COACHING 2

GRAB A COFFEE AND TAKE A BREATH... As we wait for everyone to arrive, why

not share your reflections on coaching so far for example, did you get to observe

another coach or have you already adapted your own coaching style in different circumstances...

AIMS AND OBJECTIVES OF THIS CPD COURSE

To Develop your mentoring/coaching skills set Explore issues associated with these roles Develop skills in managing a professional

dialogue or in learning conversations with students

Work collaboratively with colleagues in developing coaching practice in our own contexts

SESSION OBJECTIVES

To Explore our own experiences of

effective coaches Reflect on what we might define as key

coaching or mentoring skills Different skills for different models or

stages? Different skills for different circumstances?

INTER-SESSION TASKS FEEDBACK

What reflection do you have from the ‘take-away’ tasks from last session? Observations of coaching in practice (BY or

OF you?) Academic reading from ‘Pask and Joy’

Handout – ‘Effective coaching...’ shared activity from first session

YOUR BEST COACH?

Working in pairs, please discuss the mentor-coach who has had the most significant impact on you This may or may not have been in a

professional / educational context This may or may not have been a formal

‘mentor-coach’ role

DIAMOND 9 ACTIVITY

Have a look at the cards in front of you. Complete the ‘Diamond 9’ task – which

skills do you feel are most significant and why?

Some cards are blank so you can add your own if you wish

MENTOR-COACH COMPETENCIES (PASK & JOY: 2007)

RationalCompetencies

Intellect,Analysis,Problem-solving

EmotionalCompetencies

Personal awarenessand understanding in

working with self and others

EthicalCompetenciesValues, Meaning,

Knowledge,Understanding,

Skills,Informed application,

Practice

Necessary but not sufficient Mental skills that can be learned

RATIONAL COMPETENCIES

What’s the difference

between a skill and a

competence?

Intellect, analysis, problem-solving...

Not innate Knowing about them is not the same as

having them eg self awareness, self-management,

social awareness, relationship management...

EMOTIONAL COMPETENCIES

Personal awareness

and understandi

ng in working with

self and others

What will this actually look like

in mentor-mentee

interaction?

A purpose deeper than tangible outcomes Manifested in behaviours What do we really believe in? What is our

vision?

ETHICAL COMPETENCIES Values,

meaning, dreamin

g, creativity

Zohar & Marshall (2000): “Spiritual intelligence” is illustrated by

• A capacity to be flexible;• A deep sense of purpose;• A capacity to face and use suffering;• The quality of being inspired by vision and

values;• Seeing the connection between diverse things

(being ‘holistic’);• Asking ‘Why?’ or ‘What if?’ questions and

seeking fundamental answers.

What are

these?

DIMENSIONS AND STYLES OF HELPINGCLUTTERBUCK (2004)

Directive

Non-directive

Stretching Nurturing

COACHING GUIDING

NETWORKING COUNSELLING

COACHINGCOUNSELLING

GUIDINGNETWORKING

Coaching – directive means of helping someone develop competence, where the learning goals are set by the coach

Guiding – giving advice; providing the answer; taking a direct interest in the learners development

Counselling – in the context of support and learning is a non-directive means of helping someone cope, sometimes simply being there to listen

Networking – support to develop personal and information networks to support self-resourcefulness

Mentoring draws on all 4 ‘helping to learn’ styles.

STYLES OF HELPING

COACHING GUIDING

NETWORKING COUNSELLING

Mentors power to influence is central to the relationship, creates loyaltyEncourages the mentee to learn from the wisdom of the mentor (protégé)

Sponsoring Mentoringthe effective use of power and influence

DEVELOPMENTAL MENTORINGEMPHASISES EMPOWERMENT AND PERSONAL ACCOUNTABILITY

COACHING GUIDING

NETWORKING COUNSELLING

Two-way learning - most common form of help is stimulating insightEncourages the mentee to build their own wisdom

Development of systematic, strategic approaches within the helping or person-oriented professions. These approaches come from counselling psychology.

Carl Rogers non-directive counselling tradition, a facilitative approach with 3 core conditions:1. Acceptance - ‘unconditional positive regard’ 2. Empathy - sensitivity to the experiences and feelings

of the person being helped – to put yourself in their shoes

3. Genuineness – without imposing their values on the other person, the helper may express their feelings

http://books.google.co.uk/books?id=0yHBXXhJbKQC&printsec=frontcover&dq=carl+rogers&hl=en&sa=X&ei=WvcTT6b5Ioyj8gPa9OTPAw&ved=0CD8Q6AEwAQ#v=onepage&q=carl%20rogers&f=false

INTERPERSONAL ASPECTS OF MENTORING

Stage 1 Reviewing the current scenarioHelp individuals to identify, explore, and clarify their

problem situations and unused opportunities

Stage 2 Developing the preferred scenarioHelp individuals identify what they want in terms of

goals and objectives that are based on an understanding of problem situations and opportunities

Stage 3 Getting there (formulating strategies and plans)Help individuals develop action strategies for

accomplishing goals, for getting what they want

GERARD EGAN’S ‘SKILLED HELPER’ FRAMEWORK (EGAN, 1994)

REFLECTION

What have you learnt today that is new?

What have you clarified today that you already knew?

WHAT NEXT? Complete the self-audit of mentoring skills – be prepared

to feed back on your areas of strength and development needs – ready to bring back for the next session

Read and reflect on any of the theorists we have looked at today:

Clutterbuck http://books.google.co.uk/books?id=4OYegB6lbQAC&printsec=frontcover&dq=clutterbuck&hl=en&sa=X&ei=PPUTT5vwDMaltwfb3ontAQ&redir_esc=y#v=onepage&q=clutterbuck&f=false

Zohar & Marshall http://books.google.co.uk/books?id=vBMZoMKx3ZAC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Egan http://books.google.co.uk/books?id=yfycFi3iT4oC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Next session: Use of Language in Coaching & Mentoring (6.3.12)