By the end of this session, you will cover:
1. Reminders of theory and models
2. A vision for coaching and mentoring
3. Foundations for coaching and mentoring
The session includes a selection of case studies and practical examples and questions to make you think and activities to for you to submit to your tutor on BUD.
A quote that hints at caution:
‘Coaches often seem keen to align themselves to one particular approach and to devalue (directly or indirectly) others. In doing so, they risk devaluing their own practice. Different approaches have their strength and weaknesses and should be used according to the coachee’s needs’. Techniques for Coaching and Mentoring, p13
A flexible process, “whereby an individual, through direct discussion and guided activity, helps a colleague to learn to solve a problem or to do a task better than would be otherwise the case” D. Megginson and T. Boydell, A Manager’s guide to Coaching (1979)
Performance coaching or Solution focused model (GROW). (Alan Fine, Graham Alexander, Sir John Whitmore 1980s)
Underpinning this is the idea that people DON’T respond / improve by someone witnessing a fault or failure and bringing it to their attention. This may create short term response but doesn’t develop lasting behavioural change as it isn’t retained long in the mind. A coach seeks to create internal abilities that will last by helping to gain access to the internal power or resource. We are ‘helping learners how to learn and learning how to think differently’.
Zone of proximal development (ZPD): Introduced by Wood and Wood 1996 but rooted in Vygotsgy 1978
To put it simply this is about the ZPD (gap) that exists between what an individual can achieve on their own and what can be achieved with assistance. The coach or mentor fills the ZPD (or gap) with tools, ideas and collaboration. The support in the gap is called the ‘scaffold’.
Vygotsky suggested 3 critical features that create the scaffold in the ZPD:
1. Dialogue – increases knowing
2. Implication – embedding knowing
3. Artefact – mediate knowing
Once new skills are learnt the scaffold is gradually removed.
Scaffold = ‘an instructional structure in which the teacher models the desired learning strategy then slowly changes responsibility to the students’ (Mamour 2008)
eclectic approach
The coach encourages the coachee to think about other’s perspectives and understand that they are not acting in a vacuum. It focuses on how the coachee prefers to work and the context in which they work. This may mean using a variety of different approaches rather than a particular model.
This therefore means developing your own philosophy which is adaptable and expandable as new ideas and knowledge are developed.
It focuses on the foundation of the models rather than on the model itself and therefore allows for experimentation and reflective learning to discover what will work best in a particular context.
New ideas, knowledge and techniques are considered within the question:
‘Will this enrich and improve the effectiveness of my potential responses to coachee needs’? (Lancer, Clutterbuck and Megginson).
It is creative and experimental and must include challenge from peers and supervisors.
This may well be an approach only reachable as we reach a maturity level that requires an initial tighter use of a model before expanding into a more eclectic approach.
1. Unlocking the potential within
This is not about the leader or the mentor or the coach it is about helping someone become all that they can become. It lifts the lid of achievement.
2. A clear way ahead for CPD
It approaches learning from within as a process rather than a presentation of fact or an event. Events can spark thinking and perhaps challenge ideas but it doesn’t embed change in practice and behaviours as continuing and abiding strengths.
standards
Whilst it can never be a ‘selfish process’ the by-product will be raised standards, greater ownership and perhaps less work!
1. There is always a relationship
This is not a mechanical process but a living one! It involves emotions, thinking, physical responses and moral choices. There must be a sense of ‘safety’ for there to be success. With this in mind it can never be mechanical or ‘tick box’ but creative and responsive.
2. There is always a sense of purpose and meaning.
It is not casual chats and meetings with a friend. It has purpose, meaning and planning. It is a ‘purposeful and meaningful relationship’.
3. It must be believed
Underlying a conviction that it works. This creates momentum and releases resource. It isn’t an ‘add on’ to other responsibilities.
There are skills and behaviours that make for effective coaching and mentoring. Some people may be more ‘natural’ but everyone needs to be learning and growing if we want others to learn and grow.
• How do we prepare effectively?
• How do we dig deeper to find motivating and underlying issues?
• How do we respond?
• What does a good ‘session’ look like?
The Association for Coaching: 7 principles that are worth considering.
Principle One: Reputation
Every coach will act positively and in a manner that increases the public’s understanding and acceptance of coaching.
Principle Two: Continuous
Every coach accepts the need to enhance their experience, knowledge, capability and competence on a continuous basis.
Principle Three: Client-Centred
Every client is creative, resourceful and whole and the coach’s role is to keep the development of that client central to his/her work, ensuring all services provided are appropriate to the client’s needs.
Principle Four: Confidentiality
Every coach has a professional responsibility (beyond the terms of the contract with the client) to apply high standards in their service provision and behaviour. He/she needs to be open and frank about methods and techniques used in the coaching process, maintain only appropriate records and to respect the confidentiality
A. of the work with their clients and B. or their representative body’s members’ information.
Principle Five: Law and Diversity
Every coach will act within the laws of the jurisdictions within which they practise and will also acknowledge and promote diversity at all times.
Principle Six: Boundary
Every coach will recognise their own limitations of competence and the need to exercise boundary management. The client’s right to terminate the coaching process will be respected at all times, as will the need to acknowledge different approaches to coaching which may be more effective for the client than their own. Every endeavour will be taken to ensure the avoidance of conflicts of interest.
Every coach will undertake to abide by the above principles that will complement the principles, codes of ethics and conduct set out by their own representative body to which they adhere and by the breach of which they would be required to undergo due process.
Source: Association for Coaching Links to an external site.
6. It is personal – character matters
The British Medical Journal highlights a series of character qualities and skills required for effective coaching. We have added a few extra comments and headings to those outlined in the BMJ. ‘Coaching and mentoring skills: necessities for today’s doctors’; (Beryl De Souza and Rebecca Viney, 30/06/2014)
High level of self-awareness:
Weaknesses, strengths, reactions and emotions will all have an impact on a coaching session. This is often referred to as emotional intelligence and includes selfawareness, self-motivation and social awareness.
To have a very good self-awareness is essential. A ‘false you’ will eventually catch up on the essential nature of the coach/coachee relationship.
Genuine interest in others:
Agenuinedesiretoseetheotherpersongrowanddevelop.Thisincludesempathyand sensitivitytohelpthecoacheecometotheirownconclusions.Italsomeansyoucare enoughtolookbelowthesurface.Whatisreallyhiddenbelowthesurfaceofwordsand actions?
Open and approachable:
A coachee needs to feel safe to be honest. This require a sense of genuineness where feedback is real and there is genuine commitment. The commitment is not just a matter of time but a sense of real interest to facilitate growth outside of the coaching session.
Humility:
Always learning. No-one knows everything and an attitude of learning is essential if we want the coachee to learn.
Integrity:
The coachee must believe in the coach so there is trust. Without trust confidence will go and supportive advice and thoughtful responses may well be rejected.
‘I don’t know any other way to lead but by example’. (Don Shula, 1995)
Confidentiality:
Within the usual boundaries but a conversation can’t be heard elsewhere and mustn’t be used inappropriately in other settings.
Techniques for Coaching and Mentoring: Natalie Lancer, David Clutterbuck and David Megginson (2016): Routledge, Taylor and Francis Group, London and New York
1. Consider 1 coaching model (from course notes or other sources) and analyse its’ strengths and weaknesses (200 words).
2. How would you describe you current coaching model in your setting? You may want to consider some of the following as part of your answer: purposeful, clear, well structured, hit and miss, non-existent, casual, needs developing, needs upskilling (100 words).
3. Write a brief strategic plan as to how you would improve coaching in your setting if you were able to do so (150 words).
4. Write an honest statement as to how you can personally improve your own coaching methodology (50 words).
Total of 500 words