Assess And Reflect On Own Abilities As Management Coach And/Or Mentor.
ILM Level 5 Certificate in Coaching and Mentoring
Assignment 3
Assignment Task for Unit 3: Reviewing own ability as a management coach or mentor
3.1 Assess and reflect on own abilities as management coach and/or mentor
As a management coach my abilities include the following:
Effective communication: As a manager I have been able to develop my communication skills which have proved to be essential as a management coach. It is vital for a coach to have excellent communication skills which is necessary for carrying out any coaching session. The feedback from my coaching has been how effective my communication has been as the coachee found it easy to understand and relate to me
Collaborative skills, it is important as a coach to have the ability …show more content…
to build a coach and coachee relationship, as it is within this relationship that the coaching sessions can be fostered. During the coaching session and also the group supervision had in class it is clear that I am able to foster and maintain the relationship necessary for caching to occur effectively. I have been able to build a rapport and maintain same throughout the coaching sessions
Professionalism: It is essential that a coach remains professional at all times. Feedback (recorded in coaching practice diary) has been that I am professional.
Interpersonal Skills, such as: ability to demonstrate good listening and follow-up skills, as a management coach. I have come to understand the need to improve my listening skills, as I find that people generally tend to talk more that actually listening and hearing what is being said. As a coach it is important that I listen and hear what the coachee is saying. I have developed active listening skills, by listening to what is being said through both the verbal exchange as well as through body language. This has helped me to ask a lot of questions which created more opportunity for understanding as well as more insight for the coaching sessions.
Ability to provide constructive feedback: It is essential that a coach s able to provide constructive feedback. It is vital that one is aware of the impact of negative feedback which could leave the coachee feeling demeaned and leave with a low self esteem. Looking back at the coaching sessions undertaken so far, I can see a development in my ability as a management coach to give constructive feedback
3.1.1 Conduct an evidenced assessment analysis of your own ability as a coach and/or mentor relating to knowledge, skills and behaviours
The tendency to talk fast which could have the resultant effect of not communicating clearly in the coaching session, I have been able to surmount by letting the coachee be aware of this. I have often said to the coachee to let me know when I start to talk fast, in order to slow down. Feedback from the group sessions which have greatly helped me in my coaching sessions show that this is not an issue any more as I am clear in my communication and have been found easy to understand
One of my weaknesses which I had initially noticed during my first coaching session was my lack of knowledge of the different models of coaching that were available This meant that I could only refer to and use the only model I knew and was comfortable with which is the GROW model. However, because of my interest in knowing more and improving and developing myself, I began to carry out more research into the other types of coaching models which have been developed and then adopting them during my coaching sessions. I believe that by doing more research and facilitating my learning, these would enable me to further develop myself as well as provide me with a variety of resources which I can then put to use within my sessions. As a continuous learner, I endeavour to find ways to further develop myself and my skill sets, and one of the ways in which I am able to do this is through the feedbacks which I receive from my coachee after each session, and these feedbacks enable me to improve my performance, skills and also they assist me in the studies as it points me in the direction in which I need to initially focus on.
As a coach I have developed my interpersonal skills as I believe that these skills are a vital aspect of being a coach. Each coaching session is around the requirements of being able to interact with another individual. There have been different ways in which I have been able to develop my interpersonal skills and one of the main ways in which I have been able to develop my interpersonal skills is through my interactions with those within the coaching course, my regular employment and my social interactions with friends and family as well as those I meet on a regular basis.
Having an open mind and a flexible attitude has made me to be versatile as a coach, as this has giving me the ability to coach people from different backgrounds. As a coach I have had to be non-judgemental this is part of the ethics of coaching.
Also, in the 1-2-1 sessions I have had an appraisal since becoming part of the training, the feedback from my manager is that I have improved and further developed.
3.1.2 Using this analysis critically review your strengths and weaknesses in relation to your skills, behaviours and knowledge as a coach or mentor
My strengths in coaching are;
A good memory: This will serve any coach well as it is important that the coach remembers the conversation with the coachee in order to ask the relevant questions this has also helped me in my communication with the coachee, gain their confidence and trust.
Interpersonal skills: Rapport building is essential in every coaching experience. This helps to establish a good working relationship with the coachee and ensures that the coachee feels free and confident to trust and open up to the coachee. In one of my group sessions, the feedback was how well I established this to the point where there was freedom of expression as well as trust. I have been able to relate and win the trust of the coachee.
Good listening skills: I have always demonstrated in all the sessions, good listening skills.
One of my weaknesses which I had initially noticed during my first coaching session was my lack of knowledge of the different models of coaching. This has now changed since developing and doing more of an expansive research into the different coaching models.
3.2 Review the effectiveness of your own practice as a coach or mentor
Drawing from my coaching session with DA,I was able through the following able to bring DA to the point where she arrived at a solution for herself I used the feedback session to ascertain how the coachee found the session(s)if expectations were being met. I also reviewed what has been learnt by the coachee in the sessions what they found to be beneficial, what I could do better .What changes they were going to make as a result of the coaching session The effectiveness of any coach is the end result of the coaching session if goals have been achieved. In my practice sessions it has always become clear what direction the coachee needed to go. As highlighted in the diaries, I would say I am developing and becoming more confident of my abilities.
3.2.1 Critically review the coaching activity undertaken looking at the process, patterns and outcomes
At the end of the programme and looking back at coaching activity undertaken, I now find challenging easier. The outcome for me has been a marked development in my skills needed to be a coach. That the coachee was able to come to a solution herself.
3.2.2 Critically evaluate your own skills as a coach or mentor focussing particularly on your self-awareness, approach, communication skills, and relationship management
As a coach, I have found the following skills to be invaluable:
• Preparation
• Listening
• Questioning
• Challenging
• Self awareness
• Good communication
• Rapport building(Relationship building)
It is essential that for each coaching assignment adequate preparation is made. This includes reviewing relevant notes made either during the setting up of the coaching sessions, or in the course of the sessions I have found reviewing research materials, useful .tools to rely on and aids such as post it notes, tissues in the event the sessions turn to be quite emotional, flip charts, writing materials and any other item that are likely to become useful in each of the planned sessions. The use of adequate facilities and being able to change what is not working. As a coach, I have had to invest some time to ensure preparation is as robust as possible as it is not possible to correctly determine how each session turns out to be. Preparation for me has sometimes involved the physical set up of the room, making sure that tissues are easy to get to without causing a distraction. Other things like ensuring that basic needs such as the need to go to the bathroom are all taken care of before the session.
I also ensure the coachee’s comfort during the sessions
Time specifically set aside to review any previous sessions and any coaching preparation the client had already provided the coach with prior to the start of the session (Coaching Confidence)
Listening Skills: Listening is as powerful an act as speaking, reading writing. Peter Hawkins lists the 3 levels of listening as one attending pivotal to any successful coaching session. It is not easy to maintain rapt attention when struggling with the need to remember everything that is being said .Over the coaching sessions I have developed techniques which ensure that I give each coachee rapt attention.
Active listening: In the OPM handout on listening. Active listening is rendered as “as a crucial skill in giving and receiving feedback, and in mentoring”.
Listening is not just hearing. Listening is an active not a passive process, and involves both verbal and non-verbal behaviour. The active listener is fully involved in the interaction, trying to understand what has been said or not said and interpreting non-verbal communications”. (OPM handout)
This requires one to be fully involved in the coaching experience, summarise when necessary and the use of paraphrase. This has been of great help in instilling confidence in the coachee, further reassuring that I am actually listening to them and hearing what is being said.
In my coaching sessions I ensure I maintain eye contact, use paraphrase and not interject when the coachee is talking
The use of silence: Silence truly is golden and this holds to be true in any coaching intervention. This gives the needed time in between questions and answers for evaluation and then the follow up questions, and summary. However this is not to be overly used as the entire session becomes a boring one.
Not interrupting in mid speech or interjecting rather learning to make either a mental note of what to revisit or actual paper jottings to keep in view.
Self awareness: this is key to being an effective coaching intervention. Being aware of ones emotions, not being drawn into the emotions of the coachee and maintaining objectivity in the face of the coaching experience. Being truthful and yet not judgemental. Being able to develop coaching presence, that is enough to elicit a response from the client who now has implicit confidence in the coach. As a coach the need to be self aware has been paramount in all my coaching practices. Not jumping to conclusion may be due to being aware of a similar occurrence and the outcome in that particular instance, familiar territory, but also drawing the line between what experiences that could be possibly drawn on to help with the present interaction.
Approach used as a coach has primarily been determined by each situation presented. It is quite natural to find one using a combination of approaches. The use of non directive coaching approach which ultimately assists the coachee through careful questioning to arrive at a solution as a against the use of directive coaching which provides the use of tools proves to be difficult as advice is not given. In using the directive approach one tends to slip in and out in a session as it quickly points the coachee towards a solution quicker. However this does not elicit as much commitment from the coachee as one would expect.
Good communication helps to convey trust and feelings without being judgemental. This I find to be invaluable, it enables me to be able to communicate accurately and effectively. Good communication also allows me convey confidence to the coachee which in turn elicits trust. This goes in no small way to achieve rapport building and gain the trust of the coaches, which in turn helps them to arrive at the answers themselves. Adjustments in communication styles have inevitably been effective. I tend to talk fast and the downside is not to be as clear as one can be. Adjustments made have included letting the coachee know at the start of each session the tendency to talk fast and request to be informed when the need to slow down arises, as much as possible to deliberately slow down whilst talking. Too fast a speech is one sure way to lose interest and connectivity.
Relationship building: It is essential to be able to build a rapport with the coachee in every session. It is a very useful skill which can determine how well the coachee opens up during the sessions.
3.2.3 Discuss how you ensure your coaching or mentoring is ethical and non-judgemental
Coaching is an activity that is largely unregulated at present, however there exists codes of conduct to help promote coaching standards.
The training sessions which I had during practice sessions with Lesley present have made me even more aware of the codes of ethics and standards for being a coach. Also the handouts in class also helped to lay out the codes of ethics that I am expected to abide by. In order to ensure that my coaching is ethical, I have made myself already aware of the laid down ethics and standards which I comply with. The European Mentoring and Coaching Council (EMCC) is a body that promotes best practice in coaching. This Code of Ethics sets out what the clients and sponsors can expect from the coach/mentor in either a coach/mentoring, training or supervisory relationship and should form the starting point for any contract agreement.
Contracting with the coachee: This lays down the expectation for both myself and the coachees for each of the coaching experience. I ensure that I cover all the basics of contracting. I ensure both our expectations from each other is clearly stated and understood and I also endeavour to state how they would be met.
However I have been faced with the ethical dilemma of reporting incidents that come to the fore during the coaching experience. Things like becoming aware of bullying and then faced with whether or not I should report it has also …show more content…
arisen.
As a coach I am required not to be judgemental. In practice this means that I do not impose my own opinions on the coachee, I do not give directive, rather I ensure that through careful and relevant question, the coachee is assisted in arriving at the solution themselves. This I have found to be very useful in one of my coaching sessions. It appeared so clear what the coachee needed to do, but I had to guide them to find the answers for them selves’. However it is difficult to coach friends and be required to not be judgemental. One way to stay non judgemental is to stick to questions and mange the ethical boundaries as they arise. This could mean referring them on to someone else and ensure that there is no detriment to the coachee.
As a coach, I have respect for the dignity of all humans and strive to conduct myself in a way and manner that regards cultural, racial, ethnic, sexual diversity. This promotes equal opportunity which is at the heart of Whittington Health.
In order to provide service of high quality, I ensure adequate preparation which involves reading my notes, relevant books and strive to be competent, having the right level of knowledge and develop the necessary skills appropriate to coaching. In order to increase my level of competence, I regularly read books on coaching, and I have also signed up to have access to recourses from CIPD on an ongoing basis. (European Mentoring and Coaching Council, 2008)
3.2.4 Provide evidence of reflecting on actual coaching or mentoring activity by using examples and evidence.
My first group coaching practice saw me doing more of the talking than the coachee. At the end of the session, I reflected on this as I was given feedback and I ensured that at subsequent sessions, whether in class or actual sessions, the coachee did more of the talking.
Silence in coaching: I find in my experience that silence when properly used enriches the coaching experience and makes room for either party to reflect on what has been said so far and then come up with what next. I ensure I put this to good use in the sessions.
As a coach I have become more resourceful in the use of aids during the coaching interaction.
3.3 Reflections on your performance as a mentor or coach
These are some of the ways I have tried to make my reflections robust, after each of my coaching sessions I look at my notes, and I always identified the things I could have done differently and then come up with a strategy and a plan on how I would execute these things which I identified within my next coaching sessions. I also carry out analysis on how robust the questions were, if there were any closed-ended questions and how these could have be developed into an open-ended question. I also ask my coaches for feedbacks on the sessions, their thoughts, how the sessions met with their expectations, how they fit into the goals agreed upon, if there were things they wanted changed, or to remain the same and also what they aim to gain within the next sessions. One of the feedbacks from one of my colleagues during our practice session was for me to allow the coachee do more of the talking which I practised at first coaching session which formed my first diary write up.
3.3.1 Explain and reflect on the effectiveness of tutorial supervision
The theory of supervision in coaching is around ensuring that standards are maintained.
Tutorial supervision in coaching is a vital aspect of coaching. This makes for ensuring that standards in practice are maintained by coaches. Ongoing supervision is therefore important for coaches .In the words of Barbara Picheta, “To open one’s work to scrutiny is important best practice in any helping activity. If you’re going to invest in coaches in the workplace, this is an essential part of it – it’s not an optional exercise”.’ (CIPD)
Tutorial supervision helps to improve on coaching abilities and capability. To ensure the maintenance of coaching quality, it is essential that some form of supervision takes place. Tutorial supervision entails: examining coaching practice, assistance in the development of skills relevant to coaching, and self awareness. In the time I have been involved in coaching, the sessions in class have been very helpful. I have received very useful feedback which I have then gone on to implement in other coaching sessions.
Good practice in coaching supervision means the development of the coach, helping them to connect their training and their practice. This should take place on a regularly basis.
(York)
3.3.2 Provide evidence of how you have recorded and logged your own progress and development as a coach or mentor
When I began the course I had no knowledge of what it meant to be a coach .During the course of the training, I took notes which I routinely read in preparation for my coaching sessions. This has helped a great deal as I have come to know what coaching is and the skills required for being one. Questions were provided as part of the training materials which have formed for me a ready bank of questions. I refer to these in preparation for my coaching sessions. In my first practice session as a coach I could only use the GROW model. I was quite nervous at the prospect of carrying out a coaching session and was unsure of the outcome of the session. Now aware of other coaching models such as TGOR, I am also now aware of the use of CIA which I have also used in one of my sessions. I try to be self ware in the sessions and careful to elicit feedback from the coachee which helps me ensure that I am on the right track.
My development as a coach has also reflected in my preparation. I have more materials at my disposal, my knowledge base has increased, the feedback from group and peer supervision in class has been positive and contributed in a large way to ensure my continued development. In one of my sessions in class with Lesley present, her observation was for me to be asking questions as soon as possible. In subsequent sessions, this was no longer an issue. I have remained consistent in my contracting, making the coachee feel comfortable, and gaining their trust as noted in practice sessions in class. My note taking during coaching sessions has greatly improved and I am able to record all the relevant information and still engage with the coachee and not leaving them feeling abandoned.
I have developed from being unsure at my first attempt at coaching to knowing what to say and how to say it in a way that would generate more information from the coachee.
I have also learnt the difference between coaching and mentoring since coming on the course. I have also learnt from my colleagues on the course, by observing and watching them undertake the class exercises on coaching.
3.3.3 Provide a linked and relevant plan for your future development for a minimum of the next twelve months In order to further my development as a coach, I intend to join the group supervision offered through the Whittington Health Organisation and to investigate one-on-one supervision. I intend to join CIPD as a student member, which would enable me to have access to their research papers, articles and journals. I am committed to the continued use of the ILM materials to keep abreast of developments, looking at CIPD materials, reading, engaging in other development activity such as attending courses, and coaching related reading blogs. I aim to continue with the class group formed on LinkedIn, use support from other social media such as Facebook, Community blogs and the like. I expect that by the end of February 2015 to have read more books and to ensure I have kept abreast with any recent and relevant publications. I will also continue to keep a coaching diary and a log of all coaching activities. From time to time I will be taking advantage of the resources available on the Internet. I find that the internet has a large supply of resources which make for improvement and development. It will also allow me access content within the bodies that have relevance to coaching. I have found reflecting on practice sessions to very valuable and I will endeavour to continue with the practice to improve and develop my present skill sets. I also aim to give back to Whittington as part of ROI for the training by being a very active part of the present set of coaches that are being developed and to take part in the development sessions that are to be organised from time to time, thereby keeping abreast of the internal requirements of coachees, their needs and how best I can be matched.
To ensure I continue to further my development, I plan to make use of the coaching skills developed during this course in my interactions with staff, and endeavour to encourage team leads and supervisors alike in the use of coaching.
Assignment 3
Assignment Task for Unit 3: Reviewing own ability as a management coach or mentor
3.1 Assess and reflect on own abilities as management coach and/or mentor
As a management coach my abilities include the following:
Effective communication: As a manager I have been able to develop my communication skills which have proved to be essential as a management coach. It is vital for a coach to have excellent communication skills which is necessary for carrying out any coaching session. The feedback from my coaching has been how effective my communication has been as the coachee found it easy to understand and relate to me
Collaborative skills, it is important as a coach to have the ability …show more content…
to build a coach and coachee relationship, as it is within this relationship that the coaching sessions can be fostered. During the coaching session and also the group supervision had in class it is clear that I am able to foster and maintain the relationship necessary for caching to occur effectively. I have been able to build a rapport and maintain same throughout the coaching sessions
Professionalism: It is essential that a coach remains professional at all times. Feedback (recorded in coaching practice diary) has been that I am professional.
Interpersonal Skills, such as: ability to demonstrate good listening and follow-up skills, as a management coach. I have come to understand the need to improve my listening skills, as I find that people generally tend to talk more that actually listening and hearing what is being said. As a coach it is important that I listen and hear what the coachee is saying. I have developed active listening skills, by listening to what is being said through both the verbal exchange as well as through body language. This has helped me to ask a lot of questions which created more opportunity for understanding as well as more insight for the coaching sessions.
Ability to provide constructive feedback: It is essential that a coach s able to provide constructive feedback. It is vital that one is aware of the impact of negative feedback which could leave the coachee feeling demeaned and leave with a low self esteem. Looking back at the coaching sessions undertaken so far, I can see a development in my ability as a management coach to give constructive feedback
3.1.1 Conduct an evidenced assessment analysis of your own ability as a coach and/or mentor relating to knowledge, skills and behaviours
The tendency to talk fast which could have the resultant effect of not communicating clearly in the coaching session, I have been able to surmount by letting the coachee be aware of this. I have often said to the coachee to let me know when I start to talk fast, in order to slow down. Feedback from the group sessions which have greatly helped me in my coaching sessions show that this is not an issue any more as I am clear in my communication and have been found easy to understand
One of my weaknesses which I had initially noticed during my first coaching session was my lack of knowledge of the different models of coaching that were available This meant that I could only refer to and use the only model I knew and was comfortable with which is the GROW model. However, because of my interest in knowing more and improving and developing myself, I began to carry out more research into the other types of coaching models which have been developed and then adopting them during my coaching sessions. I believe that by doing more research and facilitating my learning, these would enable me to further develop myself as well as provide me with a variety of resources which I can then put to use within my sessions. As a continuous learner, I endeavour to find ways to further develop myself and my skill sets, and one of the ways in which I am able to do this is through the feedbacks which I receive from my coachee after each session, and these feedbacks enable me to improve my performance, skills and also they assist me in the studies as it points me in the direction in which I need to initially focus on.
As a coach I have developed my interpersonal skills as I believe that these skills are a vital aspect of being a coach. Each coaching session is around the requirements of being able to interact with another individual. There have been different ways in which I have been able to develop my interpersonal skills and one of the main ways in which I have been able to develop my interpersonal skills is through my interactions with those within the coaching course, my regular employment and my social interactions with friends and family as well as those I meet on a regular basis.
Having an open mind and a flexible attitude has made me to be versatile as a coach, as this has giving me the ability to coach people from different backgrounds. As a coach I have had to be non-judgemental this is part of the ethics of coaching.
Also, in the 1-2-1 sessions I have had an appraisal since becoming part of the training, the feedback from my manager is that I have improved and further developed.
3.1.2 Using this analysis critically review your strengths and weaknesses in relation to your skills, behaviours and knowledge as a coach or mentor
My strengths in coaching are;
A good memory: This will serve any coach well as it is important that the coach remembers the conversation with the coachee in order to ask the relevant questions this has also helped me in my communication with the coachee, gain their confidence and trust.
Interpersonal skills: Rapport building is essential in every coaching experience. This helps to establish a good working relationship with the coachee and ensures that the coachee feels free and confident to trust and open up to the coachee. In one of my group sessions, the feedback was how well I established this to the point where there was freedom of expression as well as trust. I have been able to relate and win the trust of the coachee.
Good listening skills: I have always demonstrated in all the sessions, good listening skills.
One of my weaknesses which I had initially noticed during my first coaching session was my lack of knowledge of the different models of coaching. This has now changed since developing and doing more of an expansive research into the different coaching models.
3.2 Review the effectiveness of your own practice as a coach or mentor
Drawing from my coaching session with DA,I was able through the following able to bring DA to the point where she arrived at a solution for herself I used the feedback session to ascertain how the coachee found the session(s)if expectations were being met. I also reviewed what has been learnt by the coachee in the sessions what they found to be beneficial, what I could do better .What changes they were going to make as a result of the coaching session The effectiveness of any coach is the end result of the coaching session if goals have been achieved. In my practice sessions it has always become clear what direction the coachee needed to go. As highlighted in the diaries, I would say I am developing and becoming more confident of my abilities.
3.2.1 Critically review the coaching activity undertaken looking at the process, patterns and outcomes
At the end of the programme and looking back at coaching activity undertaken, I now find challenging easier. The outcome for me has been a marked development in my skills needed to be a coach. That the coachee was able to come to a solution herself.
3.2.2 Critically evaluate your own skills as a coach or mentor focussing particularly on your self-awareness, approach, communication skills, and relationship management
As a coach, I have found the following skills to be invaluable:
• Preparation
• Listening
• Questioning
• Challenging
• Self awareness
• Good communication
• Rapport building(Relationship building)
It is essential that for each coaching assignment adequate preparation is made. This includes reviewing relevant notes made either during the setting up of the coaching sessions, or in the course of the sessions I have found reviewing research materials, useful .tools to rely on and aids such as post it notes, tissues in the event the sessions turn to be quite emotional, flip charts, writing materials and any other item that are likely to become useful in each of the planned sessions. The use of adequate facilities and being able to change what is not working. As a coach, I have had to invest some time to ensure preparation is as robust as possible as it is not possible to correctly determine how each session turns out to be. Preparation for me has sometimes involved the physical set up of the room, making sure that tissues are easy to get to without causing a distraction. Other things like ensuring that basic needs such as the need to go to the bathroom are all taken care of before the session.
I also ensure the coachee’s comfort during the sessions
Time specifically set aside to review any previous sessions and any coaching preparation the client had already provided the coach with prior to the start of the session (Coaching Confidence)
Listening Skills: Listening is as powerful an act as speaking, reading writing. Peter Hawkins lists the 3 levels of listening as one attending pivotal to any successful coaching session. It is not easy to maintain rapt attention when struggling with the need to remember everything that is being said .Over the coaching sessions I have developed techniques which ensure that I give each coachee rapt attention.
Active listening: In the OPM handout on listening. Active listening is rendered as “as a crucial skill in giving and receiving feedback, and in mentoring”.
Listening is not just hearing. Listening is an active not a passive process, and involves both verbal and non-verbal behaviour. The active listener is fully involved in the interaction, trying to understand what has been said or not said and interpreting non-verbal communications”. (OPM handout)
This requires one to be fully involved in the coaching experience, summarise when necessary and the use of paraphrase. This has been of great help in instilling confidence in the coachee, further reassuring that I am actually listening to them and hearing what is being said.
In my coaching sessions I ensure I maintain eye contact, use paraphrase and not interject when the coachee is talking
The use of silence: Silence truly is golden and this holds to be true in any coaching intervention. This gives the needed time in between questions and answers for evaluation and then the follow up questions, and summary. However this is not to be overly used as the entire session becomes a boring one.
Not interrupting in mid speech or interjecting rather learning to make either a mental note of what to revisit or actual paper jottings to keep in view.
Self awareness: this is key to being an effective coaching intervention. Being aware of ones emotions, not being drawn into the emotions of the coachee and maintaining objectivity in the face of the coaching experience. Being truthful and yet not judgemental. Being able to develop coaching presence, that is enough to elicit a response from the client who now has implicit confidence in the coach. As a coach the need to be self aware has been paramount in all my coaching practices. Not jumping to conclusion may be due to being aware of a similar occurrence and the outcome in that particular instance, familiar territory, but also drawing the line between what experiences that could be possibly drawn on to help with the present interaction.
Approach used as a coach has primarily been determined by each situation presented. It is quite natural to find one using a combination of approaches. The use of non directive coaching approach which ultimately assists the coachee through careful questioning to arrive at a solution as a against the use of directive coaching which provides the use of tools proves to be difficult as advice is not given. In using the directive approach one tends to slip in and out in a session as it quickly points the coachee towards a solution quicker. However this does not elicit as much commitment from the coachee as one would expect.
Good communication helps to convey trust and feelings without being judgemental. This I find to be invaluable, it enables me to be able to communicate accurately and effectively. Good communication also allows me convey confidence to the coachee which in turn elicits trust. This goes in no small way to achieve rapport building and gain the trust of the coaches, which in turn helps them to arrive at the answers themselves. Adjustments in communication styles have inevitably been effective. I tend to talk fast and the downside is not to be as clear as one can be. Adjustments made have included letting the coachee know at the start of each session the tendency to talk fast and request to be informed when the need to slow down arises, as much as possible to deliberately slow down whilst talking. Too fast a speech is one sure way to lose interest and connectivity.
Relationship building: It is essential to be able to build a rapport with the coachee in every session. It is a very useful skill which can determine how well the coachee opens up during the sessions.
3.2.3 Discuss how you ensure your coaching or mentoring is ethical and non-judgemental
Coaching is an activity that is largely unregulated at present, however there exists codes of conduct to help promote coaching standards.
The training sessions which I had during practice sessions with Lesley present have made me even more aware of the codes of ethics and standards for being a coach. Also the handouts in class also helped to lay out the codes of ethics that I am expected to abide by. In order to ensure that my coaching is ethical, I have made myself already aware of the laid down ethics and standards which I comply with. The European Mentoring and Coaching Council (EMCC) is a body that promotes best practice in coaching. This Code of Ethics sets out what the clients and sponsors can expect from the coach/mentor in either a coach/mentoring, training or supervisory relationship and should form the starting point for any contract agreement.
Contracting with the coachee: This lays down the expectation for both myself and the coachees for each of the coaching experience. I ensure that I cover all the basics of contracting. I ensure both our expectations from each other is clearly stated and understood and I also endeavour to state how they would be met.
However I have been faced with the ethical dilemma of reporting incidents that come to the fore during the coaching experience. Things like becoming aware of bullying and then faced with whether or not I should report it has also …show more content…
arisen.
As a coach I am required not to be judgemental. In practice this means that I do not impose my own opinions on the coachee, I do not give directive, rather I ensure that through careful and relevant question, the coachee is assisted in arriving at the solution themselves. This I have found to be very useful in one of my coaching sessions. It appeared so clear what the coachee needed to do, but I had to guide them to find the answers for them selves’. However it is difficult to coach friends and be required to not be judgemental. One way to stay non judgemental is to stick to questions and mange the ethical boundaries as they arise. This could mean referring them on to someone else and ensure that there is no detriment to the coachee.
As a coach, I have respect for the dignity of all humans and strive to conduct myself in a way and manner that regards cultural, racial, ethnic, sexual diversity. This promotes equal opportunity which is at the heart of Whittington Health.
In order to provide service of high quality, I ensure adequate preparation which involves reading my notes, relevant books and strive to be competent, having the right level of knowledge and develop the necessary skills appropriate to coaching. In order to increase my level of competence, I regularly read books on coaching, and I have also signed up to have access to recourses from CIPD on an ongoing basis. (European Mentoring and Coaching Council, 2008)
3.2.4 Provide evidence of reflecting on actual coaching or mentoring activity by using examples and evidence.
My first group coaching practice saw me doing more of the talking than the coachee. At the end of the session, I reflected on this as I was given feedback and I ensured that at subsequent sessions, whether in class or actual sessions, the coachee did more of the talking.
Silence in coaching: I find in my experience that silence when properly used enriches the coaching experience and makes room for either party to reflect on what has been said so far and then come up with what next. I ensure I put this to good use in the sessions.
As a coach I have become more resourceful in the use of aids during the coaching interaction.
3.3 Reflections on your performance as a mentor or coach
These are some of the ways I have tried to make my reflections robust, after each of my coaching sessions I look at my notes, and I always identified the things I could have done differently and then come up with a strategy and a plan on how I would execute these things which I identified within my next coaching sessions. I also carry out analysis on how robust the questions were, if there were any closed-ended questions and how these could have be developed into an open-ended question. I also ask my coaches for feedbacks on the sessions, their thoughts, how the sessions met with their expectations, how they fit into the goals agreed upon, if there were things they wanted changed, or to remain the same and also what they aim to gain within the next sessions. One of the feedbacks from one of my colleagues during our practice session was for me to allow the coachee do more of the talking which I practised at first coaching session which formed my first diary write up.
3.3.1 Explain and reflect on the effectiveness of tutorial supervision
The theory of supervision in coaching is around ensuring that standards are maintained.
Tutorial supervision in coaching is a vital aspect of coaching. This makes for ensuring that standards in practice are maintained by coaches. Ongoing supervision is therefore important for coaches .In the words of Barbara Picheta, “To open one’s work to scrutiny is important best practice in any helping activity. If you’re going to invest in coaches in the workplace, this is an essential part of it – it’s not an optional exercise”.’ (CIPD)
Tutorial supervision helps to improve on coaching abilities and capability. To ensure the maintenance of coaching quality, it is essential that some form of supervision takes place. Tutorial supervision entails: examining coaching practice, assistance in the development of skills relevant to coaching, and self awareness. In the time I have been involved in coaching, the sessions in class have been very helpful. I have received very useful feedback which I have then gone on to implement in other coaching sessions.
Good practice in coaching supervision means the development of the coach, helping them to connect their training and their practice. This should take place on a regularly basis.
(York)
3.3.2 Provide evidence of how you have recorded and logged your own progress and development as a coach or mentor
When I began the course I had no knowledge of what it meant to be a coach .During the course of the training, I took notes which I routinely read in preparation for my coaching sessions. This has helped a great deal as I have come to know what coaching is and the skills required for being one. Questions were provided as part of the training materials which have formed for me a ready bank of questions. I refer to these in preparation for my coaching sessions. In my first practice session as a coach I could only use the GROW model. I was quite nervous at the prospect of carrying out a coaching session and was unsure of the outcome of the session. Now aware of other coaching models such as TGOR, I am also now aware of the use of CIA which I have also used in one of my sessions. I try to be self ware in the sessions and careful to elicit feedback from the coachee which helps me ensure that I am on the right track.
My development as a coach has also reflected in my preparation. I have more materials at my disposal, my knowledge base has increased, the feedback from group and peer supervision in class has been positive and contributed in a large way to ensure my continued development. In one of my sessions in class with Lesley present, her observation was for me to be asking questions as soon as possible. In subsequent sessions, this was no longer an issue. I have remained consistent in my contracting, making the coachee feel comfortable, and gaining their trust as noted in practice sessions in class. My note taking during coaching sessions has greatly improved and I am able to record all the relevant information and still engage with the coachee and not leaving them feeling abandoned.
I have developed from being unsure at my first attempt at coaching to knowing what to say and how to say it in a way that would generate more information from the coachee.
I have also learnt the difference between coaching and mentoring since coming on the course. I have also learnt from my colleagues on the course, by observing and watching them undertake the class exercises on coaching.
3.3.3 Provide a linked and relevant plan for your future development for a minimum of the next twelve months In order to further my development as a coach, I intend to join the group supervision offered through the Whittington Health Organisation and to investigate one-on-one supervision. I intend to join CIPD as a student member, which would enable me to have access to their research papers, articles and journals. I am committed to the continued use of the ILM materials to keep abreast of developments, looking at CIPD materials, reading, engaging in other development activity such as attending courses, and coaching related reading blogs. I aim to continue with the class group formed on LinkedIn, use support from other social media such as Facebook, Community blogs and the like. I expect that by the end of February 2015 to have read more books and to ensure I have kept abreast with any recent and relevant publications. I will also continue to keep a coaching diary and a log of all coaching activities. From time to time I will be taking advantage of the resources available on the Internet. I find that the internet has a large supply of resources which make for improvement and development. It will also allow me access content within the bodies that have relevance to coaching. I have found reflecting on practice sessions to very valuable and I will endeavour to continue with the practice to improve and develop my present skill sets. I also aim to give back to Whittington as part of ROI for the training by being a very active part of the present set of coaches that are being developed and to take part in the development sessions that are to be organised from time to time, thereby keeping abreast of the internal requirements of coachees, their needs and how best I can be matched.
To ensure I continue to further my development, I plan to make use of the coaching skills developed during this course in my interactions with staff, and endeavour to encourage team leads and supervisors alike in the use of coaching.