Agile coaching
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The document discusses different types of coaching including mentoring, counseling, teaching, and guiding. It notes that mentoring involves a long-term informal relationship focused on career development, while coaching addresses specific short-term goals. Key aspects of coaching include understanding that perspectives differ, focusing on available resources, and having behavioral flexibility. The document also outlines models for situational leadership, feedback, learning stages, human needs, representational systems, and the GROW model for establishing goals, examining reality, exploring options, and establishing will.
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day 2 c&M
This document outlines the agenda for Day 2 of a Level 5 Certificate in Coaching and Mentoring program. It includes:
1. Identifying personal development needs through a learning styles questionnaire and Johari window exercise.
2. Reviewing communication skills with a focus on non-verbal communication, language use, listening skills, and developing rapport.
3. Assessing and discussing individual, operational, and organizational barriers to coaching/mentoring.
4. Undertaking coaching practice sessions in small groups with roles of coach, client, and observer to gain experience.
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Angela Griego is presenting her qualifications for a teacher mentor position. She identifies her key leadership strengths as responsibility, being restorative, strong communication skills, being a relator, and being a learner based on a StrengthsFinder evaluation. She provides evidence of these strengths, such as being reliable and dependable, able to handle critique, having the ability to instruct and coach others, and enjoying gaining new knowledge. Her qualifications include classroom management skills, flexibility, good rapport with others, effective communication, and competency with classroom technology. Her leadership style focuses on commitment, collaboration, building rapport, embracing change, and creating a positive team atmosphere. She concludes that her strengths and qualifications align well with the requirements of a qualified teacher
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day 2 c&M
This document outlines the agenda for Day 2 of a Level 5 Certificate in Coaching and Mentoring program. It includes:
1. Identifying personal development needs through a learning styles questionnaire and Johari window exercise.
2. Reviewing communication skills with a focus on non-verbal communication, language use, listening skills, and developing rapport.
3. Assessing and discussing individual, operational, and organizational barriers to coaching/mentoring.
4. Undertaking coaching practice sessions in small groups with roles of coach, client, and observer to gain experience.
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The document discusses the importance of having difficult but important conversations. It notes that extraordinary leadership comes from having fierce conversations with ourselves and others. It also discusses why people often avoid hard conversations, such as a desire to please others or protect personal comfort and safety. The document provides tips for preparing for and having difficult conversations, such as getting clear on the problem, crafting how to address it, considering various scenarios and outcomes, and maintaining composure during the conversation.
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At the end of this seminar, participants will be able to:
a. Explore tools and techniques to gain access to wider networks.
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d. Identify the people that everyone should have in his/her network.
e. Explore common networking/relationship building mistakes and approaches.
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In Mark Murphy’s book “Hiring for Attitude,” he says that 46% of newly hired employees will fail within 18 months, attributed mainly to non-technical or non-skill related items. While it is certainly true that most employees are fired for non-skill related items, this does not prove that attitude is more important than skill or other Candidate Metrics; rather, that attitude should be looked at as equal to the rest of the candidate’s attributes. The truth of the matter is that we often hire for skill, and most often fire for attitude, but what about the important attributes in between? We should be hiring for four Core Candidate Metrics: Skills, Competency, Culture and Attitude.
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a. Explore STEM Stats and common reasons students get discouraged.
b. Create a resource toolbox and networking plan to overcome challenges.
c. Explore 7 key habits that can increase success.
d. Examine the benefits and options of a great STEM Career Path.
Knowledge management and lessons learned
This document discusses knowledge management and lessons learned databases. It defines knowledge as a body of understanding constructed through interactions between people and information. Knowledge management is described as a multi-disciplinary approach to improving organizational outcomes through optimizing knowledge use. The document notes that lessons learned databases often do not work because they focus on information rather than knowledge, are supply-driven with little context, and people may not want to share or learn lessons. It suggests that learning workshops, reflection, and establishing trust and fairness can help knowledge sharing more than isolated lessons learned databases.
Career counselling in pakistan
The document discusses career counseling services in Pakistan. It outlines issues faced by students like unclear education goals and lack of guidance. Common reasons for these issues are family background, peer pressure, and lack of awareness of different career paths. The career counseling center aims to help students with education planning, self-assessment, exploring options, and gaining motivation. It provides counseling through workshops, events, online sessions, and seminars. The main competitors are other online counseling centers, school counseling departments, and workshops. The center promotes its services through pamphlets, advertisements, alumni referrals, exhibitions, forums, class presentations, and social media.
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The document discusses aligning teams through feedback. It introduces the Johari window model for understanding feedback and blind spots. It provides principles for giving effective feedback, including using "I" statements and making the feedback specific, goal-oriented, and understandable. It also discusses receiving feedback with an open mindset. The document outlines different contexts for feedback and emphasizes regular feedback between all team members. It provides tips for structuring constructive feedback conversations and aligning teams around a shared vision, goals, roles and cultural norms. The ultimate goal is for all team members to freely give feedback to one another.
Career Choices
This document provides guidance on exploring career choices and planning for a career. It outlines several key steps: identifying interests, skills, and career goals; researching career options that match interests and skills; and preparing for a career through education and developing necessary skills. Some specific tips include making lists of enjoyed activities and skills, evaluating interests, researching career requirements, speaking to people in different careers, and utilizing career planning resources and tools. The overall process involves self-reflection, research, and planning to help middle school students start thinking about potential careers.
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Coaching and Counseling for Peak Performance
The document provides guidance on conducting effective coaching and counseling sessions. It outlines a 7 step process: 1) friendly greeting, 2) manager states facts, 3) employee explains, 4) manager explains interpretation, 5) manager presents relevant rules and policies, 6) the parties create an action plan, 7) review of the session. The goal is to have an open discussion to understand issues, identify solutions, and set expectations in a supportive manner.
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Coaching counseling
This document provides guidance on coaching and managing employee performance. It discusses the importance of:
1) Clearly communicating expectations and providing regular feedback.
2) Categorizing employees as super stars, middle stars, or falling stars and coaching each group appropriately.
3) Conducting performance reviews when issues arise and working with the employee to create an action plan for improvement.
What is coaching & counseling
Coaching focuses on improving current job performance and future goals, while counseling addresses past psychological issues. Coaching uses models like GROW to set goals, discuss current reality, brainstorm options, and make action plans, whereas counseling analyzes past problems. Both aim to help individuals, but coaching does so through skills training and professional development, while counseling facilitates personal change.
Coaching And Counseling
This document discusses coaching, counseling, mentoring and their advantages for managing employee behavior and performance. It defines coaching as helping employees develop skills through feedback, and counseling as discussing attitudes and values during poor performance. Mentoring involves experienced employees training others. The advantages include empowering and inspiring employees, building skills, resolving issues, and strengthening teams and the organization. It provides tips for both functions like preparing, listening, identifying solutions and celebrating successes.
Coaching, Mentoring and Counseling Session
The document discusses several coaching and mentoring programs:
1. A Turkish brewery has a one-year mentoring program to support professional and personal growth through experience sharing and developing relationships. It includes initial training and pairing participants who meet monthly.
2. A British American Tobacco program uses action learning, group coaching, and individual coaching over 12 months to improve skills and confidence with monitoring of workplace application.
3. Nielsen's mentoring program includes selection, matching, orientation, check-ins and completion to help mentees surface issues and identify actions through understanding interests and gaps.
Grow model of coaching(1)
The document discusses the GROW model of coaching which involves setting goals, checking current reality, exploring options, and determining the way forward. It emphasizes that coaching builds awareness, responsibility, and self-belief through transformational thinking like exploring new boundaries and dreaming big. Coaching uses the GROW model and SMART goals to help set short and long-term goals, understand the current situation, identify alternative strategies, and commit to a plan of action.
Performance Management
The document discusses performance management processes including:
1) Setting objectives and defining responsibilities at the beginning of the cycle through performance planning.
2) Monitoring performance and providing ongoing feedback throughout the cycle.
3) Periodically reviewing performance and achievements to evaluate progress and make adjustments.
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frankfinn pd class presentation
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lesson 6 SS II Coaching & Mentoring.pptx
This document defines and compares coaching and mentoring. Coaching and mentoring are strategies that promote personal development and involve one-on-one communication to enhance skills, knowledge, or work performance. Coaching focuses on short-term goals, while mentoring emphasizes long-term development. Both use communication and questioning to facilitate growth, but mentoring also involves advocacy and role modeling.
Presentation Coaching 2
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Supervision-final by Nisar.pptx
This document discusses supervisory skills in the nuclear industry. It provides information on the roles and responsibilities of supervisors, including supervising work to ensure it is done correctly and safely. It outlines important skills for supervisors such as communication, decision making, managing change, and motivating teams. It also discusses what makes a good supervisor, including fostering trust, being supportive and consistent. The document emphasizes that supervisors in the nuclear industry must have technical knowledge relevant to the work being supervised and reinforce standards to ensure work is done properly. Overall it provides guidance on the key responsibilities and skills required of supervisors in the nuclear industry.
All you wanted to know about the GB's role in headteacher appointment
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Management 2 seminar 4
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Self Discovery of once self. This is the one
This document from a career development centre provides information about self-discovery, personality profiles, and personal branding. It includes sections on identifying one's strengths, weaknesses, opportunities, threats, and purpose. Users are encouraged to develop their personal brand through understanding their goals, values, passions and motivations. The document outlines 5 questions, 5 rules, and 5 steps to building an effective personal brand, and suggests using tools like websites, blogs, social networks, and events to develop one's brand and connect with others.
Enhancing Employbility Skills.pptx
This document discusses enhancing employability skills. It notes that most people change careers multiple times, so skills can transfer between jobs. It then lists 23 universal employability skills like communication, teamwork, problem-solving, and technical skills. Additional life skills that contribute to employability are discussed like decision making, goal setting, and critical thinking. Characteristics of employability include having a positive attitude, being cooperative, and accepting feedback. Ways to build skills include conflict resolution, setting academic goals, joining clubs, and doing community service. The document provides tips for creating career plans and setting realistic short- and long-term goals.
Mentoring Skills _ Cooper Rd Centre.pptx
A mentee is a person who receives advice, training, or guidance from a more experienced or skilled person / mentor.
A mentee is one who needs to learn specific skills or competencies from the mentor.
A blurred line between the two ; might change from one into another – styles
Structured vs unstructured or semi structured information
Formal vs informal relationship
Paid vs unpaid service
Teaching is about knowledge
Mentoring is about experience
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Skills for Successful Supervision Training by Georgia Department of Human Ser...
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- 3. Mentoring and Coaching • • • • Long period of time More informal Long term More experience in the field • Focus on career development • Agenda set by mentee for future role • Developing mentee professional • • • • Set duration More structured Short term No direct experience required • Focus on issue at work • Agenda focused on specific/immediate goals • Resolves specific areas/issues
- 4. Key things to learn before start 1. The map is not the territory 2. Everyone does the best they can with the resources available to them 3. Have behavioral flexibility 4. There is no failure; only feedback
- 7. Feedback Model Good but still need to change ADVICE Bad and has to change CRITICISM Good and can stay COMPLIMENT Bad but can live with it SUGGESTION
- 8. 4 Stages of Learning
- 9. Six basic human needs • • • • • • Esteem, Love, and Positive Connection Positive Identity and Growth Effectiveness and Significance Security, Certainty, and Comfort Self-Trust, Variety, and Uncertainty Comprehension of Reality and Contribution
- 11. GROW Model • • • • Establish the Goal Examine Current Reality Explore the Options Establish the Will:
- 12. End