Thursday 15th & Friday 16th September
Wellbeing Coaching Programme, Wigan, UK
This 2 day ILM Endorsed programme will help you to empower clients
with the knowledge, skills and confidence needed to make necessary
lifestyle and behavioural changes to improve their health and quality of
life.
Saturday 17th September
Coaching Network, The Mount, Orrell, UK
In these informal sessions we lead a seminar on a crucial area of
coaching, followed by a chance to mix with like-minded professional
coaches and share your learning. The seminar will be on Action Learning
and Group Coaching.
Monday 19th, Tuesday 20th & Wednesday 21st September (plus 3 days at a later date)
Level 7 Executive Coaching and Mentoring Programme, DW Stadium, Wigan, UK
This programme will develop your capability to act as a coach/mentor
at the highest level. It takes around a year to complete. The extensive
practical and theory-based work will enable you to work with any client
to develop their leadership skills and support their career development.
Monday 19th, Tuesday 20th & Wednesday 21st September (plus 2 days at a later date)
Level 7 Coaching Supervision Programme, DW Stadium, Wigan, UK
This programme is for highly experienced coaches who are looking to
become a competent coach supervisor. Ideal for those who lead coaching
in an organisation.
Wednesday 5th, Thursday 6th & Friday 7th October (plus 2 days at a later date)
Level 5 Coaching and Mentoring Programme, DW Stadium, Wigan, UK
This is an undergraduate level qualification, designed for mid-level
managers and organisational coaches to develop the knowledge and ability
to coach effectively at organisational level.
Wednesday 5th, Thursday 6th & Friday 7th October (plus 1 day at a later date)
Level 3 Coaching Programme, DW Stadium, Wigan, UK
This programme is ideal for those who are new to coaching, it will
develop your capability to act as a coach and develop those around you.
It takes 6-9 months to complete this qualification.
Wednesday 12th & Thursday 13th October
Career Coaching Programme, Dubai, UAE
This is a 2 day ILM Endorsed programme that aims to enhance executive
coaching skills in the context of careers issues. The programme is for
coaches and will build on their existing coaching skills and techniques
to provide effective career coaching and counselling.
Saturday 15th October
Coaching Network, Dubai, UAE
In these informal sessions we lead a seminar on a crucial area of
coaching, followed by a chance to mix with like-minded professional
coaches and share your learning. The seminar will be on Team and Group
Coaching Techniques.
Sunday 16th, Monday 17th & Tuesday 18th October (plus 6 days at a later date)
Level 7 Executive Coaching and Mentoring Programme, Dubai, UAE
This programme will develop your capability to act as a coach/mentor
at the highest level. It takes around a year to complete. The extensive
practical and theory-based work will enable you to work with any client
to develop their leadership skills and support their career development.
Monday 17th, Tuesday 18th & Wednesday 19th October (plus 2 days at a later date)
Level 7 Coaching Supervision Programme, Dubai, UAE
This programme is for highly experienced coaches who are looking to
become a competent coach supervisor. Ideal for those who lead coaching
in an organisation.
Thursday 3rd & Friday 4th November
Career Coaching Programme, London, UK
This is a 2 day ILM Endorsed programme that aims to enhance executive
coaching skills in the context of careers issues. The programme is for
coaches and will build on their existing coaching skills and techniques
to provide effective career coaching and counselling.
Saturday 19th November
Coaching Network, The Mount, Orrell, UK
In these informal sessions we lead a seminar on a crucial area of
coaching, followed by a chance to mix with like-minded professional
coaches and share your learning.
Thursday 24th & Friday 25th November
Career Coaching Programme, Wigan, UK
This is a 2 day ILM Endorsed programme that aims to enhance executive
coaching skills in the context of careers issues. The programme is for
coaches and will build on their existing coaching skills and techniques
to provide effective career coaching and counselling.
Tuesday 13th December
Planning & Pricing Your Coaching Services, Wigan, UK
1 day masterclass with Judith Barton that will give you the
knowledge, tools and motivation to work on your business plan and
pricing strategy.
British School of Coaching provide world class coaching and mentoring services and courses for everyone, from beginners to established coaches with decades of experience.
Showing posts with label Coaching training. Show all posts
Showing posts with label Coaching training. Show all posts
Friday, 3 June 2016
Friday, 22 April 2016
What is meant by critical analysis?
At the British School of Coaching (BSC) we are proud of the quality
of all our programmes, including ILM Level 7 programmes such as Level 7 Certificate and Diploma in Executive Coaching and Mentoring, Level 7 Certificate and Diploma in Coaching Supervision. Level 7 qualifications
are designed to be consistent with Master’s level qualifications of
higher education (MA, MSc, MPhil).
BSC learners benefit from studying in small groups with 1 to 1 personal tutor support, one area of discussion is; “what is meant by critical analysis”?
The requirement to be ‘critical’ is a key component of level 7 qualifications, for example to critically analyse or review. Ofqual (which regulates general and vocational qualifications in the England) provides Level 7 descriptors, as follows:
For knowledge and understanding, the descriptor includes requirement that the learner: “Critically analyses, interprets and evaluates complex information, concepts and theories to produce modified conceptions.” (Ofqual, 2015, Qualification and Component Levels Requirements and Guidance for All Awarding Organisations and All Qualification, p 8)
In relation to skills, the descriptor includes the requirement that the learner is able to: “Critically evaluate actions, methods and results and their short- and long-term implications.” (Ofqual, 2015, Qualification and Component Levels Requirements and Guidance for All Awarding Organisations and All Qualification, p 8)
Over the years we have learnt that sometimes learners struggle with the requirements of Level 7 assignments and assessment. For example, we may find the following written exchange on the mark sheet for a Level 7 assignment:
Assessment Criterion – ‘Critically assess the contribution of coaching to improve both individual and organisational performance.’
Feedback – ‘You have provided a detailed description of the contribution of coaching to improve both individual and organisational performance, but there is limited critical assessment.’
In a recent debate hosted by the organisation Intelligence Squared in Sydney Australia, and aired on the BBC, a member of the panel, Professor John Haldane, Professor of Philosophy, University of St. Andrews, opens the debate by suggesting “the capacity for critical engagement and reflection is diminishing. He went on to say “we used to say I disagree and this is why…. We now say I feel and I am offended”. Professor Haldane went on to share his observations, which he described as a trend that if you disagree with the prevailing view there is less likely to be a space to present your thinking, your critical review and arguments. This made me think of examples when the popular view becomes the ‘right’ one. I wonder is this because individuals follow the feelings rather than listening analysing the evidence and reflecting?
I also wonder whether the space to listen and reflect has reduced through the need for an answer. If we are not seen to have an instant view on something we are thought less off. I have experience of clients who shared examples of feeling under pressure to provide an immediate answer without being allowed an opportunity to consider the reasons for and against. One client described this as “it isn’t fashionable to think”. I wonder whether immediate decision making is considered efficient and therefore productive? That if the majority have a certain opinion it must be the “right”, almost out sourcing our critical thinking to a third party. This reminds me of times, when I have said, “this idea must have been thought through” – I can’t be the only person who’s said this? Whilst I recognise the good stuff of information sharing on social media I also think the instant nature of it creates emotional followers rather than informed followers or informed thinkers.
So thinking critically requires deeper thinking, we need time to think. But first what does ‘critical’ mean, in this academic context? And how does it differ from description?
First, to dispel some common misconceptions – being critical is not being negative, condemnatory or simply pointing out what is wrong with something such as an idea, a theory, or evidence.
Thinking positively, here are some definitions of what being critical is:
• “Being thoughtful, asking questions, not taking things you read or hear at face value. It means finding information and understanding different approaches and using them in your writing” (www.ed.ac.uk/institute-academic-development/postgraduate/taught/learning-resources/critical).
• “Critical thinking is the process of applying reasoned and disciplined thinking to a subject….. You will need to develop reasoned arguments based on a logical interpretation of reliable sources of information” (http://www2.open.ac.uk/students/skillsforstudy/critically-processing-what-you-read.php).
• “… a form of intelligent criticism which helps people to reach independent and justifiable conclusions ..” (Moran AP (1997 Managing Your Own Learning at University, University College, Dublin, quoted in University of Bradford Academic Skills Advice Critical Analysis – So what does that REALLY mean”)
These definitions (from the University of Edinburgh, the Open University and Bradford University) are complementary and to me the key points are:
• understanding information
• reasoned and disciplined thinking
• questioning and challenging
• evaluating information
• developing your argument
• drawing conclusions
Let’s look at these in turn.
• Understanding. Before you can be critical of anything you have to be really sure you understand it – whether it is a theory, a model, an idea, an aspect of coaching practice, research evidence. Usually, when writing critically you will need to describe (say what it is in some detail) the ideas, models, theories, evidence that you are going to be critical of.
• Reasoned and disciplined thinking. This is a development from understanding – now you really understand the ideas think about them logically and carefully.
• Questioning and challenging. Don’t take what you read or hear at face value – question if the information is valid and reliable, is there bias in the information, are conclusions supported by the evidence provided, was the methodology used to collect the evidence appropriate, could there have been a conflict of interest between the author and funding body? Show why the information you have used is relevant and appropriate – is it up-to-date? If not, will this undermine its value? Is the information from a reliable source – e.g. a peer-reviewed journal or an established academic authority?
• Evaluating. Come to a judgement on the strengths and weaknesses of the information (whether your or other’s research findings, theories and models from the literature, your own ideas) you have described; this can also involve weighing up one piece of information against another.
• Developing your argument. This builds on the reasoning, questioning and challenging – develop your argument using logical interpretation of information.
• Drawing conclusions. What are the implications of your analysis and interpretation of the information? To go back to the initial example, can you conclude that coaching makes a positive contribution to personal and organisational performance? Is coaching generally effective but with limitations? Or has your analysis of the information led you to conclude that coaching is no more effective than standard performance management?
Conclusion
The key differences between a ‘descriptive’ piece of work and ‘critical’ writing is that the former simply demonstrates what you know. The latter demonstrates that you have thought about what you know sufficiently to be able to make a judgement about the information and draw conclusions from it.
Further reading:
Series of guides and tips from University of Bradford Academic Skills Advice
Series of guides from University of Edinburgh Institute for Academic Development
Guide on critical writing and a guide on critical reading from University of Leicester
Intelligence Squared
BSC learners benefit from studying in small groups with 1 to 1 personal tutor support, one area of discussion is; “what is meant by critical analysis”?
The requirement to be ‘critical’ is a key component of level 7 qualifications, for example to critically analyse or review. Ofqual (which regulates general and vocational qualifications in the England) provides Level 7 descriptors, as follows:
For knowledge and understanding, the descriptor includes requirement that the learner: “Critically analyses, interprets and evaluates complex information, concepts and theories to produce modified conceptions.” (Ofqual, 2015, Qualification and Component Levels Requirements and Guidance for All Awarding Organisations and All Qualification, p 8)
In relation to skills, the descriptor includes the requirement that the learner is able to: “Critically evaluate actions, methods and results and their short- and long-term implications.” (Ofqual, 2015, Qualification and Component Levels Requirements and Guidance for All Awarding Organisations and All Qualification, p 8)
Over the years we have learnt that sometimes learners struggle with the requirements of Level 7 assignments and assessment. For example, we may find the following written exchange on the mark sheet for a Level 7 assignment:
Assessment Criterion – ‘Critically assess the contribution of coaching to improve both individual and organisational performance.’
Feedback – ‘You have provided a detailed description of the contribution of coaching to improve both individual and organisational performance, but there is limited critical assessment.’
In a recent debate hosted by the organisation Intelligence Squared in Sydney Australia, and aired on the BBC, a member of the panel, Professor John Haldane, Professor of Philosophy, University of St. Andrews, opens the debate by suggesting “the capacity for critical engagement and reflection is diminishing. He went on to say “we used to say I disagree and this is why…. We now say I feel and I am offended”. Professor Haldane went on to share his observations, which he described as a trend that if you disagree with the prevailing view there is less likely to be a space to present your thinking, your critical review and arguments. This made me think of examples when the popular view becomes the ‘right’ one. I wonder is this because individuals follow the feelings rather than listening analysing the evidence and reflecting?
I also wonder whether the space to listen and reflect has reduced through the need for an answer. If we are not seen to have an instant view on something we are thought less off. I have experience of clients who shared examples of feeling under pressure to provide an immediate answer without being allowed an opportunity to consider the reasons for and against. One client described this as “it isn’t fashionable to think”. I wonder whether immediate decision making is considered efficient and therefore productive? That if the majority have a certain opinion it must be the “right”, almost out sourcing our critical thinking to a third party. This reminds me of times, when I have said, “this idea must have been thought through” – I can’t be the only person who’s said this? Whilst I recognise the good stuff of information sharing on social media I also think the instant nature of it creates emotional followers rather than informed followers or informed thinkers.
So thinking critically requires deeper thinking, we need time to think. But first what does ‘critical’ mean, in this academic context? And how does it differ from description?
First, to dispel some common misconceptions – being critical is not being negative, condemnatory or simply pointing out what is wrong with something such as an idea, a theory, or evidence.
Thinking positively, here are some definitions of what being critical is:
• “Being thoughtful, asking questions, not taking things you read or hear at face value. It means finding information and understanding different approaches and using them in your writing” (www.ed.ac.uk/institute-academic-development/postgraduate/taught/learning-resources/critical).
• “Critical thinking is the process of applying reasoned and disciplined thinking to a subject….. You will need to develop reasoned arguments based on a logical interpretation of reliable sources of information” (http://www2.open.ac.uk/students/skillsforstudy/critically-processing-what-you-read.php).
• “… a form of intelligent criticism which helps people to reach independent and justifiable conclusions ..” (Moran AP (1997 Managing Your Own Learning at University, University College, Dublin, quoted in University of Bradford Academic Skills Advice Critical Analysis – So what does that REALLY mean”)
These definitions (from the University of Edinburgh, the Open University and Bradford University) are complementary and to me the key points are:
• understanding information
• reasoned and disciplined thinking
• questioning and challenging
• evaluating information
• developing your argument
• drawing conclusions
Let’s look at these in turn.
• Understanding. Before you can be critical of anything you have to be really sure you understand it – whether it is a theory, a model, an idea, an aspect of coaching practice, research evidence. Usually, when writing critically you will need to describe (say what it is in some detail) the ideas, models, theories, evidence that you are going to be critical of.
• Reasoned and disciplined thinking. This is a development from understanding – now you really understand the ideas think about them logically and carefully.
• Questioning and challenging. Don’t take what you read or hear at face value – question if the information is valid and reliable, is there bias in the information, are conclusions supported by the evidence provided, was the methodology used to collect the evidence appropriate, could there have been a conflict of interest between the author and funding body? Show why the information you have used is relevant and appropriate – is it up-to-date? If not, will this undermine its value? Is the information from a reliable source – e.g. a peer-reviewed journal or an established academic authority?
• Evaluating. Come to a judgement on the strengths and weaknesses of the information (whether your or other’s research findings, theories and models from the literature, your own ideas) you have described; this can also involve weighing up one piece of information against another.
• Developing your argument. This builds on the reasoning, questioning and challenging – develop your argument using logical interpretation of information.
• Drawing conclusions. What are the implications of your analysis and interpretation of the information? To go back to the initial example, can you conclude that coaching makes a positive contribution to personal and organisational performance? Is coaching generally effective but with limitations? Or has your analysis of the information led you to conclude that coaching is no more effective than standard performance management?
Conclusion
The key differences between a ‘descriptive’ piece of work and ‘critical’ writing is that the former simply demonstrates what you know. The latter demonstrates that you have thought about what you know sufficiently to be able to make a judgement about the information and draw conclusions from it.
Further reading:
Series of guides and tips from University of Bradford Academic Skills Advice
Series of guides from University of Edinburgh Institute for Academic Development
Guide on critical writing and a guide on critical reading from University of Leicester
Intelligence Squared
Friday, 22 January 2016
Space and time to think
 |
| Judith Barton, Director of Coaching&Mentoring |
In a previous blog (How to become an even better coach – Identifying the slither of difference) I discussed the slither of difference idea identify the elements that require further development.
Thinking and reflection provides what I like to think of as the nutrients to sustain and grow our skills.
In order to do this we need two essential resources: time and space, to this, we need to add quality – quality time and quality of space. Just as when we are coaching, reflective thinking takes energy and focus – as for best results find a space we are productive in calm, free from interruption.
If you only spare fifteen minutes for reflection make it the most ‘thinkingly’ productive. Fifteen minutes of quality time and space is unlikely to be available all the time, it will need to be created. You may need to do this through negotiation and may require an element of compromise. This doesn’t mean defaulting to an ‘it’s ok, I can manage with five minutes’ or ‘it will do’, response either literally or as part of your self talk. It requires space and time for uninterrupted thinking.
First identify:
A) From experience what is the optimum time and space for you?
B) When does the appropriate quality of time and space come together?
C) What will this look like, feel like when you have it?
D) How will this make you feel?
Then…
E) When will your mind have the capacity to truly think? E.g. on the weekend, when the children are in bed or during the holidays.
F) What will help your thinking?
G) Where is your preferred thinking space?
H) What timings work best for you?
I) How will you capture your thoughts?
J) How will this impact on others? E.g. family
K) How often will you make time for thinking?
L) How will the thinking and learning be fed into your practice?
M) Where will you document your development?
N) Who will share your “gems” of discovery through this structured thinking process?
If you try this and it makes a difference to your practice I would have to hear from you. Email me judith@britishschoolofcoaching.com
Tuesday, 4 August 2015
Considering becoming a coach?
 |
| Martin Hill |
Coaching is an increasingly popular tool for supporting an individual’s or group’s personal development. It is used within a business environment to enhance performance and encourage achievement and attainment.
The coaching relationship is a partnership – an equal relationship allowing the coachee to:
– Clarify and set the goals that they really want to achieve
– To encourage them to do more than they would have probably done on their own
– To help them to focus better so that they are able to produce results more quickly
– To provide them with the tools, support and structure to enable them to accomplish more
Coaching is not about:
– Telling them what they should or should not do
– Counselling
– Therapy for clinical issues (e.g. depression or high levels of stress/anxiety)
Coaching Definitions
Here are some definitions as to what coaching means:
“Coaching is the art of facilitating the performance, learning and development of another.” (Downey, 2003)
“Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than by teaching them (Whitmore, 2003)
“[Coaching is] developing a person’s skills and knowledge so that their job performance improves, hopefully so that organizational objectives are achieved.” (CIPD, 2008)
Why Do You Want To Be A Coach?
In “Coaching- Learning Made Simple” (2007) Butterworth-Heineman; David Pardey suggests that “it may be:
• Something you have wanted to do for some time to pass on your knowledge and skills and see other people develop and improve.
• A way of building or developing your career.
• Part of your job that you need to be able to do.”
Pardey also suggests that the following key questions to ask yourself “to understand your own attitude and motivation:
– Is it your choice or somebody else’s that you should become a coach?
– Have you been coached yourself, or seen other people coaching?
– Have you already done any coaching?
– How do you feel about coaching?
….One of the most important parts of the coach’s role is to encourage people to become reflective. Reflective means that they consciously think about and analyse what they have done or are doing. But you cannot expect to encourage other people to be reflective if you aren’t reflective yourself…You can start by using these questions to reflect on (to consciously think about and analyse) your motivations, experiences and attitudes to coaching.”
Qualities of a Coach
In “Coaching & Mentoring at Work” (2nd edition) (2012) Open University Press- Mary Connor and Julia Pokora suggest the following qualities of a coach:
• Supportive – a non-judgemental listener
• Challenging – not afraid to disagree or question
• Assertive – able to state wants and needs
• Open – receptive to new ideas and ways of thinking , to ‘half-baked’ ideas
• Transparent – communicates their values and ‘walks the talk’
• Creative – able to think laterally and ‘outside of the box’
• Interpersonally skilled – at influencing others
• Strategic – able to take the long-term view
• Kind – sensitive to others and shows care for them
• Fair – treats people equally, not prejudiced or partial
• Resilient – in the face of difficulties
• Considered – rather than reactive, in making judgements
Connor & Pokora also give the following examples of possible roles of the coach:
• Supporter – a confidential respectful listener who does not judge or evaluate
• Challenger – helps the client to challenge themselves, and offers empathic challenge
• Sounding Board – helps the client to explore ‘half baked’ ideas and thoughts
• Networker – helps the client to identify key connections and develop relationships
• Coach – helps the client to develop skills and confidence
• Role model – has qualities or attributes to which the client aspires
• Critical friend – offers constructive feedback
• Strategist – helps the client to look at the broad picture and think long term
• Catalyst – helps the client to develop new perspectives and harness their creativity
Next steps?
For more information, why not give us a call here at British School of Coaching (01744605046) – we will be delighted to provide guidance and support.
Martin Hill LL.B (Hons), FCMI, FInstLM, FISQC, MAC, EMCC Member, Coach and Coach Supervisor
Director for ILM Level 7 Executive Coaching and Mentoring Programme
www.britishschoolofcoaching.com
Friday, 27 February 2015
Coaching within your Competence
 | ||
| Judith Barton, Director of Coaching and Mentoring |
However, I firmly believe that there are circumstances when coaches should not coach. For example, a coachee may demonstrate signs of psychological or mental health issues such as depression or anxiety, or may reveal non-work circumstances which are impacting on their mental health, such as a recent bereavement. These and similar circumstances are likely to impact on work performance (e.g. ability to concentrate and maintain focus, decisiveness, ability to empathise with colleagues or team members). A Coach may be able to support a coachee to focus on work issues in these circumstances but should not and must not try to become a ‘counsellor’ or ‘therapist’ unless additionally qualified in these fields. Trying to maintain a pretence of supporting people with mental health issues is potentially dangerous for the Coachee: it will also create anxiety in the Coach who feels ‘out of her (or his) depth’ and is unsure of whether the interventions are appropriate or relevant.
A Coach may not wish to acknowledge that issues are beyond their competence but ethically should be both open to acknowledge this as well as having the basic knowledge that will indicate when a Coachee is moving away from purely work-related/performance issues to more deep-seated psychological issues. To help identify when Coachees are displaying, you may find it helpful to look up signs and symptoms of depression and anxiety, on websites such as http://www.nhs.uk – the ‘Health A-Z’ tab, or http://www.webmd.boots.com – the ‘Health topics A-Z’ tab. These sites also provide information about treatments for specific conditions. You can also rely on your own intuition and insights into human behaviour gleaned from your coaching training, continuing professional development and supervision.
If you are a practicing Coach and are not yet benefitting from supervision then do so! I know when I say this I am being 100% directive however supervision is essential, it will not only help you discharge your thinking, but take your practice forward to a higher level. Supervision is available on a one to one basis or via a group. I personally access and value both. They support me in different ways, one to one always me to review in detail my performance whilst the group supervision helps me explore process and tools in the main. How much supervision and when is the subject of another of my blogs. If you would like to access supervision check out in the first instance any networks that may offer this service pay them a visit and see how comfortable you feel. An example of this is the British School of Coaching Network which runs quarterly, click on the link to discover more and come along to the next meeting. UK Network: https://www.eventbrite.co.uk/e/uk-coaching-network-tickets-15350833757 Middle East Network: http://www.eventbrite.co.uk/e/middle-east-coaching-network-tickets-15944993906
Once you have determined that your Coachee needs support which is outside your professional competence, you need to have some suggestions and advice for your Coachee to access appropriate help and support. The websites noted above can signpost you in the right direction. In general, services are be provided through the NHS (in the UK); through private providers; or through charities.
In the UK, the starting point for access to NHS help is your GP who may be able to provide support themselves (around half surgeries offer in-house counselling) or refer the client on to appropriate specialist input, ranging from counselling through psychological therapies. Clients who wish to access counselling or therapy from the NHS will probably have to join a waiting list, although access to ‘talking treatments’ should become easier as policy to improve access is implemented. In some areas, psychological therapies can be accessed by self-referral, but most require a referral from a GP.
You may have colleagues within your own coaching practice who have relevant competencies such as Counselling or Cognitive Behavioural Therapy recognised qualifications. You may wish to develop your own list of independent providers – but you must should ensure that any individuals are appropriately trained and members of the relevant professional body. If you are going to suggest an alternative source of support, you need to be aware of the different therapies that are available and the types of issues that they are able to address. If you would like to learn more why not develop your Wellness coaching expertise and become an ILM Endorsed Wellness Coach: http://www.britishschoolofcoaching.com/cdp-courses/wellness-coaching/
In addition to the above sites, more information can be found from UK websites such as:
British Association for Behavioural and Cognitive Psychotherapies (BABCP); British Association for Counselling and Psychotherapy (BACP); British Psychoanalytic Council (BPC): UK Council for Psychotherapy (UKCP). There are charities which offer services for specific issues, such as Cruse for bereavement care; Mind for mental health problems; and Relate for relationship counselling.
It may also be appropriate to advise your Coachee to approach their Occupational Health Department, professional association or HR Department if work-related matters are contributing to personal difficulties.
Friday, 20 February 2015
A practical toolkit for your coaching practice
 |
| Judith Barton, Director of Coaching & Mentoring |
In this blog, I want to share my thoughts on personal preparation and practicalities to support your coaching practice as professional and effective.
Practicalities:
• Timekeeping: if you have to travel to a venue, ensure that you arrive there in plenty of time so that you can prepare the room and yourself for your coaching practice. This includes making allowance for travel delays, checking road conditions and/or real-time train departures and arrivals when deciding when to leave your own starting point (home or office).- If the client is coming to your offices/home go to the room where you will be coaching in plenty of time to prepare the room and yourself.
• Materials/resources – ensure that you have ready access to all the materials and resources you may need during your coaching practice, for example flipchart, paper and pens (for scaling, noting down ideas, action points), glasses of water.
• Make sure that chairs are comfortable and positioned so that you and your coachee can see each other clearly without being so close that you risk invading each other’s space.
• It is good practice to keep the business administration (how much, how and when to send invoices/make payments), of your coaching practice separate from the actual coaching sessions.
- If you have the benefit of employing a secretary or administrator, it is best to refer all business administration to them and maintain your distance from these matters unless negotiations beyond their competence or role are required.
- If you have to manage this yourself, try to ensure that these matters are fully agreed in advance of the coaching sessions.
- All components of Terms and Conditions should be dealt with beforehand, before the coaching proper commences.
- It makes sense to use PayPal, a debit or credit card rather than cash for payment.
Preparing yourself to coach
• To ensure that you are wholly present for the client, try the following:- Centre yourself, focus on deep breathing and removing all distractions from your thoughts – this will lead to you asking better questions and being more able to pick up all the nuances of what your coachee is saying.
- Remove any assumptions about your coachee, their progress since the last session, their personality, their issues.
- Review and reflect upon any previous coaching sessions, your knowledge and understanding of the coachee.
- If the client is new to you and, where relevant, find out something about their organisation
- Put into the client into the front of your mind and be ready to go into the session, without having to refer to notes from previous sessions.
- If you are meeting a number of coachees, e.g. for a corporate client, know who you will seeing, and the order in which you expect them to attend.
- Consider what information you may wish to exchange with client, in order to develop trust, and personal safety.
During the coaching session
• Ensure that you remain open-minded and suspend judgement so that you are able to really hear what your coachee is saying – verbally and non-verbally.• Sit with your feet flat on the floor (not cross legged) with an upright posture (not slouching) so that you are physically demonstrating your focus on and interest in your coachee.
• At the beginning of each session review contract, revisit confidentiality, your code of conduct, and reconfirm the coach’s objectives from the session.
• Agree with client how any notes you make are to be disposed of or retained – you could offer to give them your notes at the end of the coaching programme.
After the coaching session
• Review and reflect on the session – what went well, what really worked, where you could have improved your coaching practice.• Maintain proper records with the minimum necessary information to enable you to issue accurate invoices and continue with the next session where you finished the last.
• Identify and keep a note of any issues you will want to raise with your coaching supervisor.
Wednesday, 14 January 2015
Know yourself, know your client
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
Thursday, 8 January 2015
New Year Blog: Perfect time for coaching.
A new year brings with it thoughts of change, focus and commitment. Commit to doing that something – that something could be change job, lose weight, learn a language; complete that qualification!Whatever it is, it shows that without commitment it wouldn’t have been achieved. History shows us people need help to move from transient solutions to achieve the holy grail of sustainable solutions.
As coaches we work with clients to achieve sustainability – it’s what we do. The first week of 2015 is a great opportunity to show the power of coaching, help people make their resolutions sustainable.
Remember:
1)People need help to identify change and to make change.
2)Weather isn’t an excuse – for me this is a metaphor. Clients who don’t commit to their actions will not achieve. A coach should commit in their sessions.
3)Be prepared for the year ahead, life will throw up demands and challenges, some of which will be in your clients control. To achieve sustainability you will need to be flexible.
4)Don’t be blown off course. 2015 will offer many distractions especially with a general election.
5)Reward yourself, give yourself a treat for maintaining your focus and achieving SUSTAINABILITY.
Judith Barton
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