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Coaching 2. As we wait for everyone to arrive, why not share your reflections on coaching so far for example, did you get to observe another coach or have you already adapted your own coaching style in different circumstances. Grab a coffee and take a breath. To

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grab a coffee and take a breath

As we wait for everyone to arrive, why not share your reflections on coaching so far

    • for example, did you get to observe another coach or have you already adapted your own coaching style in different circumstances...
Grab a coffee and take a breath...
aims and objectives of this cpd course


Develop your mentoring/coaching skills set

Explore issues associated with these roles

Develop skills in managing a professional dialogue or in learning conversations with students

Work collaboratively with colleagues in developing coaching practice in our own contexts

Aims and Objectives of this CPD course
session objectives


  • Explore our own experiences of effective coaches
  • Reflect on what we might define as key coaching or mentoring skills
    • Different skills for different models or stages?
    • Different skills for different circumstances?
Session Objectives
inter session tasks feedback

What reflection do you have from the ‘take-away’ tasks from last session?

    • Observations of coaching in practice (BY or OF you?)
    • Academic reading from ‘Pask and Joy’
    • Handout – ‘Effective coaching...’ shared activity from first session
Inter-session tasks feedback
your best coach

Working in pairs, please discuss the mentor-coach who has had the most significant impact on you

    • This may or may not have been in a professional / educational context
    • This may or may not have been a formal ‘mentor-coach’ role
Your best coach?
diamond 9 activity

Have a look at the cards in front of you.

Complete the ‘Diamond 9’ task – which skills do you feel are most significant and why?

Some cards are blank so you can add your own if you wish

Diamond 9 activity
mentor coach competencies pask joy 2007








Personal awareness

and understanding in working with self and others




Informed application,




Values, Meaning,

Mentor-Coach Competencies (Pask & Joy: 2007)
rational competencies

Necessary but not sufficient

Mental skills that can be learned

Intellect, analysis, problem-solving...

Rational competencies

What’s the difference between a skill and a competence?

emotional competencies

Not innate

Knowing about them is not the same as having them

eg self awareness, self-management, social awareness, relationship management...

Personal awareness and understanding in working with self and others

Emotional competencies

What will this actually look like in mentor-mentee interaction?

ethical competencies

A purpose deeper than tangible outcomes

Manifested in behaviours

What do we really believe in? What is our vision?

Values, meaning, dreaming, creativity

Ethical competencies
  • Zohar & Marshall (2000): “Spiritual intelligence” is illustrated by
    • A capacity to be flexible;
    • A deep sense of purpose;
    • A capacity to face and use suffering;
    • The quality of being inspired by vision and values;
    • Seeing the connection between diverse things (being ‘holistic’);
    • Asking ‘Why?’ or ‘What if?’ questions and seeking fundamental answers.

What are these?

dimensions and styles of helping clutterbuck 2004
Dimensions and Styles of HelpingClutterbuck (2004)













styles of helping

Coaching – directive means of helping someone develop competence, where the learning goals are set by the coach

Guiding – giving advice; providing the answer; taking a direct interest in the learners development

Counselling – in the context of support and learning is a non-directive means of helping someone cope, sometimes simply being there to listen

Networking – support to develop personal and information networks to support self-resourcefulness

Mentoring draws on all 4 ‘helping to learn’ styles.

Styles of Helping





Sponsoring Mentoringthe effective use of power and influence

Mentors power to influence is central to the relationship, creates loyalty

Encourages the mentee to learn from the wisdom of the mentor (protégé)

developmental mentoring emphasises empowerment and personal accountability





Developmental Mentoringemphasises empowerment and personal accountability

Two-way learning - most common form of help is stimulating insight

Encourages the mentee to build their own wisdom

interpersonal aspects of mentoring

Development of systematic, strategic approaches within the helping or person-oriented professions. These approaches come from counselling psychology.

  • Carl Rogers non-directive counselling tradition, a facilitative approach with 3 core conditions:
    • Acceptance - ‘unconditional positive regard’
    • Empathy - sensitivity to the experiences and feelings of the person being helped – to put yourself in their shoes
    • Genuineness – without imposing their values on the other person, the helper may express their feelings

Interpersonal Aspects of Mentoring
gerard egan s skilled helper framework egan 1994

Stage 1 Reviewing the current scenario

Help individuals to identify, explore, and clarify their problem situations and unused opportunities

Stage 2 Developing the preferred scenario

Help individuals identify what they want in terms of goals and objectives that are based on an understanding of problem situations and opportunities

Stage 3 Getting there (formulating strategies and plans)

Help individuals develop action strategies for accomplishing goals, for getting what they want

Gerard Egan’s ‘Skilled Helper’ framework (Egan, 1994)

What have you learnt today that is new?

What have you clarified today that you already knew?

what next

Complete the self-audit of mentoring skills – be prepared to feed back on your areas of strength and development needs – ready to bring back for the next session

  • Read and reflect on any of the theorists we have looked at today:
    • Clutterbuck
    • Zohar& Marshall
    • Egan
  • Next session: Use of Language in Coaching & Mentoring (6.3.12)
What next?