COACHING +
LTTC ON COACHING FOR YOUNG PEOPLE’S DEVELOPMENT
FINAL REPORT SPAIN - ONLINE - TURKEY - NOVEMBER 2014 - MAY 2015
Long-term training course co-organised by the Spanish and Turkish “Erasmus+: Youth in action” National Agencies in cooperation with SALTO-YOUTH Participation with the support of the “Erasmus+: Youth in action” programme.
1. BACKGROUND FOR THIS LONG-TERM TRAINING COURSE
Coaching has been introduced in the “Youth in action” programme as a way of accompanying groups of young people, facilitating their learning process and supporting their participation. The notion of coaching used so far in youth work and “Youth in action” is not necessarily compatible with the definition of professional coaching used in business or personal development. It is rather a combination of mentoring, counselling and coaching and the methods used are slightly different from the ones used by professional coaches. The organising NAs and SALTO Participation believe that coaching is still needed to support E+YiA beneficiaries. Coaching can be used for the personal and professional development of young people and for fostering their active participation in daily life. We organise this activity based on the methods and techniques widely applied in current professional coaching. Youth workers could benefit from professional coaching to allow them to integrate its approaches in their daily work to better respond to the needs of young people. With the above in mind, this course was designed to help youth work practitioners to: • know, use and adapt coaching methods and tools easily in their daily work; • strengthen the learning process by implementing the full coaching cycle: set goals, identify new possibilities, make decisions, take actions, and reflect; • work on their personal and professional development to improve theirs and others’ employability prospects; • raise awareness of the entrepreneurial learning potential with coaching tools; • be part of a support platform for sharing and exchanging experiences and good practices.
Coaching+ LT 2
2.THE COACHING+ CONCEPT
Coaching+ is a long-term project that included two residential training courses and a period in-between of online exchanges. During the first TC,hosted by the Spanish NA, participants were introduced to the basics of coaching as a method that they could apply in their daily work to improve the quality of the guidance that they offer to young people for their personal and professional development. After the first TC participants went back to their organisations and applied the new acquired coaching approach. An Internet platform was set up to record, document and share participants’ experiences related to coaching in the learning lane. The second residential training course, organised in Turkey, gave participants the opportunity to reflect on their coaching experiences and their own development. The challenges that they encountered were shared, allowing them to reflect on and become aware of their learning outcomes and competences acquired throughout the whole LTTC.
2.1 Aim
• Assist youth workers in developing a coaching approach to improve the quality development of youth work with the support of E+YIA.
2.2 TC Objectives
• Bring an innovative and empowering mindset to youth workers by means of individual and group coaching methods and tools; • Help youth workers to increase participation of young people in society, including those with fewer opportunities; • Help them build their personal and professional resources to contribute to their development in a holistic way; • Give them the possibility to transfer the acquired competences and inspire others to adopt the coaching approach. 3
3. THE PEOPLE
3.1 Organisers: • Raluca Diroescu - Project Officer - SALTO-YOUTH Participation Resource Centre • Stéphanie Nowakowski - Project Officer - SALTO-YOUTH Participation Resource Centre • Montserrat López - Logistic Coordinator - Spanish National Agency for the “Erasmus+: Youth in action” Programme • Mustafa Kemal Akbulut - Assistant Expert - Turkish National Agency for the “Erasmus+: Youth in action” Programme 3.2 Trainers: • Mónika Bölcskei - internationally accredited coach, trainer, facilitator and moderator. She works in business area in Hungary and in Europe, specialised in Action Learning and ADHD Coaching • Juan Ratto-Nielsen, PhD - trainer, facilitator, and consultant, specialised in lifelong learning, learning mobility and human resource development 4
3.3 Participants: A total of 17 participants - youth workers, youth leaders, project coordinators, educators in different fields - started the first phase in Mollina, Spain. Due to diverse professional and personal circumstances, 3 participants (Hungary, Spain and Greece), dropped out during the online phase and did not attend the final residential phase in Istanbul. The participants came from different organisations based in Erasmus + Youth in Action Programme countries (Belgium-FR, France, Greece, Hungary, Poland, Spain, and Turkey). At the beginning there was a genderbalanced distribution of male (9) and female (8) participants. By the end of the course, female (8) participants outnumbered male (6) ones. The participants came from various fields working with young people with a diverse background (youth workers, youth leaders, formal education professionals, HRD practitioners, etc.) with an interest in acquiring a coaching approach in their practices. . 5
4. THE FLOW OF THE LTTC
The long-term training course consisted of two residential phases and one online practice period in-between. 1.
First residential phase: Mollina, Malaga, Spain, from 23 to 28 November 2014.
2.
Online Phase: Dedicated internet page: coachingpluspnline.eu, from December 2014 to May 2015 Forum, Bulletin Board and 2 Assignments.
3.
Second residential phase: Istanbul, Turkey, from 18 to 23 May 2015.
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Long-Term Training Course - Preliminary Programme: Phase I
4.1 First Residential Phase: Mollina -
Sun 23 Nov
Co-organised by the Spanish and Turkish Erasmus+ Youth in Action National Agencies and SALTO-Youth Participation Resource Centre Spain First Residential Phase: Mollina, Malaga - Spain - Nov 23-28, 2014 (including travel days)
Mon 24 Nov
Tue 25 Nov
Wed 26 Nov
08.00 - 09.15
Day Intro - Programme - Youthpass Process TC Introduction & Ground Rules
10.00 - 11.30
Coaching in Action: choose your path
11.30 - 12.00
Brainstorming Questions
What’s Coaching?
Coaching Practice - 1
Mid-term Evaluation
Reconnecting to Reality
Lunch Coaching Competences - 1
16.30 - 17.00
Coaching Practice - 2
Break
17.00 - 18.30
Coaching Competences - 2
18.30 -19.15
Coaching Practice - 3
Action Plans Free Afternoon
Break
(Visit in town - TBC)
Conclusions Evaluation (1st Phase)
Dinner in town (time TBC)
Dinner
Free Evening
Free/CU Evening
Reflection Questions
19.30 - 20.30
Dinner Welcome/Practicalities
Free Evening
Intercultural Evening
Departures (to phase 2 and 3)
15.00 - 16.30
20:30 - 21.30
Identifying Coach’s Traits Break
Arrivals
13.30 - 15.00
Fri 28 Nov
Breakfast
09.30 - 10.00
12.00 - 13.30
Thu 27 Nov
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4.2 Second Online Phase: Coachingplusonline.eu
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Long-Term Training Course - Preliminary Programme: Phase III
4.3 Third Residential Phase: Istanbul -
Mon 18 May
Co-organised by the Spanish and Turkish Erasmus+ Youth in Action National Agencies and SALTO-Youth Participation Resource Centre Istanbul - Turkey - May 18-23, 2015 (including travel days) Turkey
Tue 19 May
Wed 20 May
Thu 21 May
08.00 - 09.15
Day Intro - Programme - Youthpass Process TC Intro & Reconnecting
10.00 - 11.30
Our Story Group Learning - 1
11.30 - 12.00 My Story Individual Learning
Our Story Group Learning - 2
Multipliers & Networkers
Group Learning Evaluation
From Experience to Learning
16.30 - 17.00
Tools and Best-Practices Open Space - 1
Break Tools and Best-Practices in YW Structured Space -2
17.00 - 19.00
19.00 - 20.30
Tools and Best-Practices Open Space - 2
Dinner LTTC Welcome
Free Evening
Free Evening
Learning Outcomes & Youthpass Free Afternoon
Break
(Visit in town - TBC)
Conclusions Evaluation (All Phases)
Dinner in town (time TBC)
Dinner
Free Evening
Free/CU Evening
Departures
Lunch Tools and Best-Practices in YW Structured Space -1
15.00 - 16.30
20:30 - 21.30
Identifying Coaching Competences in YW Break
Arrivals
13.30 - 15.00
Sat 23 May
Breakfast
09.30 - 10.00
12.00 - 13.30
Fri 22 May
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5. CONCLUSIONS 5.1 Group definitions of Coaching Coaching is:
At First Residential Phase: 1.a BRIDGE/WAY that guides young people to INTEGRATE their knowledge & skills in order to reach their goals/aims by THEMSELVES. 2.a method which supports the development process of a person or a team by guiding and motivating the coachee for reflection in order to... fly 3.Creating, Opportunities, And, Counseling, Highly, Innovative, New, Generation 4.Using a methodology in order to guide and support young people to empower them in their personal development and objectives At Third Residential Phase: 1. to help someone to explore his/her potential through his/her free mind by asking powerful questions
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5.2 Coaching in Youth Work These conclusion were drawn at the end of the first residential as starting point into the practice phase: 1. What does coaching mean to me at this stage of the LTTC?
✓ Beginning up in your life ✓ Tools to use for my personal development ✓ Practical down to Earth tools that would help me to help young people to find their own potential way ✓ Something challenging ✓ Long way serious job ✓ New doors - new opportunities ✓ New career (shape yourself) ✓ First step new Tools and methods to implement ✓ Introspection ✓ Endless process ✓ Feel free to ask
2. Which coaching elements can be transferred to my practice?
✓ Openness and acceptance ✓ Active listening ✓ Powerful questioning ✓ Learning mindset ✓ Positive attitude ✓ Grow and 4Ds models ✓ Clarifying, summarising and paraphrasing ✓ Respect ✓ Let somebody find our own way when they are ready ✓ Powerful questioning to others and myself ✓ Responsibility ✓ Be sensible ✓ Questioning techniques ✓ Be creative
3. How can coaching help me improve my youth work/ education/NFL practice?
✓ New ways new perspectives in my work ✓ Young people’s development ✓ Facilitation ✓ Being tolerant ✓ Personal development ✓ More acceptance, more openness, more challenges, positive views = more love ✓ Coaching, questions, development = opportunity 12
✓ Using techniques in NFL ✓ Youth exchanges ✓ Youth debates/initiatives ✓ To be patient ✓ Learning from others experiences ✓ New horizons
4. How can I help and motivate young people’s development by applying coaching?
5. I wish I can .......to improve my practice!
✓ Improvement ✓ Let them recognise there is no wrong way by learning one ✓ Understand young people needs ✓ Increase self-awareness ✓ Let them discover their potentials ✓ To make them realise about their responsibility to themselves ✓ By directing them into the learning process ✓ Ask questions ✓ Step-by-step coaching with a support of the organisation ✓ Making them reflect about themselves ✓ Supporting them to set their own goals
✓ Express myself ✓ Become an active listener ✓ Bring my knowledge to others ✓ Be aware of reality ✓ Heads up this process to daily life ✓ Avoid making judgments ✓ Recognise it is useful ✓ Always have a positive attitude ✓ Be able to use the process ✓ Keep in touch with the group ✓ Be brave enough to start making use of the method trust myself ✓ Setup media international youth exchange implementing this coaching approach ✓ Just do it ✓ Fully open my eyes to see the reality ✓ Different elements in motion: Learning, communication, sharing, opening eyes = coaching ✓ Don’t be afraid; mistake is human
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5.3 Open Space Technology
In Istanbul, OST offered participants an opportunity for discussion, sharing and developing future projects by setting their own agenda. As a result, out of the 10 sessions that were proposed, 6 were initiated.
Coaching Approach in Formal/Informal and Non-Formal Education Initiator: Dagmara, Taner, Ceyhun What was discussed? Differences between formal, non-formal and informal education system integration and combination of formal and non-formal education. Any new ideas? Implementation of coaching tools (like effective questions) into formal education system. Coaching methodology for teachers first, then for students. Conclusions - Next Steps obligatory courses on coaching approach for teachers & school psychologists/social workers.
Power of Media Support on Coaching Initiator: Nicolas What was discussed? Media with Emotion Media with information How to observe the environment of the youth and choose the correct tools Any new ideas? Interaction with the youth Conclusions - Next Steps Procedure to be more efficient
Networking / Platform for Professional Coaching Initiator: Nathalie, María What was discussed? How to create some kind of network or platform about coaching (professional coach). Our goal is to keep the contact and to create a professional team of coaches. From this group we can organise trainings, new projects, sharing tools and experiences. Any new ideas? A project to multiply this action Conclusions - Next Steps Make a list with the people interested Prepare a project (networking project with Erasmus+)
Project Based Coaching Initiator: Özgür, Angelika What was discussed: Coaching and project are both tools to let young people to make their dreams true. Any new ideas? The achievement (tool) can be used to encourage them to develop their project. Choice map can empower them during conflict in the project. Conclusions - Next Steps Project based coaching is promising and can be useful and should be developed further. Project development tools can facilitate coaching process.
Fields of Coaching Initiator: Ergün What was discussed? The topics members don’t want to coach We can’t escape from topics The importance of coaching Coaching to relatives and friends Any new ideas? To make a contrast Draw the lines Life can bring you many issues Conclusions - Next Steps Values, Ethics, ICF
Independent Living Initiator: Félix What was discussed? We are advancing to an inclusive society where people with disabilities could be an important part of the society, an active and empowered member that are in equal opportunities. Any new ideas? Have in mind Inclusion in any coaching project, as an “attitude.” Conclusions - Next Steps Coaching process could be used, no matter of the condition of the person. Through an inclusive view could give us an enriched organisational environment.
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5.4 What would I take with me after this LTTC is over?
•Ideas, Creativity, Proposals • Positive feedback and experiences • The good moments and feelings, learning and sharing • Techniques and concepts • Energy, motivation to continue • A key to opening a new door • My training notes • The feelings I got from here • A seed to multiply this TC • Motivation and energy from the group • The feeling of the great team spirit while you coach your individual and group progress all together • As youth trainers, we are trying to empower youngsters through shortterm training. Considering frequency and methods, coaching offers more than making snowball effect which we do in training • A symbol of sharing love among people. Love as a way of acting in order to help people develop themselves and discover and use their full potential • Knowledge, learning, discovery
Coaching+
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6. OUTCOMES
6.1 Follow-up Steps • • • • • • • • • • • • • •
Collect my thoughts to use them in real life Try to read more about coaching and practise it Focusing on my needs more than on the others’ Start with my action plan Coaching café and daily coaching practice Collecting information sharing my experience and putting in practice Still learning and sharing my experience with others and do more projects Continue doing employment coaching methods in my work Work on the coaching Café action plan and contribute with my learning results in my community Taking even small actions Recording knowledge moments by writing them, start with a new coach Clean my house inside me and in the outer world Plant the learning seeds, take care of them and grow them like a big tree. Begin action 16
6.2 Projects 2 projects aimed to multiply and exploit the results of the LTTC were designed during the second residential meeting. 1. Coaching Café + Media Stage 2. Inter-Coach Network 6.2.1 Coaching Café - KA2 Strategic Partnership
Needs Analysis
Our employment rate is high among young people, formal education does not prepare for life. New methodology is needed for development of emotional physical and mental problems of mobbing negatives stereotypes, judging minds, etc.
Aim
Our aim is to develop methodology in enhancing the mental physical, mental and emotional development of young people throughout outdoor activities, career process and coaching
Objectives
•Creative guidelines for use workers trainers on how to use outdoor activities for youth soft skills development •To organise mobilities - international meetings •To rise the awareness of young people for their employment path •To equip the youth workers with the coaching skills for youth development
Methodology
•Mobilities of youth workers •Outdoor training of youth •Workshops for youth workers and youth •Group and individual coaching
Timeframe
Two years May 2017 - May 2019
Partners
Spain, Turkey, France, Hungary and Poland
Next Steps
Added value: Inclusion of youth - overseas countries access. Media support from Nicolas
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6.2.1.1 Coaching CafĂŠ - Media Stage in European Overseas Territories Needs Analysis
Aim
1. Young people, especially in the European overseas territory, have to cope with a huge difficulty of employment, and it is more difficult when they are from a poor condition of living. 2. Pedagogic Media supports and coaching methods are not easily accessible and attractive enough to enable them to succeed in life. The "Coaching Coffee" programme in the field of non formal education, which is to help young people (students and youth with fewer capacities and abilities), to accurate and succeed they insertion on professional and personal life, thanks to the tools of coaching methods
Methodology
If we use the media supports to create efficient media campaign, promoting various efficient "meeting our training" which all use the coaching methods-> it could have a tremendous impact one those Youth.
Timeframe
-Jan/June: 2016-Production of the media supports (2 weeks). -July/Dec: First media campaign to subscribe on the programme. -Jan/June: Validation of the subscription and New Productions. -July/Nov: Second media campaign with coaching contents. -December: MEETING & TRAINING in Guadeloupe.
Partners
The partners for the media supports production, would be the "Dispositif MĂŠdia jeune" lead by Nicolas JOACHIM-EUGENE. The partners for the local hosting of the Meeting & training in Guadeloupe would be the local organisation of CEMEA (with Nicolas JOACHIM-EUGENE. The partners for the international cooperation with the member from the LTTC coaching + participation will be ERASMUS +, Salto Youth and the French National Agency. Other partners.
Next Steps
Work agenda 2015: -May/July: Formalisation and plan of the final project " Coaching Coffee" -August/Nov: Answer and validation of the project " Coaching Coffee" Contacts for the Guadeloupe Operations and the media part: Nicolas JOACHIM-EUGENE After the first step the operation is possible in other territories.
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6.2.2 Inter-Coach Network Needs Analysis
We believe that coaching can multiply its effect by facilitation among the clients powered by European partnership
Aim
Our aim is the creation of a professional network to share competences, skills, experiences and to develop tools in different fields (non-formal formal education business, etc.)
Objectives
Methodology
Timeframe
Step one: ➡Agreement ➡Responsibilities ➡Definition of tasks ➡Commitment Step two: ➡Concrete action ➡Create a platform ➡Collect tools ➡Make contacts Step one: apply for a call project Step two: meeting in a place?? Deadline: 22nd of May Duration: from today...
Partners
NA Organizations Strategic partnership
Next Steps
Added value: focus on priorities: youth employability, entrepreneurship, youth sector/non-formal
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7. EVALUATION
ALL participants considered that their objectives were achieved during the LTTC, after the last phase in Istanbul, which also met the general objectives of the LTTC.
The degree of satisfaction during the first phase regarding training elements was evaluated individually on a 1-10 scale. The course average score reached 8.38. The above graph reflects average personal satisfaction based on individual criteria and does not intend to evaluate course contents or methods. ✓ Get to know coaching and coaching competences ✓ Learn coaching and how to use it ✓ Help young people in a sustainable way ✓ Develop own skills ✓ Acquire new skills and competences ✓ Set up the international part of my project ✓ Learn to set goals ✓ Learn new techniques to work with young people ✓ Learn new techniques to work in own organisation ✓ Adapt these coaching methods to the education system and youth activities ✓ Learn coaching best practices and experiences ✓ Reflect on own background ✓ Get inspired by other people ✓ Become a youth coach and empower oneself as a youth worker ✓ Get new ideas for own youth work practice 20
Participants highlighted several activities or sessions that they found relevant based on the fact that they worked well and helped them to learn and understand something new about themselves or their projects.
•Group coaching •Online phase practice back home •Combination of learning and practical exercises •Mapping own achievement •Theory and practice •Discovery about coaching •Open Space
They also listed a number of topics that they
•Understanding and learning coaching
found most relevant regarding their personal
•Coach’s traits and competences
challenges or projects.
•Freedom to learn •Coaching methods •Active Listening and powerful questioning •Choice Map, GROW model and 4Ds Model •Developing own idea about coaching •Coaching tools, such as action learning and learning cards •Reflection on our learning process •Individual action plan •Developing a group project on coaching
The evaluation of methods ranked also high
•The long-term training approach
with 13 respondents satisfied “all or most of the
•New tools and methods
time”, and only 1 participant satisfied “some of
•Answering doubts and questions as a
the time”. When inquired about the effective-
learning moment
ness of the activities and the course as a whole,
•Application in own youth organisation
participants agreed on these elements:
•Implementation - learning by doing •The group activities and training facilitation •Reflection about learning and putting them in context •Learning about coaching and the possibility to practise it •How to use powerful questioning in youth activities •Involvement of trainers and participants •Opportunity to work on own topic
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As the general impression was positive they
•More energisers and active learning
also contributed with advice to improve the de-
sessions to make the sessions more dy-
sign of the course. It can be summarised, as fol-
namic
lows:
•Space for individual support (orientation and advice) •Improve the online phase to get people more involved •More activities focused on creativity development and sharing ideas •Provide feedback after each activity •Create a platform to share practice, experience and contacts •Introduce team-building activities •Resort to participants to share experiences more often to bring examples
Participation during the online phase was low
•Include team-building as collaborative
and erratic. Participants agreed on their low
learning
turnout during the online phase and offered dif-
•Introduce activities so that people can
ferent reasons. Two people said that they had
show their different background to apply
difficulties to understand the tasks, otherwise the
that potential in their interactions with the
rest claimed they had time, job, motivation and
others
procrastination issues that prevented them from
•Create workgroups randomly instead of let-
participating. In the evaluation they also offered
ting people choose partners
some tips to make the group contribute fully all
•During the online phase have some online
the time - online and residential
conferences or meetings
phases.
•Include Skype peer coaching sessions within the group members •Reserve extra time after each session to come back to present and reality •Less reflection time and more working group time and energisers •Introduce energisers at the beginning of each session by the participants •Check the moods, link the ties, measure the outcomes
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Participants also suggested extra topics they deemed useful for future editions of the LTTC:
•More content on non-formal education for those that are not familiar with the concept •How to track coaching sessions and report coaching experience •More online modules •More opportunities to work together on concrete actions or projects •Supervision as a practice to strengthen the coach competences (online phase) •Include mentoring and guiding techniques •More coaching techniques to work with young people and NFL activities •More time for individual work and reflection •More practising and a handbook to support the learning •Creativity, social innovation and project design sessions •Bring and share samples of daily job activities and responsibilities to reflect on various opportunities, challenges, etc.
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8. GENERAL REMARKS
During the final meeting, the team evaluated the training course and the learning process involved. We agreed that the contents together with the methodology have been delivered as planned. We were satisfied with the outcomes and pointed out elements for improvement for future editions of the LTTC.
Trainers’ Remarks Juan and Mónika:
As trainers, our experience with this long-term training course is definitely positive. Our aim was to introduce coaching according to ICF standards and expected the participants to understand when, in what situation and how to use coaching in youth work. Besides, it was very important to change the participants’ mindset in order to manage their own and young people’s life better. We showed them how to choose their own ways and how to take responsibility for their actions. We emphasised why it is so important in coaching. We also shared our knowledge on coaching, suggested books to read, showed different tools to use. Our impression is that they understood the difference between coaching and other methods well used in youth work, and now they have a more complete toolbox to support youth. For the future, we suggest the second (practise) phase not online, but consisting of peer e-coaching sessions. Every participant chooses a (partner) buddy to her/himself and practise coaching with real challenges and in a real coaching process at least 4 times, 45-60 minutes each time. For the 3rd phase they should bring their difficulties as projects to work on. We would do 24
more action learning sets, giving everyone the chance to be a problem holder once. With this method they can practise more coaching and work on their competences also. We would do summative evaluation only on the last day of the last phase. Also, we could introduce more physically active coaching models as they work with youth who need more interactive and energetic activities. We still need to fine tune the coaching methods to match the youth work needs and let them find out how to integrate them in their practices according to their specific needs. It is crucial that participants have a real hands-on experience during the in-between phase in order to try out their learning back home and come back to the last phase with new experiences to share, evaluate, and relate to. We would also recommend to focus on more practiceoriented profiles during the selection of participants. Regarding the number of participants, we would keep a small group, not more than 20 participants in a group. English is really a must in this training, so we would ask the NAs to check their English proficiency. When even few of them do not meet the minimum English communication standard, it does slow down the flow of the training. We really enjoyed working with the team and look forward to the next edition of the LTTC to put in practice the tips and ideas for improvement offered by the participants and considered within the team evaluation. Logistics and venue organisation were both impeccable in Mollina and Istanbul and we wish to thank both NAs for their dedication and support. Last but not least, it is thanks to Raluca Diroescu from SALTO Participation that the concept could be realised and met both the institutional and participants’ goals.
María Espallargas Contín - Spanish National Agency:
The coaching and training in the Spanish strategy is an important cornerstone of our work plan. This importance comes from the need of professionalisation of youth work in Spain. We also look for the improvement of youth workers’ skills in their support to the youngsters and the quality of their daily work. After the preparation meeting in the Spanish National Agency, the first phase of it took part in Spain from 23rd to 28th of November. The activity was held in the CEULAJ, the youth center for activities of the INJUVE (the Spanish youth institute). 17 participants were very actively involved in all the steps of the activity, with the support and guidance of the trainers Mónika Bölcskei and Juan Ratto-Nielsen, and Raluca Diroescu from SALTO resource center. 25
The activity had a very good evaluation by the participants highlighting the following goals: - Support in improving the quality of youth work - Innovative ways and participants empowered through methods and tools of coaching - Help youth workers to develop the skills acquired to achieve a total development in their work.
Mustafa Kemal Akbulut - Turkish National Agency:
Firstly, on behalf of Turkish NA, I would like to express my gratitude to everyone who was part of LTTC on Coaching, particularly to SALTO-Youth Participation Resource Centre that proposed the topic and Spanish NA that supported the training course with Turkish NA from the beginning. As representative of Turkish NA, I had an opportunity to participate in two phases of the LTTC, respectively in Spain and Turkey and observed that participants were satisfied in general with the results of LTTC and achieved their goals set before the LTTC. To be honest, I was disappointed with low turnout in the online phase between the first phase in Spain and the third phase in Turkey and gave necessary feedback on this issue to participants in the evaluation session. However, despite the low turnout in the online phase, participants could compensate that and actively involved in the last phase in Turkey. Secondly, for the better implementation of the LTTC in the future, I have a few recommendations. Firstly, it would be better to recruit around 25 pax at the beginning and I believe it would somehow end up around 20 pax in the end because of dropouts. In this LTTC, number of participants were fourteen in the last phase and it was less than we expected at the very beginning. Secondly, as discussed in the evaluation meeting among team members, duration of online phase might be shortened and set as 3-4 months so participants might feel more attached during this distance learning. On the other hand, it should be noted that shortening the duration of online phase would not be enough alone. New techniques might be developed to involve more participants in this phase. Lastly, I would like to thank Raluca from SALTO-Youth Participation Resource Centre, Monika and Juan, the trainers of the LTTC, so much for their contributions and great cooperation and I particularly appreciate Juan’s efforts for encouraging participants to join the online phase more actively and taking care of the report of the LTTC. 26
Raluca Diroescu SALTO-YOUTH Participation:
The idea to organize an LTTC on coaching containing 3 learning phases proved to be very good as it allows participants to discover new methods and approaches, apply them in their daily work and exchange their experiences, enhancing their learning. The short-term training course format would certainly not suit this topic that requires the learning and understanding of new methods, intensive practice and peer-learning. The 2 trainers designed an excellent programme for the two residential TCs and online learning phase, being able to complement their different experiences of coaching and target groups. Bringing together a trainer experienced in personal and business coaching and one knowing well the youth work sector was a very good decision. Working with a relatively small group of participants allowed the team to keep a close eye on their learning process. Nevertheless for the future editions of this activity, we will try to recruit 24 participants knowing that some of them might drop out. To enhance the online learning phase, less time should be dedicated to it (3 months) and new methods should be used to encourage online participation that proved to be difficult in spite of all the incentives brought by the 2 trainers. SALTO-YOUTH Participation is grateful to the Spanish and Turkish Erasmus+ National Agencies that supported and invested in this activity. Our cooperation was excellent indeed. SALTO Participation strongly wishes to continue cooperating with Monika and Juan, the two trainers. Our collaboration was very smooth and rewarding. They are a strong team, with complementary experiences and working styles and this contributes greatly to the success of the LTTC.
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COACHING + TRAINING COURSE REPORT
© 2015 - SALTO Participation Resource Centre Author: Juan Ratto-Nielsen This document and its annexes do not necessarily express the official views of the European Commission or the organisations and people cooperating with the ‘Erasmus+/Youth’ institutions. xxviii