taking notes during sessions:
• Note-taking can make you a better listener. (Are you distilling the info down to the essence of the conversation or trying to capture EVERY detail?)
• It gives the coachee a “break” from being stared at.
• My personal experience in documentation 
• Taking notes helps track details, progress, and accountability. 
• Side 2: Minimal note-taking (or the “less is more” mindset):
• Our job is to hold space for the client to process through the session; note-taking is not necessary.
• Note-taking can slow you down to the point that you won’t “end up” at the same place as your client.
• Note-taking can cause you to miss nonverbal cues from the client. 
• The big question around taking notes: What is the purpose of your notes?
• Grounding with ethical principles in coaching around legality, records, privacy, etc
• What seasoned coaches say about their notes regarding transparency
• Finding middle ground in the Great Notes Debate
• The science of what happens in our brains: 
• Divided attention vs. deep, empathetic listening
• Deciphering body language
• Is note-taking truly about helping the client move forward?
• Workable solutions to find middle ground: use appropriate forms, practice strategic note-taking (the two-layer approach, ABC framework, and technology tools)
• Meg’s advice: “Craft your own approach and find what works for you to serve your clients best and maintain the integrity of the coaching relationship.”
• To beginning coaches: “Give yourself permission to experiment while building your curiosity and presence muscles.”

Resources:

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