Get S.M.A.R.T by being S.M.A.R.T.E.R

Susie Matson

Most people are familiar with the process of goal setting using ‘SMART’ targets, but what about, ‘SMART’ getting ‘SMARTER’.

It is much more difficult to set goals based around improving softer skills and personal qualities, such as communication. By using SMARTER targets alongside web-profiling enables us to focus on their interpersonal and intrapersonal skills.

When setting SMART targets it is essential to make it an art and listen sharp. You need to get alongside and assist the client to put in the ‘S’ and be specific about the goal they aim to achieve. Ensure there is a measure, can the goals be assessed? 

If measurement is not by the completed action, try using scaling for effect; the result may be growth in esteem and personal confidence. ‘A’ - is the target acceptable?  Do you both believe that it can be achieved? Bring back the ‘R’ for reality. Challenge is vital for motivation, yet unrealistic targets will only lead to further disappointment and loss of personal confidence. 

When is it going to be done? Time is essential for knowing how much time you have to complete your target.

You can maximise the impact of your SMART goals by making your goals SMARTER. To do this create an atmosphere of excitement to whet their inquisitiveness, enabling high levels of curiosity and enthusiasm for both client and coach. 

Updated records of goals achieved demonstrates client satisfaction and that target setting can undoubtedly make the difference.

Susie is currently a candidate on our Masters-level Coaching course, the ILM Level 7 Certificate in Executive Coaching and Mentoring.  Read more about this and other ILM coaching qualifications here.

How to Cope with a Challenging Client

Charlotte Randall

One of the things that tested my resolve the most during my training as a coach was learning that coaching sessions may not always leave you with an instant gratification of the influence your facilitation has had on the clients thinking.  

I understand now that you may not receive the real-time positive feedback you are hoping for from your client, and that the expectation of this can leave you over-analysing your performance. 

My first experience of this came when coaching a client who was extremely challenging in their behavior and mannerisms. I left every session drained, feeling like I was an inconvenience to them and not really sure how much I had really facilitated their thinking. 

At this time I turned to my supervisor for support. We planned an observation of a session with the client and debriefed at length afterwards. Within the supervision environment I was able to speak frankly and accept feedback about my approach and discuss the best way forward. 

Without a shadow of a doubt this supervision enabled me to maintain the professional coach/client relationship, reflect on my practice objectively and to ultimately stay the distance with this client to a beneficial end. 

I still didn’t receive much gratification through verbal or body language communication from my client in subsequent sessions, but as a consequence of the support from my supervisor I was able to manage my own emotions better. 

A little while after their final session I received a message from the client thanking me for everything I had done to challenge their thinking and develop their learning, and still receive intermittent communication of how they continue to put their learning into practice! 

Charlotte Randall

British School of Coaching run coaching and mentoring training programmes up to Masters- level.  Programmes are currently being delivered in the UK and the UAE - see if there are any courses that might benefit you here

Know Yourself, Know Your Client

 

Charlotte Randall

In order to operate professionally and within the ethical boundaries of coaching, I believe we have an obligation to our clients to undertake periods of sustained self-reflection. My personal mantra that has supported my continued development and ability to self-reflect objectively on my performance, and that of my clients, is ‘know yourself, know your client’.

When we make the decision to bring about a change involving the development of new knowledge and skills to move forwards, it is my belief that we must first be aware of the behavioural default settings from which we operate as a norm. 

 To enable this process of self-reflection to have a purpose we must understand the values, beliefs and attitudes that we hold and that are the foundation on which we base our decisions. 

Understanding ourselves, and the standpoint from which we operate, we are able to communicate effectively and develop relationships based on mutuality of purpose and outcome. 

Similarly, through reflection you are better equipped to foresee situations when assumptions and judgements might hi-jack your session, when emotions might supersede the facilitation of a clients thoughts, learning and progression and when ego states might limit relationships. 

Linked to this is fully understanding the role and responsibilities we take on within our professional and personal lives; an appreciation of how our personal culture has impacted on us emotionally and spiritually, and the persona that we choose to show people in public.

Once self-aware, you become better equipped with the skills and tools to support your client through their journey of understanding and how their values, beliefs and attitudes might impact on their relationships and decisions that they make. 

Charlotte Randall is a Training and Development Consultant.  Charlotte recently played a key role in the establishment of a coaching culture in a large Dubai based school, introducing the ILM Level 3 Award in Coaching to all teaching staff.    

5 Tips for Anyone Starting Out as a Coach or Mentor

Michael McGlynn

Assistant in Student Support and Wellbeing, 

Liverpool Hope University

The world needs mentors.

We live in a society characterised by individualistic entitlement seasoned with a pinch of fear induced need to succeed. With potential career paths for many it would seem an exciting time to live, yet the sheer volume of decisions to be made renders a nation impotent.

Many people shy away from mentoring because they either feel under qualified or have had no experience of it themselves so it feels foreign. 

I have come to 5 simple conclusions that will hopefully help you along your own mentoring path.

A Mentor is a Constant

In life often the biggest enemy to overcome is inconsistency, a Mentor can provide stability for a mentee.

A Mentor is a Sign Poster 

You don’t have to be perfect to be a mentor, simply point your Mentee toward appropriate practitioners when required. 

A Mentor is an Aggressive Encourager

Draw the best out of your mentee by being their biggest fan. 

A Mentor is a Goal Setter

Make the future smaller by helping your mentee set simple short term goals or help them see the bigger picture with a 20 year plan.

A Mentor is a Sounding Board

Act as a non-judgemental listening ear/.  Hear what they have to say without offering your thoughts and allow your mentee to draw their own conclusions.

If you can implement these 5 tips I have no doubt that you will have a great foothold from which start your mentoring career.

Dream big, start small.

Find out more about the Mentoring courses we run here 

British Embassy Presentation for Dubai English Speaking School

Last week we were very proud to present Certificates to teachers from Dubai English Speaking School for completing the ILM Level 3 Award in Coaching. Very well done to everyone!

12 more teachers have just begun the qualification, as the school continue to develop a culture of coaching throughout the whole organisation.

Developing a School Leadership Coaching Team

Charlotte Randall

Through private invitation, the Dubai English Speaking School (DESS) was asked to present at the 'What Works' Leadership event on April 16^th 2013 at the Knowledge and Human Development Authority (KHDA) in Dubai.  The Headteacher, Mr David Hammond, along with myself, jointly delivered a presentation that focused on the success of introducing the ILM Level 3 Award in Coaching accreditation into the professional development programme of our senior and middle leaders.

The Knowledge and Human Development Authority (KHDA) is a regulatory authority of the Government of Dubai and is responsible for the growth, direction and quality of private education and learning in Dubai.  'What Works' was established by the KHDA, as an invitation only event, to provide a forum for collaborative learning within Dubai’s private education sector. Their vision, to bring schools together to share best practice and develop professional relationships based on underlying values that put the pupils at the heart of learning.

By taking the approach of training all members of the leadership team (teaching and non-teaching) on a rolling programme due to complete in 2014, we have started to build capacity and capability across the organisation for increasing performance at all levels. This is being achieved through individual coaching sessions, performance management conversations and the integration of the coaching dialogue into the core of the organisation.

Areas that have been developed as a result of enhancing the schools professional development opportunities with an accredited leadership coaching team are:

Leadership and Management:

• Team collegiality, motivation, challenge
• Behavioural changes at leadership level to get the best from the team
• Raising the profile of leadership roles through addressing staff performance

Career/Role Development:

• Linked to the above leadership and management points but also….
• Career progression within the organisation (long term and short term goals linked to teaching and learning)
• Understand my role within the organisation

Teaching and Learning:

• Develop teaching and learning strategies
• Developing in key areas such as formative and summative assessment

Time Management:

• Using the Time Management Matrix to support colleagues through pressure points in the term
• How to deal with stress and panic

Project Management:

• Building a rationale and action plan towards implementing a project

Change Management:

• Supporting colleagues to adapt to change within the working environment
• Transition out of the organisation and succession planning

Raising the profile of a department:

• Developing skills and practical actions to raise the profile of the department/subject area

It was a privilege to have been invited to the 'What Works' event and be able to share the good practice, commitment and hard work of my colleagues at DESS to ensure that as an organisation we are always moving forward.

During the presentation, visual harvesting or graphic recording was used to collect the content of the talk in real-time, the result of which can be seen in the photo below.

Charlotte Randall

Read more about the coaching programme the British School of Coaching are implementing at Dubai English Speaking School here