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day 2 c&M
- 1. Level 5 Certificate in Coaching and Mentoring Day 2
- 2. Aims for day 2 • To identify your development needs • To review communication, focusing on non- verbal communication, the use of language and listening • Assess and review individual, operation and organisational barriers to coaching / mentoring • To undertake coaching practice and supervision
- 3. Review from Day One • Learning log ??? • Identify coachee/ mentees • Start assignment • AC1.1 Define what coaching and mentoring is within the context of an organisation and explain the similarities and differences between coaching and mentoring • AC 2.1 critically explore knowledge, skills and behaviour od an effective coach or mentor
- 5. How do we learn ? When you last learned to do something new how did you do it ? Complete the Honey Mumford questionnaire
- 6. Having an experience Reviewing the experienceConcluding from the experience Planning the next steps Activist Concrete Experience Reflector Reflective Observation Theorist Abstract Conceptualisation Pragmatist Active Experimentation Kolb experiential learning
- 7. Activist Strengths •Flexible and open-minded happy to have a go •Happy to be exposed to new situations •Optimistic about anything new and therefore unlikely to resist change Weaknesses •Tendency to take the immediately obvious action without thinking •Often take unnecessary risks •Tendency to do too much themselves and hog the limelight •Rush into action without sufficient preparation •Get bored with implementation/consolidation How to Improve •Do something new at least once a week •Deliberately fragment your day by chopping and changing activities •Force yourself into the limelight, volunteer to chair meetings or give presentations •Practise thinking ahead and on your feet •Set yourself a problem and bounce ideas off a colleague
- 8. Reflector Strengths •Thorough and methodical •Thoughtful and careful •Good at listening to others and assimilating information •Rarely jump to conclusions Weaknesses •Tendency to be too cautious and not take enough risks •Tendency to hold back from direct participation •Often not assertive - they aren't particularly forthcoming and have no `small talk‘ •Slow to make up minds and reach a decision How to Improve •Practise observing, e.g. in meetings •Keep a diary of what happened during the day •Practise reviewing after a meeting or event of some kind •Give yourself something to research •Practise drawing up lists for and against a particular course of action
- 9. Theorist Strengths •Logical `vertical' thinkers •Rational and objective •Good at asking probing questions •Disciplined approach Weaknesses •Restricted in lateral thinking •Low tolerance for uncertainty, disorder and ambiguity •Intolerant of any subjective or intuitive •Full of `shoulds, oughts and musts' How to Improve •Read something thought provoking each day •Practise spotting inconsistencies/weaknesses in other people's arguments •Take a complex situation and analyse it to pinpoint why it developed the way it did, what could have been done differently and what stage •Collect others people's theories, hypotheses and explanations about events •Practise structuring situations so they are orderly and more certain to proceed in the way you predict
- 10. Pragmatist Strengths •Keen to test things in practice •Practical, down to earth, realistic •Like to get straight the point •Technique oriented Weaknesses •Tendency to reject anything without an obvious application •Not very interested in theory or basic principles •Tendency to seize on the first expedient solution to a problem •Impatient with what they see as waffle •On balance, task oriented not people oriented How to Improve • Collect techniques • In meetings and discussions of any kind, concentrate on producing action plans • Make opportunities to experiment with some of your new found techniques • Study techniques that other people use and then model yourself on them • Subject yourself to scrutiny from `experts' so that they can watch your technique and coach you in how to improve it • Tackle a `do it yourself' project
- 11. Johari Window
- 12. Identifying Learning Needs I Know I Don’t Know I Know Conscious Competence Unconscious Competence I Don’t Know Conscious Incompetence Unconscious Incompetence
- 14. Your development over the programme • Your learning log • Your personal development plan
- 15. Communication
- 17. Communication review Body language 55% Tone of voice 38% Words 7%
- 18. Non verbal communication - body language • Facial expressions • Gestures • Posture • Body position • Use of space • Context • Congruence
- 19. Developing Rapport • Rapport is being able to relate to others in a way that creates a climate of trust and understand • A close and harmonious relationship in which the people or groups concerned understand each other’s feelings or ideas and communicate well http://www.oxforddictionaries.com
- 20. Rapport
- 21. The meaning of your message is the response that you get !
- 22. How we use language ? • Big picture v small picture ? • Visually – what you see • By sounds – what you hear • By feelings – what you sense and can feel, taste or smell. • By how you talk to yourself • Language is subjective !!
- 23. Visual thinkers • Talk quickly • See memories as pictures • Breathe from top of lungs • Need minimum detail • Get bored quickly • Interested in how things ‘look’ • Think in bigger picture • Like to be ‘shown things’ • Will change subject • Use words like
- 24. Auditory thinkers • Easily distracted by noise • Love the phone and music • Breathe from middle of chest • May talk to themselves. • May repeat what you have said to them • Tone of voice is very important • Like steps and procedures • Love to be told how they are doing • Love stories • Use words like……….
- 25. KINAESTHETIC- FEELINGS THINKERS • Includes taste and smells • Want to know how things feel • May talk slowly • Breathe lower • Respond to physical rewards • Memorise by doing something or walking it through. • Speak deliberately • Will want the details • Think things through
- 26. Analytical thinker • Always comes secondary to the others • Spend time processing internally • May talk to themselves out loud • Will look for things to make sense • Logical and process driven • May want extensive details • May talk in long sentences • Memorise by steps • Often uses the language of logic and business
- 27. Listening There are two types of listening: Active Listening is when you are concentrating on the message being given by the other person Passive Listening is when you find yourself waiting for the other person to stop speaking so that you can say something yourself.
- 28. Listening quiz ?
- 29. Using questions…. • Use short, clear, simple questions, starting with words such as: • Who? • How? • Where? • When? • What? • In what way? • Tell me about? • How specifically – what do you mean by?
- 30. Questioning and listening exercises
- 31. Transactional communication – Eric Berne
- 32. Communication Summary • Acknowledge and respond to individuals’ communication styles presented Adapt your • communication to build rapport and get the message across to clients • Always check understanding • Encourage ‘open’ communication at all times • Demonstrate effective listening skills • Protect your own emotional state and keep communication on an adult level
- 33. Coaching and Mentoring Barriers
- 34. Barriers to coaching / mentoring group activity • Identify potential Individual, operational and organisational barriers • Identify strategies for minimising or overcoming these barriers Principles assignment ac1.2
- 35. Barriers to coaching and mentoring Individual Operational Organisational How can you overcome/minimise these?
- 36. Coaching / mentoring Practice
- 37. Coaching practice • Work in 3s – coach/mentor, client, observer • Switch roles • Keep notes – this is evidence for your assignments
- 38. Some coaching models • OSKAR • OSCAR • CLEAR • ARROW • Skilled Helper
- 39. For Next Session • Research the allocated coaching model • Work in a group and give a prepare a review of your allocated coaching model. You will present this to the group on day 3 • Undertake coaching or mentoring session(s) • Share experiences with group on day 3