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Coaching For The PGCLTHE

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Abstract: Since the 1990s the field of coaching has grown in professionalism, and now affects most business sectors. Having taught in Higher Education since 1998, in 2009 I trained as a life coach. Drawing upon the work of Kerslake, Whitmore, Parsloe & Leedham, and Draper this presentation offers a reflective consideration of implementing coaching practices. With a particular interest in facilitating group work in seminars, the presentation considers how exploiting learning and personality styles, and offering encouragement, improves student engagement with the process.

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Coaching For The PGCLTHE

  1. 1. COACHING IN HIGHER EDUCATION: HOW TRAINING AS A LIFE COACH HAS AFFECTED THE WAY I TEACH Dr Bex Lewis Bex.Lewis@winchester.ac.uk
  2. 2. Coming Up… <ul><li>What is coaching? </li></ul><ul><ul><li>What defines a successful coach? </li></ul></ul><ul><ul><li>Effect on Self </li></ul></ul><ul><li>Encouragement </li></ul><ul><ul><li>Commitment & Responsibility </li></ul></ul><ul><li>Group Work </li></ul><ul><ul><li>Learning Styles </li></ul></ul><ul><li>Facilitating Group Sessions </li></ul><ul><ul><li>Thinking Hats </li></ul></ul><ul><li>Techniques </li></ul><ul><ul><li>Active Listening </li></ul></ul><ul><ul><li>Questioning </li></ul></ul><ul><ul><li>Silence </li></ul></ul>
  3. 3. What is (life) coaching? <ul><li>“ Life coaching gives you the opportunity to step back and take a look at your life, allowing focused time out to analyse your motivations and dreams, tuning into the possibilities and defining action plans for direction in life, with accountability to your life coach” </li></ul><ul><li>http://drbexl.co.uk/life-coaching/what-is-life-coaching/ </li></ul>
  4. 4. “ The Learning Organisation” <ul><li>“ Most of us, at one time or another, have been part of a great ‘team’, or group of people who functioned together in an extraordinary way – who trusted each other, who complemented each other’s strengths and weaknesses and compensated for each other’s limitations , who had common goals that were larger than individual goals and who produced extraordinary results. I have met many people who have experienced this sort of profound teamwork – in sports or in the performing arts or in business. Many say they have spent much of their life looking for that experience again. What they experienced was a learning organisation.” </li></ul><ul><li>Parsloe & Leedham, 2009, 62-63 </li></ul>
  5. 5. Mentor vs Coach <ul><li>Mentor </li></ul><ul><ul><li>More experienced in the subject they are giving your advice on, likely a long-term relationship </li></ul></ul><ul><ul><li>Focus on the person, their career, giving support for individual growth </li></ul></ul><ul><ul><li>“ Off-line help from one person to another in making significant transitions in knowledge, work or thinking” (Clutterbuck, 2004, 13) </li></ul></ul><ul><li>Coach </li></ul><ul><ul><li>Elicits ideas to help coachees reach their potential, doesn’t need to be an expert in that field, likely a short-term relationship </li></ul></ul><ul><ul><li>Draw out the expertise from the coachee </li></ul></ul>
  6. 6. Greater Awareness & Responsibility Whitmore, 2009, 54
  7. 7. The Traits of a Successful Coach <ul><li>They are interested in people </li></ul><ul><li>They truly want to help </li></ul><ul><li>They are determined, committed, and willing to learn </li></ul><ul><li>They are flexible and resilient </li></ul><ul><li>They see the best in people – even when others don’t </li></ul>
  8. 8. Brilliant Coaches <ul><li>Authenticity </li></ul><ul><li>Empathy </li></ul><ul><li>Insight </li></ul><ul><li>Curiosity </li></ul><ul><li>Ability to listen </li></ul><ul><li>Courage and willingness to offer feedback </li></ul><ul><li>Ability to use (appropriate) humour </li></ul><ul><li>Ability to tolerate ambiguity </li></ul><ul><li>Ability to confront others </li></ul><ul><li>Respect for self and own boundaries </li></ul><ul><li>Respect for others and tolerate their differences </li></ul>
  9. 9. Brian Draper: “Spiritual Intelligence” <ul><li>“ So what kind of story will people tell at your funeral? What kind of story will those who have worked with you, lived with you, loved you, really tell about the way you have lived and loved? You have the chance – before that funeral! – to craft something much richer, deeper and more beautiful than the usual script; but only if you dare to awaken to the possibilities – and to the harder fact that you are, at the moment, asleep.” (2009, 11) </li></ul>
  10. 10. Being open to experimentation <ul><li>Experiment </li></ul><ul><li>Aim for excellence rather than perfection </li></ul><ul><li>Prepare </li></ul><ul><li>Turn Up </li></ul><ul><li>Do Your Best </li></ul><ul><li>Evaluate </li></ul>
  11. 11. Start from where you are <ul><li>You can’t change who you are now… </li></ul><ul><ul><li>So what do you want to improve for the next stage? </li></ul></ul>
  12. 12. Encourage Students <ul><li>Where possible, don’t GIVE solutions. </li></ul><ul><li>If possible reaffirm solutions already given. </li></ul><ul><ul><li>“ You mentioned x, a really good idea... Do more of that” </li></ul></ul>
  13. 13. Commitment Based Teaching <ul><li>I will do whatever it takes! </li></ul><ul><li>I will do it unless/I will do it until </li></ul><ul><li>I’ll try </li></ul><ul><li>I don’t really care (but I’ll act like I do to ‘play the game’) </li></ul><ul><li>Results or relationship focused? </li></ul>
  14. 14. Individuals? Groups?
  15. 15. Learning Styles
  16. 16. Visual (65%) <ul><li>Take numerous detailed notes </li></ul><ul><li>Sit at the front of the class </li></ul><ul><li>Like to see what they are learning </li></ul><ul><li>Benefit from illustrations & presentations that use vivid colours </li></ul><ul><li>Are attracted to written & spoken language rich in imagery, including mind maps </li></ul><ul><li>Need to use ‘big’ questions then chunk down </li></ul><ul><li>Find something to watch if they are bored </li></ul><ul><li>“ I see what you’re saying” </li></ul>
  17. 17. Auditory (30%) <ul><li>Sit where they can hear, but needn’t pay attention to what is happening in front </li></ul><ul><li>May not co-ordinate colours or clothes, but can explain why they are wearing what they are wearing and why </li></ul><ul><li>Acquire knowledge by reading aloud </li></ul><ul><li>Remember by verbalising lessons to themselves. </li></ul><ul><li>Hum or talk to themselves or others when bored </li></ul><ul><li>“ I hear what you’re saying” </li></ul>
  18. 18. Kinaesthetic (5%?) <ul><li>Learn by imitation/practice </li></ul><ul><li>May be slower to learn, but retain knowledge </li></ul><ul><li>Need to be active and take frequent breaks </li></ul><ul><li>Speak with their hands and with gestures </li></ul><ul><li>Remember what was done, but have difficulty recalling what was said or seen </li></ul><ul><li>Communicate by touching, appreciate physical encouragement, e.g. pat on the back </li></ul><ul><li>Find reasons to tinker or move when bored </li></ul><ul><li>“ I feel bad about that” </li></ul>
  19. 19. In practice… <ul><li>Break up Sessions </li></ul><ul><li>Provide a range of activities </li></ul><ul><ul><li>Lectures </li></ul></ul><ul><ul><li>Visuals on slides </li></ul></ul><ul><ul><li>YouTube </li></ul></ul><ul><ul><li>Discussions </li></ul></ul><ul><ul><li>Practical </li></ul></ul>
  20. 20. Facilitating Group Sessions
  21. 21. Role of the Facilitator <ul><li>The facilitator’s job is to support everyone to do their best thinking. To do this, the facilitator encourages full participation, promotes mutual understanding and cultivates shared responsibility, By supporting everyone to do their best thinking , a facilitator enables group members to search for inclusive solutions and build sustainable agreements. </li></ul><ul><li>Kaner, S et al, 2007 </li></ul>
  22. 22. Facilitating Group Sessions <ul><li>Identifying </li></ul><ul><ul><li>Observed Behaviours </li></ul></ul><ul><ul><li>Underlying Motivation </li></ul></ul><ul><ul><li>Suggestion for positive impact </li></ul></ul><ul><li>Quiet/Shy Participant </li></ul><ul><li>Overly Talkative Participant </li></ul><ul><li>Overly Negative or Argumentative Participant </li></ul><ul><li>‘ Multiple Conversation’ Participant </li></ul>http://www.fao.org/docrep/X0185E/p041.gif
  23. 23. Quiet/Shy Participant <ul><li>Sitting back </li></ul><ul><li>Listening more than speaking </li></ul><ul><li>Quiet </li></ul><ul><li>Looking down/away </li></ul><ul><li>Not engaging </li></ul>
  24. 24. Quiet/Shy Participant: Solutions <ul><li>Ask direct questions </li></ul><ul><li>Smile/eye contact </li></ul><ul><li>Pair work – ask them to summarise group discussions </li></ul><ul><li>Name games </li></ul><ul><li>Warn will ask questions after break – maybe take to one side over the break </li></ul><ul><li>Recognise contribution positively & ask for more. </li></ul>
  25. 25. Overly Talkative Participant <ul><li>Talks more than listens </li></ul><ul><li>Animated </li></ul><ul><li>Not aware of other’s needs </li></ul><ul><li>Not necessarily relevant to discussion point </li></ul><ul><li>Tunes out when others are talking </li></ul>
  26. 26. Overly Talkative Participant: Solutions <ul><li>Ask them to hold that thought </li></ul><ul><li>Stop and ask for relevance </li></ul><ul><li>Give them 10 words to summarise their point </li></ul><ul><li>Small groups – get groups to resummarise each others arguments </li></ul><ul><li>Ask them to allow space for others after a break – recognise they have great contributions to make </li></ul><ul><li>During pause for breath – speak/restate agenda, look at watch, emphasise relevant points/time limits, refuse to catch their eye </li></ul><ul><li>If they look like they’re about to speak, invite someone else into the discussion (say you may come back to them) </li></ul>
  27. 27. Overly Negative or Argumentative Participant <ul><li>Argues </li></ul><ul><li>Plays ‘Devil’s Advocate’ </li></ul><ul><li>Can’t seem to see the positive in any points </li></ul><ul><li>“ Yes, but…” </li></ul><ul><li>“ Why am I doing this?” </li></ul>
  28. 28. Overly Negative or Argumentative Participant: Solutions <ul><li>Find a relevant example for their arguments </li></ul><ul><li>Help them find their own goals </li></ul><ul><li>Empathise (defuse) </li></ul><ul><li>Ban the word BUT </li></ul><ul><li>Thank them for the comment and ask them how we would turn that into a positive statement. </li></ul><ul><li>Paraphrase and recap in objective terms. </li></ul><ul><li>Find merit, express agreement and move on. </li></ul><ul><li>Respond to comments, not the attack. </li></ul><ul><li>Open discussion of their comments to the group. </li></ul><ul><li>Mention – time constraints – will ‘park’ for the next meeting. </li></ul>
  29. 29. ‘ 6 Thinking Hats’ (Edward de Bono) http://mappio.com/mindmap/ajwilcox/six-thinking-hats-by-edward-de-bono
  30. 30. ‘ Multiple Conversation’ Participant <ul><li>Mobile Usage </li></ul><ul><li>Not listening to everyone else </li></ul><ul><li>Not engaging </li></ul><ul><li>Clock-watching </li></ul><ul><li>Looking around room </li></ul><ul><li>Staring into space </li></ul><ul><li>Distracting others </li></ul>
  31. 31. ‘ Multiple Conversation’ Participant: Solutions <ul><li>Do something unexpected to catch their attention </li></ul><ul><li>Draw attention to them if they are being disruptive </li></ul><ul><li>Give a look </li></ul><ul><li>Use them as a focus to bring them in positively. </li></ul><ul><li>Keep them engaged – show them the value and set up rules of engagement. </li></ul><ul><li>Ask them to share their ideas with the group </li></ul><ul><li>Walk near them </li></ul><ul><li>Restate a recent point and ask them for their opinion </li></ul>
  32. 32. Techniques
  33. 33. Active Listening: Listening for ‘the total message’ <ul><li>Benefits for the Speaker </li></ul><ul><ul><li>The speaker feels understood </li></ul></ul><ul><ul><li>The speaker has opportunities to express thoughts more clearly and concisely without having to rush </li></ul></ul><ul><ul><li>The speaker has opportunities to correct misunderstanding </li></ul></ul><ul><li>Benefits for the listener </li></ul><ul><ul><li>The listener will obtain a wealth of information about the speaker’s thoughts , ideas and failings </li></ul></ul><ul><ul><li>The listener will be accepted and trust more readily by the speaker </li></ul></ul><ul><ul><li>The listener will actually get to know and understand the speaker as an individual </li></ul></ul>
  34. 34. Recognising Poor Listening <ul><li>Faking attention whilst thinking about something else </li></ul><ul><li>Showing impatience or irritation (doodling, etc) </li></ul><ul><li>Distracted by what’s going on around you </li></ul><ul><li>Being put off by another’s appearance, accent, choice of words, etc. </li></ul><ul><li>Being too pre-occupied with getting own ideas across, so don’t hear what other is saying </li></ul><ul><li>Impatience, no time to listen </li></ul><ul><li>Switching off whilst mentally rehearsing a response </li></ul><ul><li>Trying to finish a sentence before the other has finish speaking </li></ul><ul><li>Switching off </li></ul>
  35. 35. Questioning <ul><li>Use a wide variety of questions, divergent/convergent </li></ul><ul><li>Respond and acknowledge </li></ul><ul><li>Provide positive reinforcement </li></ul><ul><li>Interrelate previous comments </li></ul><ul><li>Restate discussion goal periodically </li></ul><ul><li>Equitably select those to question </li></ul><ul><li>Select volunteers and non-volunteers to answer questions </li></ul><ul><li>“ 5 levels of why ” </li></ul>
  36. 36. Sitting with the Silence <ul><li>Allow people time to reflect </li></ul><ul><li>If you’re too preoccupied with keeping a flow going and filling all the gaps (with questions, etc), the other person doesn’t have time to reflect and work things out </li></ul><ul><li>Three Second Rule </li></ul><ul><ul><li>Question clarification? </li></ul></ul><ul><ul><li>Extended if necessary – trust intutition </li></ul></ul>
  37. 37. Bibliography <ul><li>Professional Coaching Certification Programme, ICF Accredited, The Kerslake Company, 2008-9 </li></ul><ul><li>Clutterbuck, D. Everyone needs a mentor: Fostering talent in your organisation CIPD, 2004 (4 th Ed) </li></ul><ul><li>Draper, B. Spiritual Intelligence Lion Hudson, 2009 </li></ul><ul><li>Minter, T. ‘Personal Effectiveness’, CIPD, 2007 </li></ul><ul><li>Parsloe, E. and Leedham, M. Coaching and Mentoring: Practical Conversations to Improve Learning Kogan Page, 2009 (2 nd Ed) </li></ul><ul><li>Townsend, J. & Donovan, P. The Facilitator’s Pocketbook Management Pocketbooks, 1999 </li></ul><ul><li>Whitmore, J. Coaching for Performance Nicholas Brealey, 2009 (4 th Ed) </li></ul>
  38. 38. THANK YOU FOR YOUR TIME QUESTIONS?

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