- 1. Learning Elements Learning Process Learning and Thinking
Styles Choice of Coaching Model Accreditation A WELL-DESIGNED
COACH-TRAINING PROGRAMME
2. Awareness and Responsibility Knowledge Experience Evidence-
Based Practice Reflective Practice Supervision Assessment Research
LEARNING ELEMENTS SELF ORGANISED LEARNING Action Learning 3.
AWARENESS/RESPONSIBILITY/CHOICE Proper marketing/advertising
Efficient Recruiting Thorough Orientation Self-insight: Strengths
and Development Needs Ethical accountability Value for money? 4.
EXPERIENCE ACTION-LEARNING REFLECTIVE PRACTICE EVIDENCE-BASED
PRACTICE 5. Action-Learning The coach as action-learner establishes
rapport with the client and during group- coaching she/he also
builds the rapport between group members. 6. Action-Learning The
primary role and focus of the action learning coach is to
facilitate the client/groups ability to grow and learn so that
he/they, in turn, can better solve the problem or meet the
challenge. 7. Action-Learning Instead of just focusing on what has
transpired; clients discover the how and why of their actions. 8.
Action-Learning The client or Group members self- awareness is not
only raised by the coach, but by virtue of the process. 9.
Action-Learning By focusing the group on learning rather than just
solving a problem the coach takes the client or group to
extraordinary levels of renewal and growth. 10. EXPERIENCE
ACTION-LEARNING REFLECTIVE PRACTICE EVIDENCE-BASED PRACTICE 11. My
Preferred Definition of Coaching Reflective conversations for the
construction and reconstruction of personally significant, relevant
and viable meaning through negotiation and exchange. Mike van
Oudtshoorn 12. Changing knowledge Complacency ignorance Unconscious
error Discouragement Mature practice Self-study peer review 2nd
nature intuition Practice Effort tutelage mentorship Learning
Beginners mind Discovery Naive Mature practice encompasses the
entire conscious competence model. Will Taylor, Chair, Department
of Homeopathic Medicine, National College of Natural Medicine,
Portland, Oregon, USA, March 2007 Conscious incompetence Conscious
incompetence Reflective competence Unconscious incompetence
Unconscious incompetence Conscious competenceConscious competence
Unconscious competenceUnconscious competence 13. Unconscious
incompetence Unconscious competence Conscious incompetence
Conscious competence Assessment Feedback Assessment and Reflections
Learning to Coach Coaching Practice Kubler-Ross Change cycle and
some of the key learning elements of Coaching (Bottom) Integration
of Conscious Competence Learning Matrix (Top) 14.
REFLECTIVE-PRACTICE www.theshotokanway.com/reflectivepractice.html
by James Marshall 15. EXPERIENCE ACTION-LEARNING REFLECTIVE
PRACTICE EVIDENCE-BASED PRACTICE 16. Evidence-based coaching is a
way of distinguishing professional practice grounded in proven
science. It provides theoretical frameworks, information, critical
thinking, and methodological rigour that the practitioner can use
to navigate the ever- changing waters of the coaching intervention.
EVIDENCE-BASED PRACTICE
www.coaches-learning-centre.com/exeutive_coaching_evidence_2.html
17. EVIDENCE-BASED PRACTICE Evidence-based is a scientific approach
whereby professional practice is being justified in terms of sound
evidence. This evidence is based upon up-to-date systematic
research findings to support decisions about practice.
www.coaches-learning-centre.com/exeutive_coaching_evidence_2.html
18. Supervision How widely is supervision practised? The benefits
of supervision How to assess the supervision of external coaches
Good practice in developing supervision in organisations A case
study on supervision of internal coaches at the BBC Useful books
and articles relating to supervision.
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Aspects Hawkins had surveyed: 19. Regular interaction with a
supervisor (20/1 hours) Focuses on the needs of the institution,
learner and group It Quality-assures coaching practice Provides
support and CPD to the coach It generates organizational learning
Helps manage ethical & confidential boundaries It balances
individual, group and peer supervision Benefits of Good Supervision
for the Coach in Training:
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Supervision 20. WheelofGoodPractice
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Provides continuing professional development to the coach Quality
assures coaching provision Provides support for the coach Generates
organisational learning Manages ethical and confidentiality
boundaries Balance of individual, group and peer supervision Takes
place regularly Focuses on client, organisation and coach needs 21.
WheelofGoodPractice
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Provides continuing professional development to the coach 22.
WheelofGoodPractice
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Provides continuing professional development to the coach Quality
assures coaching provision 23. WheelofGoodPractice
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Provides continuing professional development to the coach Quality
assures coaching provision Provides support for the coach 24.
WheelofGoodPractice
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Provides continuing professional development to the coach Quality
assures coaching provision Provides support for the coach Generates
organisational learning 25. WheelofGoodPractice
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Provides continuing professional development to the coach Quality
assures coaching provision Provides support for the coach Generates
organisational learning Manages ethical and confidentiality
boundaries 26. WheelofGoodPractice
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Provides continuing professional development to the coach Quality
assures coaching provision Provides support for the coach Generates
organisational learning Manages ethical and confidentiality
boundaries Balance of individual, group and peer supervision 27.
WheelofGoodPractice
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Provides continuing professional development to the coach Quality
assures coaching provision Provides support for the coach Generates
organisational learning Manages ethical and confidentiality
boundaries Balance of individual, group and peer supervision Takes
place regularly 28. WheelofGoodPractice
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Provides continuing professional development to the coach Quality
assures coaching provision Provides support for the coach Generates
organisational learning Manages ethical and confidentiality
boundaries Balance of individual, group and peer supervision Takes
place regularly Focuses on client, organisation and coach needs 29.
WheelofGood Supervision-Practice
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Provides continuing professional development to the coach Quality
assures coaching provision Provides support for the coach Generates
organisational learning Manages ethical and confidentiality
boundaries Balance of individual, group and peer supervision Takes
place regularly Focuses on client, organisation and coach needs 30.
ASSESSMENT FORMATIVE ASSIGNMENTS PEER REVIEWS PRESENTATIONS GROUP
WORK PARTICIPATION SUMMATIVE ESSAYS TESTS EXAMS Pen & Paper
Practicals LIVE, OBSERVED ASSESSMENTS Against Standards of
Competence/Ethics as Prescribed by the Body with which the
Programme is Affiliated/Accredited/Aligned 31. RESEARCH CLASSROOM
TRAINING IN RESEARCH METHODOLOGY QUANTATIVE QUALITATIVE WRITING
TECHNICAL Layout Font Referencing Presentation 32. RESEARCH
RESEARCH THESIS OR REPORT or A MIXED METHODS APPROACH 33. ACT
Concrete Experience Facts (What Happened?) Theory of Action REFLECT
Reflective Observation Feelings (What Did I Experience?) Assess
Behaviour & Consequences CONCEPTUALISE Abstract
Conceptualisation Findings (Why Did This Happen?) Revise Theory
APPLY Active Experimentation Futures (What Will I Do?) Implement
Revised Theory Experiential Learning Cycles 1. David Kolb 2. Roger
Greenaway 3. Chris Argyris & Donald Schn Compiled by Andrea
Corney http://www.edbatista.com/2007/10/experiential.html 34.
THINKING STYLES Blooms Taxonomy Revised Edition by Lorin Anderson
(a student of Bloom) 35. CHOICE OF COACHING MODEL ? ? ? Do we give
a model to the students? Do they choose a model themselves? Do they
design their own model? 36. Three types of accreditation Personal
accreditation Professional accreditation Academic accreditation 37.
Common Questions Regarding Accreditation Do I need to be certified
to practice as a professional coach? So why get certified or even
qualified? What is the difference between accreditation,
certification and a credential? What are the different coach
accreditations a coach can have? I dont want to get certified or
credentialed now, I just want to start coaching. Is that ok? Im
from a random country, do I need a different qualification? But
what if my country asks for my countrys qualification?
http://www.icoachacademy.com/about-coaching/coach-certification/
38. Reference Lists Slide 11 & 12:
www.coaches-learning-centre.com/exeutive_coaching_evidence_2.html
Slide 13: www.theshotokanway.com/reflectivepractice.html by James
Marshall Slide 14: Turkish Online Journal of Distance
Education-TOJDE, April 2011, ISSN 1302-6488 Volume: 12 Number: 2
Article 2 Slide 15: Will Taylor, Chair, Department of Homeopathic
Medicine, National College of Natural Medicine, Portland, Oregon,
USA, March 2007 Slide 17 & 18: Mike van Oudtshoorn Slide 19
& 20:
http://www.thecoachingcollaborative.co.uk/wpcontent/uploads/coachsupevrp.pdf
Slide 21:
http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf
Slide 35: Compiled by Andrea Corney
http://www.edbatista.com/2007/10/experiential.html Slide 39:
http://www.icoachacademy.com/about-coaching/coach-certification/
