NEW: We are now able to offer coaching training and development to ILM Level 5. This programme is available as an in-company programme.
An open programme is planned for 2011 – make contact
for further details.
A challenging and stretching combination of theory and practise is aimed to kick start your practise as a coach. Programmes are typically run over a 10 month period, alternating between 2 day workshop modules and one day peer supervision model, using an Action Learning process called “Reflecting teams”.
A typical programme consisting of six knowledge modules, of 2 days each
Module 1 forms an introduction to the programme, formulation of objectives, introduce people to the structure of the knowledge modules, form the supervision groups, offer choices of supervisor – for one to one, give an overview of how accreditation would work (optional) and test who would be interested initially.
Suggested Module Themes:
Knowledge and theme input: Why Coaching? Why now?
What’s the evidence that it works? Applications, models and “schools” of coaching; an overview
Skill input: Reminder of 5 basic skills of coaching, the GROW model of coaching, Action learning process(1)
There would be a reminder of the basic skills and approaches of coaching.
Knowledge and theme input: Language and coaching: Constructing our reality. Exploration of different views on how we “perceive” reality. Thinking from modernist and post-modernist perspectives. “The post-modern turn” and its use in the coaching frame. Links to the Solution Focussed approach of coaching – “being a progress detective”
Skill input: Contracting, listening and reflecting and summarising
Knowledge and theme input: Coaching and models from Psychology. Using models from Transactional Analysis (TA) and Gestalt models, what can psychology offer in the understanding of the coaching process?
Skill input: Questions and silence, Action Learning process (2)
Knowledge and theme input: Coaching in organisations: Working in a culture, systems thinking and coaching, family therapy and coaching. Can a manager ever be a coach? How power can affect the coaching dynamic
Skill input: “scaling”, visualisation
Knowledge and theme input: Coaching across difference
Be it race, gender or personality – how do we work with people who are “different” from us, how can difference be recognised acknowledged and used creatively?
Skill input: Getting beyond the head stuff: Use of movement in sessions, “chair” work, introduction to body work, using feelings
Knowledge and theme input: Bringing it together, the eclectic coach, models of coaching supervision, accreditation; the process and is it for me?
Skill input: Left open for emerging needs to be identified in the group
Supervised practice, within the modules
Within each module, there would be at least one major piece of practice, carried out in 3’s where structured peer and trainer feedback would be provided, to include reflections on what is working and areas for development.
“Client” practice, between modules, with feedback and reflection
There would be an expectation of carrying out coaching assignments and practice in real work situations, in between modules.
360 feedback from “coaching clients”
Using the established process of web based feedback, participants will be invited to nominate and collect feedback from those they have coached, in order to identify strengths and areas for development. The debrief of these reports will take place within the supervision action learning set, supported by the telephone supervision, suggested below. We would suggest that this feedback is sought at about ½ way through the programme in say Oct, for feedback at Dec supervision sets.
Supervision groups, using peers in an action learning style
The role of supervision is key within the development of a coaching practice. We would strongly advocate the development of coaching supervision. We use an action learning process to create peer supervision groups. The objective is the reviewing their practise, and also practising the skills of Action Learning. One would be on the second day of the workshop and one meeting in the month between the knowledge modules – .
Keeping a personal record of personal and professional development in and around coaching practice. Participants would be encouraged to keep a reflective log of learning, progress and learning objectives.
If you would like further information then contact us