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
As we wait for everyone to arrive, why not share your reflections on coaching so far
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 contextsAims and Objectives of this CPD course
What reflection do you have from the ‘take-away’ tasks from last session?
Working in pairs, please discuss the mentor-coach who has had the most significant impact on you
Manifested in behaviours
What do we really believe in? What is our vision?
Values, meaning, dreaming, creativityEthical competencies
What are these?
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)
COUNSELLINGDevelopmental Mentoringemphasises empowerment and personal accountability
Two-way learning - most common form of help is stimulating insight
Encourages the mentee to build their own wisdom
Development of systematic, strategic approaches within the helping or person-oriented professions. These approaches come from counselling psychology.
http://books.google.co.uk/books?id=0yHBXXhJbKQC&printsec=frontcover&dq=carl+rogers&hl=en&sa=X&ei=WvcTT6b5Ioyj8gPa9OTPAw&ved=0CD8Q6AEwAQ#v=onepage&q=carl%20rogers&f=falseInterpersonal Aspects of Mentoring
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 wantGerard Egan’s ‘Skilled Helper’ framework (Egan, 1994)
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