Level 5 Certificate in Coaching and Mentoring

Day 4

Aims for day • Review learning logs from day 2• Group feedback on coaching practice• To review coaching ethics and supervision• Consider the impact of ethics on your own

coaching mentoring practice• To introduce and use tools as a coach/mentor• To undertake coaching practice and

supervision

Tutorial review

• Group review of coaching/mentoring experience since last meeting

Ethical considerations of coaching and mentoring

Relating to assignments:• Assignment 1

AC 2.3 Review the responsibility of the coach or mentor to manage relationships (include values and power) and remain ethical and non judgmental

AC 3.3 Explain the necessity of exploring the expectations and boundaries of a coaching or mentoring programme with all stakeholders

AC 3.4 Justify the rationale for supervision of coaches and mentors in practice

• Assignment 3 AC 2.3 Discuss how you ensure your coaching or mentoring is ethical

and non-judgmental

Boundaries the 3 way contract• Who are the

stakeholders involved in the programme?

• What are the agreed lines of communication?

Boundaries 4 way contract

Beware of your bias

• We may strive to be impartial and unbiased but be aware of how easy it is to unduly influence your clients

• Activity: How do you ensure that you remain impartial and non judgmental?

Ethics

• What key themes should be contained in a code of ethics?

Ethics

• AC and EMCC global code of ethicshttp://www.associationforcoaching.com/pages/about/code-ethics-good-practice

• The coaching academyhttp://www.the-coaching-academy.com/about/code-of-conduct.asp

Coaching supervision

• Coaching supervision is a formal process of professional support, which ensures continuing development of the coach and effectiveness of his/her coaching practice through interactive reflection, interpretative evaluation and the sharing of expertise' (Bachkirova, Stevens and Willis 2005).

Role of coaching supervisor• Qualitative function

Supervisors have responsibility to ensure their supervisee’s work is appropriate and falls within defined ethical standards

• Developmental function Help supervisee to develop their skills,

understanding and capabilities• Resourcing function

The supervisor provides emotional support

• CIPD coaching supervision Maximising the potential of coaching

Coaching and mentoring tools

Your coaching toolkit• Motivation• Leadership styles assessment• DISC assessment• MBTI assessment• Team roles assessment

Maslow’s hierarchy of needs

Maslow’s Hierarchy of Needs• People are motivated to act in order to meet or satisfy a

need. • Understanding your motivation is part of self awareness• Understanding others helps build teams and understand

each other• Maslow believed that all humans have a drive to reach

their full potential, which he called self-actualisation. • It is hierarchical.

Maslow’s Hierarchy of Needs

Physiological

Self-actualisation

HungerThirstSleep Warmth

Safety

SecurityProtectionShelter

Social

AffiliationBelongingAcceptanceSocialisingFriendshipLove

Self-esteem

PowerStatusRespectAppreciationRecognition

AchievementAttainmentCompetencePersonalDevelopmentCreativitySelf-fulfilment

Extrinsic / Intrinsic motivation

• Extrinsic motivators arise from outside the individual. We are motivated to perform to receive an award or avoid punishment

• Intrinsic motivators are from within the individual. We are motivated to perform because we find it personally rewarding / satisfying

Activity

• How can you assess the level of motivation of your coachee/mentee?

Skill will matrix

Leadership styles

• What is leadership?

The capacity to establish direction, to influence and align others towards a common aim, to motivate and commit others to action, and to encourage them to feel responsible for their performance

• CMI Checklist 041 October 2008

Leadership Style• Leadership style is the manner and approach of

providing direction, implementing plans, and motivating people. As seen by the employees, it includes the total pattern of explicit and implicit actions performed by their leader (Newstrom, Davis, 1993).

• Leadership style is about your behaviour, what you do rather than what you are

• This means your style can be observed, described and become known to you. Therefore, you can become aware of a range of alternative styles or behaviour patterns.

Leadership - Continuum of Behaviour Tannenbaum & Schmidt

Blanchard & Hersey Situational LeadershipSUPPORTING

PARTICIPATINGfor

HIGH COMPETENCE + VARIABLE COMMITTMENT

COACHINGSELLING IDEAS

forSOME COMPETENCE +

VARIABLE COMMITTMENT

DELEGATING

for

HIGH COMPETENCE + HIGH COMMITTMENT

DIRECTING

TELLING

EXPERTISE

for

LOW COMPETENCE + HIGH COMMITTMENT

SUPPORTIVE

D I R E C T I V E

Transformational Leadership

6 Emotional styles (Goleman and Boyatzis)• Visionary• Coaching• Affiliative• Democratic• Pace-setting• Commanding

Leadership style and personality assessments

• Leadership style questionnaire• ITS learning online leadership style

assessments• DISC personality assessment

Dominance, influence, steadiness, compliance• Myers- Briggs Type Indicator (MBTI)

personality assessment

DISC personality type assessment

Myers-Briggs Type Indicator (MBTI)

MBTI

Team Roles

“a tendency to behave contribute and interrelate with others in a particular way”

• Dr Meredith Belbin

http://www.youtube.com/watch?v=OOai178ZiiQ&feature=related

http://www.youtube.com/watch?v=9M0Al3Oi0-8

Belbin’s 9 team roles

Coaching / mentoring practice

Coaching practice

• Work in your group of 3

• Ensure each member has equal opportunity to take each role

• Keep notes – this is evidence for your assignments

For Next Session

• Undertake coaching or mentoring session(s)• Share experiences with group on day 5