Coaching 2

1. Coaching 2

2. 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... Grab a coffee and take a breath...

3. 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 Aims and Objectives of this CPD course

4. 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? Session Objectives

5. 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 Inter-session tasks feedback

6. 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 Your best coach?

7. 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 Diamond 9 activity

8. Rational Competencies Intellect, Analysis, Problem-solving Emotional Competencies Personal awareness and understanding in working with self and others Knowledge, Understanding, Skills, Informed application, Practice Ethical Competencies Values, Meaning, Mentor-Coach Competencies (Pask & Joy: 2007)

9. Necessary but not sufficient Mental skills that can be learned Intellect, analysis, problem-solving... Rational competencies What’s the difference between a skill and a competence?

10. Not innate Knowing about them is not the same as having them eg self awareness, self-management, social awareness, relationship management... Personal awareness and understanding in working with self and others Emotional competencies What will this actually look like in mentor-mentee interaction?

11. A purpose deeper than tangible outcomes Manifested in behaviours What do we really believe in? What is our vision? Values, meaning, dreaming, creativity Ethical competencies • 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?

12. Dimensions and Styles of HelpingClutterbuck (2004) Directive COACHING GUIDING Stretching Nurturing NETWORKING COUNSELLING COACHING COUNSELLING GUIDING NETWORKING Non-directive

13. 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

14. COACHING GUIDING NETWORKING COUNSELLING Developmental Mentoringemphasises empowerment and personal accountability Two-way learning - most common form of help is stimulating insight Encourages the mentee to build their own wisdom

15. COACHING GUIDING NETWORKING COUNSELLING Sponsoring Mentoringthe effective use of power and influence Mentors power to influence is central to the relationship, creates loyalty Encourages the mentee to learn from the wisdom of the mentor (protégé)

16. Do you want to add in here the Curee disk flash on screen activity in ‘Skills Development’ called concerns and behaviours? See disk Could work with using a wireless mouse to engage different participants?

17. 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: • Acceptance - ‘unconditional positive regard’ • Empathy - sensitivity to the experiences and feelings of the person being helped – to put yourself in their shoes • Genuineness – without imposing their values on the other person, the helper may express their feelings Interpersonal Aspects of Mentoring

18. Stage 1 Reviewing the current scenario Help individuals to identify, explore, and clarify their problem situations and unused opportunities Stage 2 Developing the preferred scenario Help 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)

19. What have you learnt today that is new? What have you clarified today that you already knew? reflection

20. Complete the self-audit of mentoring skills – be prepared to feed back on your areas of strength and development needs Read and reflect on *** Next session: Use of Language in Coaching & Mentoring (17.1.12) What next?