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Leadership for Well-being -The Power of the Coaching Process

Leadership for Well-being -The Power of the Coaching Process. Coach Facilitators Nichola Lynagh and Michael Kealey. A pplications of Coaching: Coaching portals. Educational Leadership. Parent and Community involvement. Staff success, resilience and well- being. E ffective learning

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Leadership for Well-being -The Power of the Coaching Process

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  1. Leadership for Well-being -The Power of the Coaching Process Coach Facilitators Nichola Lynagh and Michael Kealey

  2. Applications of Coaching: Coaching portals Educational Leadership Parent and Community involvement Staff success, resilience and well- being Effective learning & teaching From: Christian Van Nieuwerburgh, EMCC Conference, 2014

  3. Understanding Coaching • In the educational context coaching is a one to one conversation focused on the enhancement of learning and development through increasing self awareness and a sense of personal responsibility, where the coach facilitates the self directed learning of the coachee through questioning, active listening and appropriate challenge in a supportive and encouraging climate. (Christian van Nieuwerburgh, 2012 , Coaching in Education, Karnac, London)

  4. Understanding coaching • Hart (2005) supports the view adding that “coaching behavior motivates people, increases job satisfaction and morale, and strengthens bonds between individuals. Hart, W. (2005). Getting culture. Imbuing your organisation with coaching behaviour. Learning In Action, Vol. 25, No. 4 Sept/Oct. 2005:p8

  5. Leadership Coaching Coaching can support leaders in a number of ways: • Help leaders transfer theoretical learning to workplace practice • Enhancing skills and developing new habits • Developing greater self awareness • Enhancing motivation • Strengthening personal confidence and self regard • Building resilience and supporting well being (Passmore, 2010) Christian van Nieuwerburgh, 2012 , Coaching in Education, Karnac, London

  6. How can the coaching process help? • Focusing on issues of self knowledge, insight, awareness and self efficacy as they relate to work demands in the shorter term and the development of coping mechanisms that help over the longer term. • Presumes the individual is motivated and ready to engage in the coaching process • NB - Where an individuals’ needs move beyond what coaching can provide then referral to health professionals is required (on the part of the coach) Excellence in Coaching (2007) Dr. Jonathan Passmore, The Association for Coaching, Kogan Page, London

  7. Benefits of Coaching and Mentoring

  8. Coaching Approach …In a well-known quote, John Whitmore defines coaching as “unlocking people’s potential to maximize their own performance” (2009). We will invite you throughout the session to get into the zone of acting as a coach for any paired work. Four key things to be thoughtful about when in that zone are:- • Ask a question rather than give an answer • Ask open-ended questions • Use Questions that begin with What/How/When/Where/Who • LISTEN – stay SILENT before asking your question

  9. Reflections in pairs Think of a person from your career - someone who helped you develop greater self awareness, enhanced your motivation and strengthened your personal confidence: 1. What did they do to help you develop these? 2. What qualities and behaviours did they display? 3. How did you feel as a result?

  10. In Conclusion… What resonates with you from what you have heard today?: • WHAT? • SO WHAT? • NOW WHAT? From Terry Borton, 1970, Reach, Touch and Teach

  11. Listening • Verbally • Agree, okay • Non-verbally • Look everywhere but the person, avoid eye contact

  12. Listening • Verbally • Indicate your listening • Encourage • Show your interest

  13. Listening • Verbally • Encourage • Show your interest • Extend • Use ‘tell me more’; ‘what else’; ‘anything else’

  14. Listening • Verbally • Encourage • Show your interest • Extend • Use ‘tell me more’; ‘what else’; ‘anything else’ • Reflect • Feedback words that the person uses

  15. Listening • Verbally • Reflect • -What you see, say what you notice in relation to non-verbal’s • Encourage • Show your interest • Extend • Use ‘tell me more’; ‘what else’; ‘anything else’ • Reflect • Feedback words that the person uses

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