Developing coaching skills MARY TUSON What is coaching

Developing coaching skills MARY TUSON

What is coaching ? TASK 1 In an effort to assess prior learning arrange the cards Into 2 piles, agree disagree. Every good course deserves a good card sort!

The Differences Between Teaching, Coaching, Mentoring and Counselling Although teaching, coaching, mentoring and counselling all share some key characteristics and skills, they are nonetheless quite different and it’s important to be aware of the differences.

Teaching and Training Teaching and training involve an expert teacher who imparts knowledge to their students. Although the best teachers will use participative and interactive techniques, like coaching, there is very definitely an imbalance of knowledge, with the teacher as expert knowing the ‘right answer’.

Coaching involves the belief that the individual has the answers to their own problems within them. The coach is not a subject expert, but rather is focused on helping the individual to unlock their own potential. The focus is very much on the individual and what is inside their head.

Mentoring is similar to coaching. There is general agreement that a mentor is a guide who helps someone to learn or develop faster than they might do alone. In teaching, mentors are often formally designated as such by mutual agreement, and outside of an individual’s line management chain. They usually have considerable experience and expertise in the individual’s subject area. A mentoring relationship usually focuses on the future, career development, and broadening an individual’s horizons, unlike coaching which tends to focus more on the here and now and solving immediate problems or issues.

Counselling is closer to a therapeutic intervention. It focuses on the past, helping the individual to overcome barriers and issues from their past and move on.

Definition “Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them”

Spectrum of behaviours TASK 2 Arrange the behaviour cards from Push on the left to Pull on the right Push – you are directing someone - solving someone’s problem for them Pull – is non directive – you are helping someone solve their own problem

Foundation skills of coaching Establishing and developing the relationship Listening and understanding what is being said Asking powerful questions Managing the process Emotional intelligence Summarising, reflecting and giving feedback

Levels of listening Cosmetic listening Conversational listening Active listening Deep listening

Managing the coaching process G • Focus the issue to address • GOAL R • Explore the current situation • REALITY O • Possible courses of action • OPTIONS W • Decide on actions • WILL

Questions Most of us can ask questions. When coaching, you need to be using powerful questions. These are questions that: Are short, typically 7 words or less Are open rather than closed Deepen the learning of the person being coached Move the person forward towards a goal Examples include: What do you want? What’s important? , What’s the first step?

Feel the difference – Task 3 Work in pairs and read aloud the questions on the card. What were the differences between these sets of questions? How did they feel different?

Seeing different perspectives Have you ever found yourself in a situation where it feels like you are pinned into a corner and there is nowhere to go? If so, the chances are you were stuck in a perspective. When coaching, you need to be able to help someone to explore different perspectives, so that they can choose that are most powerful.

What is good coaching? Is non-judgemental Is based on trust and respect Focuses on solutions Works to the coachee’s agenda Emphasises strengths and resources Uses skilful questioning to challenge your thinking Involves strong empathy Involves deep listening Holds you accountable for your own goals

Scaling is a very versatile tool for coaches and can be applied to many contexts, e. g. confidence optimism, motivation, commitment, hope It involves asking a deceptively simple question: ‘Imagine a scale running from 0 – 10 where 10 represents achieving your outcome Or when you have reached your goal and 0 is the opposite. Where are you now?

Pete has a PROBLEM! – can we help him solve it? Scenario Pete has been teaching 14 years, after a recent lesson observation Pete has approached me for some coaching as he feels that he has lost some confidence in getting pupils to make progress in his lessons. He also feels that his lack of confidence is affecting other aspects of his lessons like behaviour.

Next steps In the next two weeks ask someone if you can coach them with a particular problem. Take some notes Note down what are the strengths of the process. Note down any weaknesses or difficulties that need further refinement/development.

Learn and practice an Effective Coaching Model Just as getting into (and staying in) shape requires consistent workouts rather than just one visit to the "fitness boot camp" class, becoming a great coach isn't a quick fix. After acquiring the coaching knowledge, it's important to engage in continuous application.

Carry on Coaching!