Coaching knowres talk

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Coaching knowres talk

  1. 1. Learning Elements Learning Process Learning and Thinking Styles Choice of Coaching Model Accreditation A WELL-DESIGNED COACH-TRAINING PROGRAMME
  2. 2. Awareness and Responsibility Knowledge Experience Evidence- Based Practice Reflective Practice Supervision Assessment Research LEARNING ELEMENTS SELF ORGANISED LEARNING Action Learning
  3. 3. AWARENESS/RESPONSIBILITY/CHOICE • Proper marketing/advertising • Efficient Recruiting • Thorough Orientation • Self-insight: Strengths and Development Needs • Ethical accountability • Value for money?
  4. 4. EXPERIENCE • ACTION-LEARNING • REFLECTIVE PRACTICE • EVIDENCE-BASED PRACTICE
  5. 5. Action-Learning The coach as action-learner establishes rapport with the client and during group- coaching she/he also builds the rapport between group members.
  6. 6. Action-Learning The primary role and focus of the action learning coach is to facilitate the client/group’s ability to grow and learn so that he/they, in turn, can better solve the problem or meet the challenge.
  7. 7. Action-Learning Instead of just focusing on „what‟ has transpired; clients discover the „how‟ and „why‟ of their actions.
  8. 8. Action-Learning The client or Group members‟ self- awareness is not only raised by the coach, but by virtue of the process.
  9. 9. Action-Learning By focusing the group on learning rather than just solving a problem the coach takes the client or group to extraordinary levels of renewal and growth.
  10. 10. EXPERIENCE • ACTION-LEARNING • REFLECTIVE PRACTICE • EVIDENCE-BASED PRACTICE
  11. 11. My Preferred Definition of Coaching “Reflective conversations for the construction and reconstruction of personally significant, relevant and viable meaning through negotiation and exchange.” Mike van Oudtshoorn
  12. 12. Changing knowledge Complacency ignorance Unconscious error Discouragement Mature practice Self-study peer review 2nd nature “intuition” Practice Effort tutelage mentorship Learning Beginners’ mind Discovery Naive Mature practice encompasses the entire ‘conscious competence’ model. Will Taylor, Chair, Department of Homeopathic Medicine, National College of Natural Medicine, Portland, Oregon, USA, March 2007 Conscious incompetence Conscious incompetence Reflective competence Unconscious incompetence Unconscious incompetence Conscious competenceConscious competence Unconscious competenceUnconscious competence
  13. 13. Unconscious incompetence Unconscious competence Conscious incompetence Conscious competence Assessment Feedback Assessment and Reflections Learning to Coach Coaching Practice Kubler-Ross Change cycle and some of the key learning elements of Coaching (Bottom) Integration of Conscious Competence Learning Matrix (Top)
  14. 14. REFLECTIVE-PRACTICE www.theshotokanway.com/reflectivepractice.html by James Marshall
  15. 15. EXPERIENCE • ACTION-LEARNING • REFLECTIVE PRACTICE • EVIDENCE-BASED PRACTICE
  16. 16. Evidence-based coaching is a way of distinguishing professional practice grounded in proven science. It provides theoretical frameworks, information, critical thinking, and methodological rigour that the practitioner can use to navigate the ever- changing waters of the coaching intervention. EVIDENCE-BASED PRACTICE www.coaches-learning-centre.com/exeutive_coaching_evidence_2.html
  17. 17. EVIDENCE-BASED PRACTICE Evidence-based is a scientific approach whereby professional practice is being justified in terms of sound evidence. This evidence is based upon up-to-date systematic research findings to support decisions about practice. www.coaches-learning-centre.com/exeutive_coaching_evidence_2.html
  18. 18. Supervision • How widely is supervision practised? • The benefits of supervision • How to assess the supervision of external coaches • Good practice in developing supervision in organisations • A case study on supervision of internal coaches at the BBC • Useful books and articles relating to supervision. http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Aspects Hawkins had surveyed:
  19. 19. • Regular interaction with a supervisor (20/1 hours) • Focuses on the needs of the institution, learner and group • It Quality-assures coaching practice • Provides support and CPD to the coach • It generates organizational learning • Helps manage ethical & confidential boundaries • It balances individual, group and peer supervision Benefits of Good Supervision for the Coach in Training: http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Supervision
  20. 20. WheelofGoodPractice http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Provides continuing professional development to the coach Quality assures coaching provision Provides support for the coach Generates organisational learning Manages ethical and confidentiality boundaries Balance of individual, group and peer supervision Takes place regularly Focuses on client, organisation and coach needs
  21. 21. WheelofGoodPractice http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Provides continuing professional development to the coach
  22. 22. WheelofGoodPractice http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Provides continuing professional development to the coach Quality assures coaching provision
  23. 23. WheelofGoodPractice http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Provides continuing professional development to the coach Quality assures coaching provision Provides support for the coach
  24. 24. WheelofGoodPractice http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Provides continuing professional development to the coach Quality assures coaching provision Provides support for the coach Generates organisational learning
  25. 25. WheelofGoodPractice http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Provides continuing professional development to the coach Quality assures coaching provision Provides support for the coach Generates organisational learning Manages ethical and confidentiality boundaries
  26. 26. WheelofGoodPractice http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Provides continuing professional development to the coach Quality assures coaching provision Provides support for the coach Generates organisational learning Manages ethical and confidentiality boundaries Balance of individual, group and peer supervision
  27. 27. WheelofGoodPractice http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Provides continuing professional development to the coach Quality assures coaching provision Provides support for the coach Generates organisational learning Manages ethical and confidentiality boundaries Balance of individual, group and peer supervision Takes place regularly
  28. 28. WheelofGoodPractice http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Provides continuing professional development to the coach Quality assures coaching provision Provides support for the coach Generates organisational learning Manages ethical and confidentiality boundaries Balance of individual, group and peer supervision Takes place regularly Focuses on client, organisation and coach needs
  29. 29. WheelofGood Supervision-Practice http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Provides continuing professional development to the coach Quality assures coaching provision Provides support for the coach Generates organisational learning Manages ethical and confidentiality boundaries Balance of individual, group and peer supervision Takes place regularly Focuses on client, organisation and coach needs
  30. 30. ASSESSMENT • FORMATIVE – ASSIGNMENTS – PEER REVIEWS – PRESENTATIONS – GROUP WORK – PARTICIPATION • SUMMATIVE – ESSAYS – TESTS – EXAMS • Pen & Paper • Practicals – LIVE, OBSERVED ASSESSMENTS Against Standards of Competence/Ethics as Prescribed by the Body with which the Programme is Affiliated/Accredited/Aligned
  31. 31. RESEARCH • CLASSROOM TRAINING IN RESEARCH METHODOLOGY – QUANTATIVE – QUALITATIVE – WRITING – TECHNICAL • Layout • Font • Referencing • Presentation
  32. 32. RESEARCH • RESEARCH THESIS OR REPORT or • A MIXED METHODS APPROACH
  33. 33. ACT Concrete Experience Facts (What Happened?) Theory of Action REFLECT Reflective Observation Feelings (What Did I Experience?) Assess Behaviour & Consequences CONCEPTUALISE Abstract Conceptualisation Findings (Why Did This Happen?) Revise Theory APPLY Active Experimentation Futures (What Will I Do?) Implement Revised Theory Experiential Learning Cycles 1. David Kolb 2. Roger Greenaway 3. Chris Argyris & Donald Schön Compiled by Andrea Corney http://www.edbatista.com/2007/10/experiential.html
  34. 34. THINKING STYLES Bloom’s Taxonomy Revised Edition by Lorin Anderson (a student of Bloom)
  35. 35. CHOICE OF COACHING MODEL ? ? ? Do we give a model to the students? Do they choose a model themselves? Do they design their own model?
  36. 36. Three types of accreditation • Personal accreditation • Professional accreditation • Academic accreditation
  37. 37. Common Questions Regarding Accreditation Do I need to be certified to practice as a professional coach? So why get certified or even qualified? What is the difference between accreditation, certification and a credential? What are the different coach accreditations a coach can have? I don‟t want to get certified or credentialed now, I just want to start coaching. Is that ok? I‟m from a “random” country, do I need a different qualification? But what if my country asks for my country‟s qualification? http://www.icoachacademy.com/about-coaching/coach-certification/
  38. 38. Reference Lists Slide 11 & 12: www.coaches-learning-centre.com/exeutive_coaching_evidence_2.html Slide 13: www.theshotokanway.com/reflectivepractice.html by James Marshall Slide 14: Turkish Online Journal of Distance Education-TOJDE, April 2011, ISSN 1302-6488 Volume: 12 Number: 2 Article 2 Slide 15: Will Taylor, Chair, Department of Homeopathic Medicine, National College of Natural Medicine, Portland, Oregon, USA, March 2007 Slide 17 & 18: Mike van Oudtshoorn Slide 19 & 20: http://www.thecoachingcollaborative.co.uk/wpcontent/uploads/coachsupevrp.pdf Slide 21: http://www.thecoachingcollaborative.co.uk/wp-content/uploads/coachsupevrp.pdf Slide 35: Compiled by Andrea Corney http://www.edbatista.com/2007/10/experiential.html Slide 39: http://www.icoachacademy.com/about-coaching/coach-certification/

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