Coaching in the Workplace . Peter Beaman BSc Social Psychology Technician/Academic Related Loughborough University Email [email protected] Web Site http://www-staff.lboro.ac.uk/~sspeb/index.htm. Coaching in the Workplace - Summary.
What its use? Just a passing fad? Time off work?
No it is part of my CPD and Personal Development
Improve one’s own work performance?
(Yes definitely, feel challenged, invigorated, knowing more about how people tick through knowledge acquisition, experiencing coaching (role play) and using coaching tools)
Improve other people’s performance?
(May be! Motive is a key, with self awareness of concern and sense of responsibility (not blaming) for one’s own actions)
Improve the overall department's performance ?
(who are you kidding- this is less likely, but miracles can happen. I try to micro-coach people now in my work – subtly of course, more open minded, look for alternatives, unpack issues, etc).
So what is the Institute of Leadership and Management Course in Workplace Coaching?
Answer : Vocational Related Qualification & transferablehttp://www.i-l-m.com/learn-with-ilm/1053.aspx?tab=2
Course divided into five units, three theory/practice days and two supervision and feedback periods.
Course completed with 2 assignments (Work Based Outcomes (mainly theory) and a Coaching Diary (mainly practice) – including supervision/feedback on our coaching experience).
Also gain one year’s e-Membership of ILM through their Website which provides support/information/online courses/e-resources. https://www.i-l-m.com/NB: Can progress to Certificate level for Professional Workplace Coaches.
What makes a good Coach? Can anyone be one?
The characteristics of a good coach are extensive
but should include these abilities/skills:
Being an active listener, able to empathise, build good rapport and trust, being open and genuine, a good observer of body language and NVCs (non verbal cues), use intuition and insight, ability to raise self-awareness and responsibility in the coachee, and challenge self limiting beliefs and also use a range of coaching models (e.g. GROW = Goal, Reality, Options, Wrap Up) and assessment tools (VAK = Visual, Auditory and Kinaesthetic preference).
(1) Found individuals that I got on well with. These ranged from a third year undergraduate student (with special needs), two International Masters Students and one PhD Student.
Strangely those chosen for coaching were all 1) mature youngest 24, oldest 33, 2) were keen to participate and 3) perhaps identified with me as I have also been a mature student.
No one was forced into the coaching arena, purely voluntary and coachee’s given the option to withdraw throughout the coaching process.
(2)Next to send by email all coachee’s preliminary information about coaching (gave websites for them to familiarise themselves)
and to mutually arrange a suitable time/date, length of session, and place for the coaching to happen. The idea is that Coachee’s should feel in control of the whole setup situation not the coach.
(3) The first meeting/session. Check to see if the venue is okay, how they feel, again stress they are free to stop at any time, confidentiality guaranteed and that the process is based on non-judgmental attitude, equality, respect for diversity, good work practice (competence, boundaries, ethics).
Some changes noticed in my work routine.
Words of Wisdom
At the end of the coaching process (total time 7 hours)
A lot of self-reflection and supervision was needed with the tutor of the programme and one to one tutorials to understand what ‘went well’ and what ‘didn’t go so well’.
Self Reflection as some emotional content needs to be looked into (anger, frustration felt by coachees’)
Supervision as one needs to talk to a more experienced coach to understand the coachee’s view of the world.
This was important as I felt in one instance I ought to check some information out about what one student was saying during the session. My Coach/supervisor said ‘get permission first’ or you are breaking confidentiality.
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