c&m day 4
TRANSCRIPT
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Aims for day • Review learning logs from day 2• Group feedback on coaching practice• To review coaching ethics and supervision• Consider the impact of ethics on your own
coaching mentoring practice• To introduce and use tools as a coach/mentor• To undertake coaching practice and
supervision
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Tutorial review
• Group review of coaching/mentoring experience since last meeting
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Ethical considerations of coaching and mentoring
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Relating to assignments:• Assignment 1
AC 2.3 Review the responsibility of the coach or mentor to manage relationships (include values and power) and remain ethical and non judgmental
AC 3.3 Explain the necessity of exploring the expectations and boundaries of a coaching or mentoring programme with all stakeholders
AC 3.4 Justify the rationale for supervision of coaches and mentors in practice
• Assignment 3 AC 2.3 Discuss how you ensure your coaching or mentoring is ethical
and non-judgmental
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Boundaries the 3 way contract• Who are the
stakeholders involved in the programme?
• What are the agreed lines of communication?
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Boundaries 4 way contract
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Beware of your bias
• We may strive to be impartial and unbiased but be aware of how easy it is to unduly influence your clients
• Activity: How do you ensure that you remain impartial and non judgmental?
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Ethics
• What key themes should be contained in a code of ethics?
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Ethics
• AC and EMCC global code of ethicshttp://www.associationforcoaching.com/pages/about/code-ethics-good-practice
• The coaching academyhttp://www.the-coaching-academy.com/about/code-of-conduct.asp
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Coaching supervision
• Coaching supervision is a formal process of professional support, which ensures continuing development of the coach and effectiveness of his/her coaching practice through interactive reflection, interpretative evaluation and the sharing of expertise' (Bachkirova, Stevens and Willis 2005).
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Role of coaching supervisor• Qualitative function
Supervisors have responsibility to ensure their supervisee’s work is appropriate and falls within defined ethical standards
• Developmental function Help supervisee to develop their skills,
understanding and capabilities• Resourcing function
The supervisor provides emotional support
• CIPD coaching supervision Maximising the potential of coaching
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Coaching and mentoring tools
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Your coaching toolkit• Motivation• Leadership styles assessment• DISC assessment• MBTI assessment• Team roles assessment
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Maslow’s hierarchy of needs
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Maslow’s Hierarchy of Needs• People are motivated to act in order to meet or satisfy a
need. • Understanding your motivation is part of self awareness• Understanding others helps build teams and understand
each other• Maslow believed that all humans have a drive to reach
their full potential, which he called self-actualisation. • It is hierarchical.
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Maslow’s Hierarchy of Needs
Physiological
Self-actualisation
HungerThirstSleep Warmth
Safety
SecurityProtectionShelter
Social
AffiliationBelongingAcceptanceSocialisingFriendshipLove
Self-esteem
PowerStatusRespectAppreciationRecognition
AchievementAttainmentCompetencePersonalDevelopmentCreativitySelf-fulfilment
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Extrinsic / Intrinsic motivation
• Extrinsic motivators arise from outside the individual. We are motivated to perform to receive an award or avoid punishment
• Intrinsic motivators are from within the individual. We are motivated to perform because we find it personally rewarding / satisfying
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Activity
• How can you assess the level of motivation of your coachee/mentee?
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Skill will matrix
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Leadership styles
• What is leadership?
The capacity to establish direction, to influence and align others towards a common aim, to motivate and commit others to action, and to encourage them to feel responsible for their performance
• CMI Checklist 041 October 2008
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Leadership Style• Leadership style is the manner and approach of
providing direction, implementing plans, and motivating people. As seen by the employees, it includes the total pattern of explicit and implicit actions performed by their leader (Newstrom, Davis, 1993).
• Leadership style is about your behaviour, what you do rather than what you are
• This means your style can be observed, described and become known to you. Therefore, you can become aware of a range of alternative styles or behaviour patterns.
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Leadership - Continuum of Behaviour Tannenbaum & Schmidt
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Blanchard & Hersey Situational LeadershipSUPPORTING
PARTICIPATINGfor
HIGH COMPETENCE + VARIABLE COMMITTMENT
COACHINGSELLING IDEAS
forSOME COMPETENCE +
VARIABLE COMMITTMENT
DELEGATING
for
HIGH COMPETENCE + HIGH COMMITTMENT
DIRECTING
TELLING
EXPERTISE
for
LOW COMPETENCE + HIGH COMMITTMENT
SUPPORTIVE
D I R E C T I V E
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Transformational Leadership
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6 Emotional styles (Goleman and Boyatzis)• Visionary• Coaching• Affiliative• Democratic• Pace-setting• Commanding
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Leadership style and personality assessments
• Leadership style questionnaire• ITS learning online leadership style
assessments• DISC personality assessment
Dominance, influence, steadiness, compliance• Myers- Briggs Type Indicator (MBTI)
personality assessment
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DISC personality type assessment
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Myers-Briggs Type Indicator (MBTI)
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MBTI
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Team Roles
“a tendency to behave contribute and interrelate with others in a particular way”
• Dr Meredith Belbin
http://www.youtube.com/watch?v=OOai178ZiiQ&feature=related
http://www.youtube.com/watch?v=9M0Al3Oi0-8
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Belbin’s 9 team roles
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Coaching / mentoring practice
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Coaching practice
• Work in your group of 3
• Ensure each member has equal opportunity to take each role
• Keep notes – this is evidence for your assignments
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For Next Session
• Undertake coaching or mentoring session(s)• Share experiences with group on day 5