CMI 531 The Principles of Professional Coaching LVP 12 2 2024 by sbsinesslondon.ac.uk

• Unit: CMI 531

• The Principles of Professional Coaching

• Ofqual Reference J/650/2459

• Level 5 Professional Coaching Practice | October 2023 | v05

Aims of the Unit

• Coaching is a transformative learning process which can enable

• individuals to achieve their full potential.

• This unit introduces the principles of professional coaching, including the similarities and differences with other methods of support and the rationale for its delivery.

• There is a focus on the roles and responsibilities within the coaching relationship, organisational, legal and ethical frameworks and quality assurance.

• On successful completion of the unit, the Professional Coach will be equipped with an understanding of the processes for contracting,delivering, and managing coaching.

Key Words Principles, roles, responsibilities, ethics, legal, contracting, delivery,support, supervision, excellence.

The term ‘coachee’ is used within the qualification to refer to a person receiving coaching.

Terminology

Coaching Providers and Professional Bodies may use different terminology such as ‘client’.

The phrase ‘coaching assignment’ is used to refer to a series of coaching sessions delivered to the coachee.

Learning Outcomes

Understand the principles of professional coaching

Understand the process for contracting and delivering professional coaching

Learning Outcome 1:

Understand the principles of professional coaching

AC 1.1 Discuss the benefits of professional coaching

Assessment Criteria

Learning Outcome One

AC1.2 Evaluate professional coaching with other methods that support the development of individuals

AC 1.3 Analyse the roles and responsibilities for delivering and managing professional coaching

AC 1.4 Evaluate the ethical and legal frameworks which inform professional coaching

• The Command verb is DISCUSS - Give a detailed account including a range of views or opinions, which include contrasting perspectives.

• AC 1.1 Professional coaching: Definitions and descriptions of professional coaching (e.g. Clutterbuck (2020), Hawkins (2021), Rogers (2012), Starr (2021), Wilson (2020)).

• AC 1.1 Benefits of professional coaching:

• ● Benefits to coachee:

• Development of knowledge, skills, behaviours.

• Personal growth.

• One to one support (informal or formal coaching).

• ● Benefits to teams or groups through coaching:

• Development of capability to achieve shared

• goals/aspirations.

• Team cohesion (Britton, 2014; Clutterbuck, 2020; Hawkins, 2021).

• AC 1.1 Discuss the benefits of professional coaching

• The Command verb is DISCUSS - Give a detailed account including a range of views or opinions, which include contrasting perspectives.

• ● Benefits to the organisation:

• Supports organisational strategy, culture and values.

• Development of leadership capability, talent development, cultural change.

• Development of capability to achieve shared goals/aspirations.

• Development of good/best practice.

• Delivery of Value (e.g. Return on Investment (Phillips & Phillips, 2005, 2007)

• Return on Expectation (Kirkpatrick and Kirkpatrick, 2010)).

• ● Versatility:

• One to one coaching, group coaching, team coaching.

• Face to face, virtual or hybrid coaching.

• AC 1.1 Discuss the benefits of professional coaching

AC

1.2

Evaluate professional coaching with other methods that support the development of individuals

• The COMMAND VERB is EVALUATE

Evaluate- Consider the strengths and weaknesses, arguments for and against and/or similarities and differences.

The writer should then judge the evidence from the different perspectives and make a valid conclusion or reasoned judgement.

Apply current research or theories to support the evaluation when applicable

AC 1.2 Evaluate professional coaching with other methods that support the development of individuals

AC 1.2 Methods to support the development of individuals (similarities and differences):

• Mentoring, training, counselling, performance management and consulting.

The COMMAND VERB is ANALYSE

AC 1.3

Analyse the roles and responsibilities for delivering and managing professional coaching

Break the subject or complex situation(s) into separate parts and examine each part in detail; identify the main issues and show how the main ideas are related to practice and why they are important. Reference to current research or theory may support the analysis.

AC 1.3 Analyse the roles and responsibilities for delivering and managing professional coaching

AC 1.3 Roles and responsibilities (including inter-relationships between roles/potential conflicts of interest):

● Professional Coach:

• Coaching is the professional’s primary occupation (employed or contracted).

• Specialism (e.g. Business Coach. Career Coach. Performance/Skills Coach.

• Executive Coach. Wellbeing Coach. Work Coach).

● Internal coach:

• Delivers coaching in addition to their primary role.

• May not manage or lead others.

• They may be part of an internal coaching group or pool of coaches.

AC 1.3 Analyse the roles and responsibilities for delivering and managing professional coaching

● Leader as Coach:

• Delivers coaching as part of their leadership role.

• Applies coaching skills in their leadership approach.

● Coachee:

• Client.

• Person receiving coaching.

• Self-referral (self-funded) or sponsored (funded by organisation/sponsor).

AC 1.3 Analyse the roles and responsibilities for delivering and managing professional coaching

● Sponsor/Stakeholder:

Finances/resources and/or supports coaching and coachee.

● Coach Supervisor:

Qualified in coach supervision.

Responsible for quality, development, resourcing.

Methods of supervision used (e.g. individual, group and/or peer supervision).

AC 1.4 Evaluate the ethical and legal frameworks which inform professional coaching

• The COMMAND

VERB is EVALUATE

Evaluate- Consider the strengths and weaknesses, arguments for and against and/or similarities and differences.

The writer should then judge the evidence from the different perspectives and make a valid conclusion or reasoned judgement.

Apply current research or theories to support the evaluation when applicable

AC 1.4 Evaluate the ethical and

legal frameworks which inform professional coaching

AC 1.4 Ethical frameworks:

• Codes of ethics (including codes of conduct/competences/values) approved by professional bodies (e.g. EMCC UK, ICF UK, AC).

• Ethical decision-making models (e.g. APPEAR (Passmore and Turner, 2018) PLUS (Ethics Resource Centre)).

• Confidentiality within the coaching relationship (e.g. Boundaries of role)

• Limitations of confidentiality.

• Disclosure.

• Management of digital and written coaching records).

• Role of coaching contracts.

AC 1.4 Evaluate the ethical and legal frameworks which inform professional coaching

Organisational and legal frameworks:

• Data Protection Act/GDPR UK (2018).

• Equality Act (2010).

• Prevent Strategy (2015).

• Safeguarding.

• Organisational policies and procedures.

• Organisational values.

• Good practice requirement for Professional Coaches to have insurance for the work they conduct (e.g. Professional indemnity insurance).

Learning Outcome 2: Understand the process for contracting and delivering professional coaching

Assessment Criteria

Learning Outcome Two

AC 2.1 Evaluate the role and purpose of contracting in professional coaching

AC 2.2 Discuss the process for delivering professional coaching

The COMMAND VERB is EVALUATE

AC 2.1 Evaluate the role and purpose of contracting in professional coaching

Evaluate- Consider the strengths and weaknesses, arguments for and against and/or similarities and differences.

The writer should then judge the evidence from the different perspectives and make a valid conclusion or reasoned judgement.

Apply current research or theories to support the evaluation when applicable

AC 2.1 Evaluate the role and purpose of contracting in professional coaching

AC 2.1 Evaluate the role and purpose of contracting

professional coaching

in

Coaching contract:

• Formal, informal, written, verbal.

• Types of contracting (e.g. One to One, One to Team/Group.

• Multi stakeholder contracting (coach, coachee/s, sponsor etc).

• Contracting at different stages of coaching (e.g. overall coaching agreement, session contract, closure contract).

• Contracting models (e.g. ABC of contracting, PROMISES, STOKERS and DOUSE (Foy, 2020)).

• The Command verb is DISCUSS - Give a detailed account including a range of views or opinions, which include contrasting perspectives.

• 2.2 Process (stages) for delivering professional coaching:

• First conversation (e.g. introductory meeting/chemistry/alchemy meeting).

• Identification of coachee needs (e.g. coaching needs analysis. Use of techniques to identify coachee/s outcomes).

• Collaborative agreement of coaching outcomes (Defined or emerging). Prioritise outcomes according to coaching need.

• AC 2.2 Discuss the process for delivering professional coaching

• 2.2 Process (stages) for delivering professional coaching:

• Contractual agreement (frequency, timing, records, review, confidentiality and limitations of confidentiality).

• Engagement of stakeholder/sponsor.

• Planning and preparation for coaching (e.g. Strategy for coaching - coaching approach, models, tools and techniques).

• Delivery of coaching assignment (Progress review.

• Value of coaching for coachee and stakeholders).

• Evaluation of coaching assignment (e.g. Starr, 2021. Hawkins and Turner, 2021).

• Outcomes (closure/re-contracting).

• Exit from coaching.

ORGANISATIONS

• TheAssociation for Coaching Golden Cross House, 8 Duncannon Street, London WC2N 4JF

Tel: 0845 653 1050

Email: enquiries@associationforcoaching.com We b: www.associationforcoaching.com

• The International Coach Federation (ICF) 59 Birmingham Road, Lichfield, Staffordshire, WS13 6PG

Tel: 01922 660088

Email: office@coachfederation.org.uk Web: www.c oachfederation.org.uk

• European Mentoring and Coaching Council (EMCC)

PO Box 3154, Marlborough, Wiltshire, SN8 3WD

Email: EMCC.Administrator@emccouncil.org Web

: https://www.emccouncil.org/

Additional Research Sources and Models

Contributors to the body of knowledge regarding coaching and mentoring include;

• TGROW Model Myles Downey (2003)

• Spectrum of Coaching Pull –Push Model Myles Downey (2014)

• The Coaching Continuum. Hawkins, P. & Smith, N. (2006)

• Dembkowski and Eldridge (2003) ACHIEVE coaching model

• Somers (2006) ARROW coaching model

• Hawkins (2012) CLEAR coaching model

• Cognitive Behavioural Coaching (CBC) Beck, (1976); Ellis, (1994)

• Whitmore (1992) GROW Model

• Bee and Bee (2007) RAM coaching model

• McLeod (2003) STEPPA coaching model

• Nested-levels model Adapted from Weiss (2004).

• Purpose, Perspectives, Process. Lane and Corrie (2006).

Definitions of Coaching

• Coach: From the Middle English expression “coche”: A secure means of conveyance from one location to another

• The ‘art of facilitating the development, learning and enhanced performance of another’ (Hill, 2004).

• Products of Coaching: Self generating, self-correcting, long term excellent performance. (Flaherty: Evoking Excellence in Others 1999)

• “Coaching is a process, trust the process…” Eric Parsloe

• "Coaching is unlocking a person’s potential to maximise their own performance. It is helping them learn rather than teaching them" J. Whitmore 2004

• Coaching is "a process that enables learning and development to occur and thus performance to improve. To be successful, a coach requires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are appropriate to the context in which coaching takes place" -- Eric Parsloe 1999

Define Coaching

• A collaborative, solution focused, result-orientated and systematic process in which the coach facilitates the enhancement of work performance, life experience, self-directed learning and person growth of the coachee" Whitmore- 1992

• “Coaching is a method that intends to advance achievement and concentrates on the here and now rather than on the far away past or future. While there are several distinct models of coaching, here they are not considering the coach as an expert but, alternatively, the coach as a facilitator of learning. There is a massive contrast among training someone and supporting them to learn”. Ely et al. (2010)

• “Employees are more engaged with their work when they are able to do what they do best.” Adapted from Buckingham & Coffman 1999 First Break all the Rules

Definitions of Coaching

• "Partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential” Myles Downey- 2003

• “Employees are more engaged with their work when they are able to do what they do best.” Adapted from Buckingham & Coffman 1999 First Break all the Rules

• Psychology of Coaching “…concerned with making explicit and transparent those psychological theories, models and approaches that are used within coaching in order to facilitate learning and change more effectively” Chapman 2004

Defining Coaching

Although the term coaching is a popular and widely used term, it can mean different things to different people as coaching covers a range of different activities and skills.

According to CIPD (2013), Coaching, whatever the variation, usually refers to the interaction between two people – a coach and coachee. This relationship has a focus on development of a person in some aspect of their life:

“A process that enables learning and development to occur and thus performance to improve” (Parsloe,

1999)

• Whitmore

• The Whitmore has stated about coaching in 1992 as mentioned below:

"A collaborative, solution focused, result-orientated and systematic process in which the coach facilitates the enhancement of work performance, life experience, selfdirected learning and person growth of the coachee"

1992

Whitmore-

• Megginson and Clutterbuck

• The Megginson and Clutterbuck stated about mentoring as mentioned below:

"Off-line help from one person to another in making significant transitions in knowledge, work or thinking"

Megginson and Clutterbuck-1995

Defining coaching

Defining Coaching

The coach provides guidance and advice for the employees, and it differs from mentoring by focusing on a specific objective or task and oppose to more on the overall development of the organisation.

There are two definitions which capture the aspect of coaching :

“Coaching is centered on unlocking a person’s potential to maximize his or her own performance … improving the individual with regards to performance and the development of skills”

(Gallway, 1986)

“The awareness of the coach is to raise awareness in the coachee”

(Downey, 1999)

Coaching is

“….unlocking a person’s potential to maximise their own performance. It’s more often about helping them learn rather than teaching them”

John Whitmore, Coaching for Performance

Employees

Adapted from Buckingham & Coffman 1999 First Break all the Rules

• “Coaching is about developing a person’s skills and knowledge so that their job performance improves, hopefully leading to the achievement of organisational objectives. It targets high performance and improvement at work, although it may also have an impact on an individual’s private life. It usually lasts for a short period and focuses on specific skills and goals.”

(CIPD 2009)

Types and forms of coaching used to empower individuals and teams to achieve success

• Performance coaching, leadership/executive coaching, career and developmental coaching.

• Formal (e.g. setting up a coaching engagement over a time-period) versus informal approaches (e.g. via a short conversation or delivered in response to a spontaneous need).

• Employing coaching models for a coaching conversation (e.g. GROW, OSCAR, CREATE).

• Virtual coaching, coaching as a development tool, coaching as a leadership skill. Coaching via mobile apps, microlearning.

• External coaches, coaching industry v internal coaches.

Coaching Tools and techniques:

• Communication techniques (e.g. listening, questioning, use of silence to support, challenge, disrupt).

• Transactional Analysis.

• Coaching approach.

• Goal setting (e.g. SMART)

• Alignment of personal and organisational goals.

• Action planning.

• Diagnostic tools (e.g. MBTI, 360-degree feedback, Facet 5, Insights Discovery).

• Motivational Maps (e.g. motivational theories. Herzberg).

• NLP techniques.

• SCARF Model (Status, Certainty, Autonomy Relatedness) (Rock, 2008).

Benefits of coaching:

• Potential improvements to business performance, competitiveness, improving knowledge capital, staff retention, creativity, development and dissemination of good practice, quality, efficiency, innovation, improved service delivery, enhanced relationships, productive and reflective conversations, individual and team development, succession planning, empowerment, resourceful staff, improved team and individual flexibility, adaptability, participation and responsiveness to change.

• Coaching versus mentoring and other development approaches, flexibility, and financial costs/savings. Responding to individual learning styles. Improvement of selfconfidence, team engagement encourages reflective practice.

• Empower individuals to become more resourceful, improve performance, resolve conflict (Thomas and Kilmann).

• Build relationships, share knowledge, communication.

• Motivation. Skills and knowledge development, career development, enhanced thinking, problem solving, emotional regulation.

• Formal and informal use of coaching.

• Ability of the leader to use coaching approach (Rogers et al. 2012).

• Readiness of the followers to be coached (Haden, 2013).

• The Coaching Spectrum (Downey, 2003).

Inter-relationship between coaching and leadership styles:

• Values-driven leadership (Gentile, 2014)

• Leading with integrity (Blanchard, 2011)

• Responsible leadership (Maak and Pless, 2006)

• Five Practices of Exemplary Leadership (Kouzes and Posner, 1987)

• Situational Leadership (Hersey and Blanchard, 1969)

• Ethical Leadership (Mendonca & Kanungo, 2007)

• Emotional intelligence (Goleman, 1995)

• Authentic Leadership (Goffee and Jones, 2011)

• Servant Leadership (Greenleaf, 1977)

• Distributed leadership (Gronn, 2000)

• Cross Cultural leadership (Hofstede, 1991)

• Transformational Leadership (Bass & Riggio, 2006)

Inter-relationship between coaching and leadership styles:

Coaching contexts:

• Individual coaching.

• Group and team coaching (Britton, 2013)

• Virtual, face-face, telephone, blended. Coaching Across Cultures (Rosinski, 2003).

• Organisational culture. (Handy, 1993).

Structured approach (leader’s planning and preparation for coaching):

• Appraise the need for coaching (as opposed to training, counselling, mentoring, more direction).

• Identify needs and expectations of coachee.

• Establish confidentiality and trust, empathy and rapport (agreement and boundaries).

• Identify themes to cover within coaching, goals and objectives.

• Create a conducive environment for coaching

• Select and review coaching model/models to meet the needs of the coachee

Structured approach (leader’s planning and preparation for coaching):

Application of skills and techniques for coaching: Communication skills, active listening.

Questioning skills (open, closed, probing, facilitative, incisive questions, reflective, clarifying, solutionsbased).

Use of positive body language (interpret/ infer from the body language of others). Effective feedback.

Use of acknowledgements.

Use of silence to create space for coachee to think and determine own solutions.

Non-judgmental. Reflection by coachee and coach.

Respond:

Adapt style of coaching (proactively or reactively).

Individual need:

• Unique situation such as a crisis, problem solving, dilemmas, lack of knowledge, confidence.

• Identified by the leader or coachee.

Strategies to overcome challenges and barriers which impact on coaching

• Leadership styles, communication strategy (celebration of success/key message), role modelling, coaching champions, engagement, planning, skills development (leader and coachee), evidence of results.

• Winning hearts and minds, challenging assumptions and beliefs, supporting team leadership, team work and development.

• Coaching culture.

Strategies to overcome challenges and barriers which impact on coaching and mentoring

Challenges and barriers:

Organisational:

• Organisational top-level support.

• Culture and governance.

• Provision of time and space to allow the coaching to take place, value of activity.

Operational:

• Lack of resources (e.g. money availability, difficulty in proving ROI/ making a business case).

• Time constraints (e.g. parameters, workload, time allocation, protecting time and space).

• Coaching supervision.

Challenges and barriers:

Individual (leader and coachee):

Strategies to overcome challenges and barriers which impact on coaching

• Perceived or actual skill deficit - confidence to coach.

• Willingness of the coachee.

• Lack of understanding and/or commitment to the process (coach and coachee).

• Lack of clarity of coaching role.

• Mis-matched expectations.

• Ineffective match between coach and coachee.

• Levels of openness, trust and honesty.

• Breach of confidentiality. Lack of progress.

• Appropriateness of coaching (e.g. would training, mentoring, counselling, therapy and/or formal/informal disciplinary measures be more relevant?).

Coaching is……….

• essentially a conversation

• effective listening

• asking the right questions

• about learning

• providing effective feedback

Coaching is..….. achieving goals

Where are you today? Where are you going?

Robert Hargrove. Masterful Coaching

Field book

• Coaching is about expanding people’s capacity to create the desired future. It is NOT TELLING PEOPLE WHAT TO DO, but ASKING THEM to examine the thinking behind what they’re doing so it is consistent with their goals. Coaching is about giving people the gift of your presence, asking questions, listening.

Mentoring & Coaching

“Coaching and mentoring are development approaches based on the use of one-to-one conversations to enhance an individual’s skills, knowledge or work performance.” (CIPD) Coaching:

The aim is to produce optimal performance and improvement at work, focusing on specific skills and goals.

Input is based on professional skills and training.

Mentoring:

A relationship where a more experienced colleague shares their greater knowledge to support the development of an inexperienced member of staff.

Input is based on experience.

Coaching and Mentoring Zust, C. Know the Difference Between Coaching and Mentoring (2017)

Coaching OR Mentoring

When deciding which route to use, consider the goal and what you want to achieve. Trust, respect and confidentiality is key for both relationships.

When to use a Coach

• Develop raw talent with a specific new skill

• Enhance the experienced professional with a new or refreshed skill

• Help individuals who are not meeting expectations or goals

• Prepare a professional for advancement in the organization

• Improve behaviour in a short period of time, like coaching an executive to address the media on a specific topic

• Work one-on-one with leaders who prefer working with a coach rather than attending “public” training programs

When to Use a Mentor

• Motivate talented professionals to focus on their career and development

• Inspire individuals to see what is possible in their career

• Enhance the professional’s leadership development

• Transfer knowledge from senior to junior professionals

• Use the mentoring process in succession planning

Coaching and Mentoring

• ‘Coaching and mentoring can be effective approaches to developing leaders. Both have grown in popularity, with many employers using them to enhance the skills, knowledge and performance of their people around specific skills and goals’. (CIPD, 2019)

• Coaching and mentoring are often used by organisations as a cost-effective development tool to ensure that Leaders have the relevant core leadership skills to carry out their job and address character and behaviour in the workplace. It also provides the mentee with greater understanding of the corporate decision-making process and culture, which can increase performance standards within the company.

• Coaching in terms of developing a leader is a way to unlock potential by providing a task-orientated, formal short-term agreement by a person who has more experience and knowledge, and follows a coaching model such as Whitmore et al’s GROW model or Hawkings CLEAR coaching model that has a focus on a current area of development, such as managing difficult conversations.

• Parsloe defines coaching as ‘A process that enables learning and development to occur and thus performance to improve.’ (Stewart and Rodgers, 2012)

• Mentoring is relationship orientated and tends to focus on the future, and wider career development skills, whereas a coaching relationship tends to focus on the present

Coaching and Mentoring

• Price defines Mentors as ‘Established managers who provide support, help and advice to more junior members of staff – ideally not a direct line manager.’ (Stewart and Rodgers, 2012).

• Successful mentoring relationships go through four phases: preparation, negotiating, enabling growth, and closure.

• The advantages of coaching and mentoring are that mentored employees are more likely to remain loyal to a company and to show higher levels of overall job satisfaction. It also provides important networking opportunities which lead to a greater prospect for professional enrichment.

• Both executive Mentoring and Coaching are very effective ways for succession planning as the more experienced can pass on vital knowledge. However, it is less effective if the pair are mismatched or progress is not happening fast enough.

Coaching and Mentoring

• ‘A recent survey conducted by borderless research found that 43% of executives surveyed felt that leadership development was the main driver for ensuring business results. However, the same survey also found that 44% of the executives also characterized leadership development in their organization as poor, and 54% describe it as ineffective’. (Inspireone, 2017)

• It is therefore simple to justify the use of certain methods in ensuring the effectiveness of leadership/management development programmes.

• The criteria for effective delivery often begins in the initial planning stage such as determining what learning needs the organisation has, identifying and involving relevant stakeholders so that they are physiologically invested in the programme from the offset. Communicating achievement to boost employee morale and greater team productivity, creativity and innovation. ‘helps employees to feel more connected to the business, and understand how their work adds value’. (Half,R, 2017)

CIPD Coaching and Mentoring

• Coaching is a formal method of development and occurs over a long period of time. The CIPD define, coaching as follows; “developing a person’s skills and knowledge so that their job performance improves, hopefully leading to the achievement of organisational objectives. It targets high performance and improvement at work, although it may also have an impact on an individual’s private life. It usually lasts for a short period and focuses on specific skills and goals” (CIPD, 2009).

• Coaching is increasingly seen in organisations today for organisational learning. There can be much confusion around what is involves but the CIPD has outlined the following examples: assisting performance management, preparing and supporting people through change and supporting learning and development (CIPD, 2019).

CIPD Coaching and Mentoring

Coaching and or Mentoring: (Coaching and Mentoring | Factsheets | CIPD, 2020)

• Both have grown in popularity, they are based on the use of one to one conversations to enhance skills, knowledge or performance.

• Coaching: produce optimal performance and improvement, Focuses on specific skills and goals, it is a non-directive approach and gives individuals the chance to improve their strengths but also address the development areas. As well as work performance, coaching may have an impact on personal attributes such a social interaction or confidence. This tends to be short term as its more performance driven.

• Mentoring: a more experienced employee will share their greater knowledge to support development of an inexperienced employee, this requires such skills as listening, questioning, clarifying and reframing that are also associated with coaching. This arrangement tends to be for a longer period of time, more direct than coaching but where the individual and the mentor can learn from each other and encourage sharing experiences. Mentoring is more development driven.

Coaching and organisational objectives

• Coaching can also be elevated and used at a much more systemic level to support strategic objectives such as: Improving senior management team performance. Supporting transformation initiatives. Raising sales performance.

• Coaching for organisational objectives – the missed opportunity Bowen Nielson (2017)

• The traditional thinking is that the organisation will reap the benefits from investment in coaching through increased performance of the individuals, which will then translate into improved performance for the organisation.

• However, coaching can also be elevated and used at a much more systemic level to support strategic objectives such as:

• Improving senior management team performance

• Supporting transformation initiatives

• Raising sales performance

• Increasing productivity

• Enhancing the impact of leadership development programmes

• Supporting cultural change

• Breaking down “silos” in the organisation

https://www.quivermanagement.com/2017/01/12/coaching-fororganisational-objectives-the-missed-opportunity/

• The Coaching Cycle – A structure to follow

Coaching and its purpose

The Coaching Cycle

• The term ‘coaching cycle’ refers to a continuous series of steps an instructional coach follows when working with developing people.

• Instead of a linear set of steps, a coaching cycle is circular. This allows for a repetition of these steps so that the coachee gains the skills necessary to be successful on their own.

GROW model

• The GROW Model was used as the starting point for the development of the Achieve Coaching Model®. It was developed by Graham Alexander and racing champion Sir John Whitmore, is probably the best known coaching model in the UK and the one that is most widely used.

• The GROW acronym stands for Goal, Reality, Opportunity, Will/wrap up/what next?

The Model provides a simple yet powerful framework of four main stages for a coaching session. During the first stage of a session, coach and client agree on specific outcomes and objectives, during the second stage, the coach works with the client to explore the reality of their current situation by using a range of techniques. In the third stage, options for action are chosen to move the client closer to their goal and in the final stage, the client commits to action.

GROW model

• By incorporating the Model into leadership and managerial practices, it can help establish a systematic approach to make internal coaching practices more efficient and to achieve greater return on coaching investment.

• By arming oneself with some proven techniques and becoming a better coach, it can enhance team performance.

• Good coaching can assist a client to become more aware of what they can do with their life and prepares them to take more responsibility for it.

• Excellence in coaching: the industry guide, 2nd ed., Jonathan Passmore

London: Kogan Page, 2010 (See Chapter 5 by Graham Alexander)

• Coaching for performance, 4th ed., John Whitmore

London: Nicholas Brealey, 2009

• The GROW model, Performance Consultants International, www.performanceconsultants.com/grow-model

Methods of feedback and support for a coachee in a coaching relationship

• Grow Model :

• The GROW Model is a coaching framework used in conversations, meetings and everyday leadership to unlock potential and possibilities. GROW was created by Sir John Whitmore and colleagues in the late 1980s.

• Grow Steps :

• G: goals and aspirations

• R: current situation, internal and external obstacles

• O: possibilities, strengths and resources

• W: actions and accountability

• The key is to set a Goal which is inspiring and challenging, not just SMART (specific, measurable and achievable in a realistic time frame). Then move flexibly through the other stages, including revisiting the goal if necessary. The final Will element is the barometer of success.

• Performance Consultants (2019)

Methods of feedback and support for a coachee in a coaching relationship

Skills for Life Improvement Programme (2019)

ACHIEVE coaching model

• The Achieve Coaching Model® was developed by The Coaching Centre. It is reported to be an adaptive yet systematic coaching process. It was found that experienced executive coaches go beyond the confines of the GROW model to achieve measurable and sustainable results with their clients. The seven stages of the ACHIEVE Coaching Model® are:

• Assess current situation

• Creative brainstorming

• Hone goals

• Initiate option generation

• Evaluate options

• Valid action programme design

• Encourage momentum

• In stage 1, it is important to obtain an overview of the client’s current circumstances before focusing on the chosen area. The most critical coaching skills at this stage are: rapport building, the use of open-ended questions and active listening. Stage 2 increases the clients’ range of choices and creates a sound foundation for the development of creative solutions and behavioural change. Stage 3 is to refine the established alternatives into specific goals and is where SMART goals are created and/or refined. In Stage 4, the aim is to develop a range of ways of achieving the desired goal(s). The purpose is not to find the ‘right’ option but to develop a range of options for achieving the goal(s). Having generated a range of options, stage 5 is to evaluate these options and prioritise them for the action plan. In stage 6, an action plan is designed with the goals broken down into achievable chunks. Stage 7 is about encouraging momentum and helping the client stay on track and should be an ongoing process.

ACHIEVE coaching model

Makes the executive coaching process transparent, enhances executive coaches own coaching practice allowing for flexibility and individuality. It can also assist executives thinking about embarking on a coaching programme themselves and who want to know what to expect and can help with evaluating coaches when choosing with whom to work.

The

London: Thorogood, 2006

Eldridge and Ian Hunter

The seven steps of effective executive coaching

seven steps of effective executive coaching, Sabine Dembkowski, Fiona

CLEAR model of coaching

The CLEAR Model of Coaching was developed by Peter Hawkins and preceded the popular GROW Coaching Model, yet still is considered as a popular alternative - as it incorporates catalytic intervention to empower the team member being coached.

The CLEAR acronym stands for Contracting, Listening, Exploring, Action and Review.

This open, yet still focused structure allows you to direct the sessions to help your team member as they take the necessary steps to tackle their issue.

CLEAR model of coaching

The contracting element emphasises the need to establish the scope of the coaching intervention; the review element ensures that the team member is gaining what they wanted to out of the session, understands the value of the session and acknowledges the actions to be taken.

Maidenhead: Open University Press, 2012

Considerations for Success and Evaluation

• Without considering the company’s culture, values and vision, it is impossible to guarantee that learning and development programmes will be effective and deliver a return on investment. It is vital to consider all aspects of the business and consult with employees across the whole company and range of levels to guarantee a training programme is created supporting all these factors. Only then will a business see a return on investment on its L&D programmes.

• Coaching and mentoring can be evaluated by clarifying the goals before you begin, agree and communicate to all involved and discuss with the coach, review progress of the goals and assess if they haven’t been met.

(leadershipconnections.co.uk)

Considerations for Success and Evaluation Communication

• Setting expectations from the beginning through key stakeholder communications at each step of the learning programme builds trust and understanding of the benefits, again helping to ensure that there is a positive interpretation of the outcome of the project.

• At completion of a Leadership development programme one way to establish success through communication is through the Brinkerhoff Success Case Method, 2003 (SCM) which involves identifying the most and least successful cases through a training programme by collecting qualitative data from surveys, KPIs and performance reports to answer the following questions.

• What is really happening?

• What results, if any, is the program helping to produce?

• What is the value of the results?

• How could the initiative be improved?

Brinkerhoff, 2003.

The following 12 steps are recommended in order to effectively set up, manage, track and evaluate coaching Re Kirsty Yates https://members.md.c mi.org.uk/Content/Dis play/81627

1. Identify the business case

2. Check out cultural readiness

3. Emphasise contracting and code of ethics

4. Agree a robust and consistent process for coaching

5. Determine ideal coach specification and build coach pool

6. Involve the line manager throughout the coaching process

7. Set the context for coaches

8. Ensure management intelligence reporting

9. Link results to internal surveys and metrics

10. Report on evaluation and organisational intelligence

11. Work in continuous partnership

12. Share success stories to increase buy-in.

Kirkpatrick's evaluation of training model

• Dr Donald Kirkpatrick’s four-level model for training evaluation should be part of a broader process of training design and implementation into which the evaluative levels can be integrated. The four levels of the model are: Level 1: Reaction; Level 2: Learning; Level 3: Behaviour; and Level 4: Results. Each of these levels are described more fully in the boxes opposite.

• Evaluation of training is often thought of as a complicated process, but Kirkpatrick’s four levels set out simple stages that make the process easier to understand. Many organisations use the model, though some focus only on its first two levels, and this will reduce its effectiveness, since the third and fourth levels aim to assess transfer of training and impacts in the workplace.

• Some writers suggest that the model should be extended with a fifth stage of establishing the ROI (return on investment) for training that takes place. Establishing ROI is difficult, however, because of the need to identify and control for many variables in any organisational context.

Kirkpatrick's evaluation of training model

• Kirkpatrick’s model gives a frame of reference within which it is possible to validate training by showing its progress and outcomes in terms of increased knowledge or ability, together with its benefit and impact within the organisation.

• Evaluating training programs: the four levels, 3rd ed., Donald L. Kirkpatrick San Francisco Calif.: Berrett-Koehler, 2006

• Evaluating learning and development (CMI Management Checklist 113)

RAM model of coaching evaluation

• The RAM model of evaluation was developed by John McGurk of the Chartered Institute of Personnel and Development (CIPD) as a direct challenge to the argued overuse of the Kirkpatrick model of evaluation.

• Starting out as addressing three simple issues, it is presented as a useful thought tool for coaching.

• The three components – Relevance, Alignment and Measurement – relate to each other to form a strong process of evaluation.

• Real-world coaching evaluation, John McGurk, Training Journal, Feb 2011

• Real-world coaching evaluation: a guide for practitioners, CIPD, www.cipd.co.uk/hr-resources/guides/real-world-coachingevaluation.aspx

Using theoretical models to evaluate success provides a framework and measurable approach for an organisation to work from - Easterby-Smith model 1984

Based on a time where most L&D was through training events,

Easterby-Smith MPV created a model of 4 main learning evaluation strands -

Proving - Demonstrate the intervention has worked and had a measurable impact

Controlling - Access and success of control measures such as time-constraints or any additional expenditure

Improving - The trainer’s procedure and delivery of the intervention

Reinforcing - Continuous improvement of the learning process through evaluation and adjustments

Describe the Role of a Coach

• In the coaching, a learner and a coach are the two important participants. A coach provides special training for the learners to accomplish any professional goal.

• As the coach you are responsible for the following actions:

• Keeping the focus of the discussion on a clearly defined goal, which has been set by the coachee.

• Facilitating the coachee’s thinking to enable a fresh perspective.

• Delivering constructive feedback through questioning and active listening.

• The coaching function falls within the learning and development side of the business and the CIPD (2010) state that it is an effective way to development employees. Coaching will often take place in the workplace between an employee and another senior person which could be a line manager or even an external provider.

• Coaching can be an type of activity, and can use many different models, approaches and models. The overall objective is to review and assess current goals and set new goals to improve the current skill set or mindset.

Describe the Role of a Coach

Responsibilities of a Coach & Coachee

Coach Responsibilities Coachee Responsibilities

Provide focus on clearly defined goal

Create ideas and goals

Facilitate Coachee’s mindset

Provide constructive feedback

Be proactive to achieving goals Track and report progress

Describe the Role of a Coach / Mentor

The Spectrum of Coaching Model

THE PURPOSE OF COACH AND MENTORING IS TO DEVELOP SOMEONE. “THE SPECTRUM OF COACHING” BY WITHERSPOON HELPS TO OUTLINE THE DIFFERENT ROLES AND ASSISTS THE COACHEE TO IDENTIFY THEIR LEARNING NEEDS.

WHEN LOOKING AT THIS MODEL IT PROVIDES THE DIFFERENT TYPES OF SKILLS AND ACTIONS BOTH COACHING AND MENTORING MAY TAKE.

ONE DISTINCTION MIGHT BE THAT WHILE MENTORING FOCUSES ON THE COMMUNICATION OF INFORMATION (TELL ME ALL YOU KNOW), COACHING FOCUSES ON COMPETENCIES. WHEN LOOKED AT IN THE CONTEXT OF THE COACHING SPECTRUM, MENTORING SITS NEARER THE “PUSH” END AND COACHING NEARER THE “PULL” ONE. (British

Communications In Coaching and Mentoring

Mehrabian’s Communication Model

In 1967, in a study titled Inference of Attitudes from Nonverbal Communication in Two Channels, psychologist Albert Mehrabian revealed ground-breaking new data, relating to the comparative importance of verbal and non-verbal messages. In his original study, Mehrabian considered different combinations of “positive”, “neutral” and “negative” attitude. As expressed through both facial expression and tone of voice.

Mehrabian used the word “maybe” to test how well people could judge the feelings of others. As a word, “maybe” was considered to be neutral in meaning. It was then read to participants using a positive, neutral, and negative tone of voice, and listeners had to judge the attitude of the speaker, based primarily on their tone of voice. The study allowed Mehrabian to consider the relative importance of three elements in our communication: words, tone of voice, and facial expression.

Mehrabian wanted to discover which carried the most weight in order to know whether:

We listen more to what people say OR We listen more to how they’re saying it

Communications In Coaching and Mentoring

• Spoken Words : Words are only labels and the listeners put their own interpretation on speakers words.

• Voice , Tone : The way in which something is said - the accent, tone and voice modulation is important to the listener.

• Facial , body language: What a speaker looks like while delivering a message affects the listener’s understanding most

Communicatio

n skills required of a coach

• In the area of coaching there are a number of key skills and attributes that a coach needs to have. The main and core skills is that they have a directive approach.

• It is important to understand that there is many different types of coaches which all have different types of skills ,

• Internal Coaches

• Line Manager Coaches

• External Coaches

• There are many frameworks of coaching which come from many different disciplines, for example counselling and therapy. Listening skills has an emphasis as it links with non-directive coaching. Active listening and the provision and receipt of feedback are desirable priority items.

• Mumford (1993) discusses the need for non-directive skills if effective coaching skills as the following :

• Active Listening

• Reflective Listening

• Open Listening

• Drawing out

• Recognising and revealing feelings

• Giving feedback

• Agreeing goals

• Deciding which coaching style to use – questioning for reflection, questioning for challenges and instruction

• Adapting to preferred learning styles

The communicati on skills required

of a coach

• The below are the skills, knowledge and attitudes that are considered to be an effective coach:

• Understanding Coaching

• Models and approaches to coaching

• Principles and beliefs that underpin coaching

• Self-Awareness

• Own values, beliefs and behaviours

• Prejudices

• Bad practices and habits

• Establishing Relationships

• Establishing Trust

• Creating a safe, supporting and blame- free environment

• Creating an open climate

• Encouraging motivation and a positive attitude

• Managing expectations

• Managing the coaching process and progress

The communicat ion skills required

of a coach

• Planning and Goal Setting

• Mutual exploration of goals

• Setting realistic goals

• Checking and monitoring goals

• Exploring options and ways forwards

• Creating a sense of possibility and capability

• Supporting Performance

• Creating awareness of current performance and behaviours

• Building responsibility for improvement and solutions

• Building behaviours that will be sustained

• Giving constructive feedback

• Assessing behaviour and likelihood of change

• Communication

• Active listening

• Effective questioning

Identify methods of feedback and support for a coachee in a coaching relationship

• Feedback is a term adopted from the engineering sciences in which the output of a system is used to regulate or control the input to the system.

• In a coaching context, the feedback process gives others information about their activities, skills, abilities and behaviour with the aim of raising their awareness of how their behaviour impacts others and helping them to understand firstly, whether their behaviour has had the effect they intended, and secondly, how it should be changed to achieve the desired effect.

• Why give feedback ?

• Helps employees identify areas for improvement.

• Imparts ways to improve and correct performance.

• Boost confidence in areas they have correct performance & behaviour.

• Motivates behaviour change.

• CMI (2019)

Methods of feedback and support for a coachee in a coaching relationship

Coaching Feedback Model

Coaching Feedback means asking people to give themselves feedback instead of, or before, giving one’s own.

It applies both to positive feedback and what I would call ‘learning’ feedback, rather than ‘negative feedback’.

In a true coaching culture, the term ‘negative feedback’ is not appropriate as all feedback tends to be received as a useful part of the learning experience. This technique would apply to a conversation about an action, a project, behaviour, a staff appraisal, or any situation where people are being asked to reflect on their personal performance.

What would you like to achieve out of this session/ meeting? What did you notice about your performance ? What went well ? What was a challenge?

I tell you what I liked?

would you do differently ?

I make any suggestions ?

will you do about this in the future?

The questions above are guidelines to a series of areas to be explored and can be modified to suit a particular context.

Methods of feedback and support for a coachee in a coaching relationship

• 360 Degree Feedback

• 360 Degree Feedback is a system in which the employees obtain anonymous, confidential feedback from the people working around them.

• Feedback forms include a question that is measured on a rating scale and asks rate s to provide written comment.

• It includes peers, managers and direct reports.

Methods of feedback and support for a coachee in a coaching relationship

• Coaching Discussion Approach

• In the Opening step the key is for the manager to clearly communicate the purpose and importance of the discussion.

• Clarify, the manager presents all relevant information, issues, and concerns as well as related facts and figures.

• Develop, gets the employee involved by collaborating to create solutions.

• Agree, specifies actions, timelines and resources to achieve the solutions

• Close is a final chance to check that both you and the employee are clear on agreements, next steps and commitments.

• It is also an opportune time for the manager to voice his/her confidence in the employee.

Methods of feedback and support for a coachee in a coaching relationship

• Informal Feedback

• Informal feedback is ongoing, in the moment of development advice given to the employees.

• It can be used to provide employees with a clear idea of ongoing performance throughout the year.

• Informal feedback is accurate and fair which helps in improving the performance of the employee.

Methods of feedback and support for a coachee in a coaching relationship

• Feedback and Performance Management

• A feedback mechanism is established at the start of any coaching or mentoring program and helps to evaluate honestly whether the program is successful or not.

• It is also helpful in seeking informal feedback at all stage of the program so that any problems can be addressed.

• The coach or mentor should agree on the standard and assessment criteria measure the program success.

Methods of feedback and support for a coachee in a coaching relationship

Types of feedback

Reinforcement Feedback

Commends a good job done. Urges the coachee or mentee to continue with the performance and strengthen it.

This type of feedback should include :

• What is good

• The impact it has on outcomes, you and others.

Corrective Feedback

Points out areas of performance or behaviour needing improving or modifying and suggestions on how to improve.

• ‘coaching’ techniques to help facilitate feedback and how to improve.

Features of Effective Feedback

• Understanding & supportive

Methods of feedback and support for a coachee in a coaching relationship

• Planned, timely & regular

Understanding & Supportive

The purpose of feedback is to improve performance not to punish.

Space and opportunity needs to be provided for recipients to express their needs and concerns with ease.

Creating an environment of trust:

• Encourages self-assessment

● ‘generous’ listening & speaking

• Focuses on modifiable behaviour

● Not interrupting

• Constructive and non-judgemental

● A calm and even voice

• Focuses on desired actions

● Concrete examples (negative and/or positive)

● No disruption

COACH’S DUTY OF CARE

Coaches and mentors have a duty of care towards:

• The coachee.

• Themselves (it’s hard to help someone else, if you are not looking after your own mental and physical well-being!).

• The profession (for professional coaches and mentors).

• Key stakeholders, including the coachee’s family, and the employer organisation.

• Part of the duty of care is to avoid doing harm, which we can define with respect to the coachee as ‘anything that might be detrimental to the coachee’s physical or mental wellbeing or might bring about negative consequences (career, financial, etc.) for them’.

• The same principle applies generally to the coachee’s organisation.

COACH’S DUTY

OF CARE

The duty of care towards the coachee involves two main aspects:

• 1 Protection (preventing, where possible and appropriate) the coachee from harming themselves.

• 2 Coach behaviour, including:– Knowing enough of the coachee’s circumstances and environment to recognize potential sources of harm.

– Avoiding unethical collusion with the coachee or others.

– Avoiding inappropriate relationships.

– Recognizing and avoiding the coach’s own agenda.

– Breaching boundaries between coaching and therapy.

COACH’S DUTY OF CARE

• In an organisational context, while mentoring takes place largely outside the hierarchical structures, the duty of care for a line manager coach is partially balanced by the requirement to deal equitably with all direct reports and by their own responsibilities towards the organisation.

• This may bring about a conflict of interest between what is good for the coachee and the good of the organisation.

COACH’S DUTY OF CARE

To manage this conflict, the line manager can:

• Recognise and be open about the issue, exploring with the coachee both the context and what fair looks like.

• Offer support (from themselves and others) in helping the coachee determine their own best strategy.

• Be honest with themselves about their own motivations and agenda.

• If the line manager coach has any concerns about how to exercise their duty of care, they should consult their coaching supervisor.

Trust and communications

When working with the area of communication skills it is important to ensure that there is trust in the workplace, trust is defined as :

• Trust is the firm faith in the honesty, sincerity, or understanding of someone or something

• Trust is often related to as the basis of what the remainder of the team communications built

• It defines relations between people and organisations and is the cement that unites people together

Sensitivity and confidentiality in a coaching relationship

Confidentiality and being sensitive around all coaching relationships is important and is key to effective coaching. When coaching and mentoring it is important to provide a safe environment are the coachee and mentee to be relaxed and able to share their ideas and goals for the future. This environment should be a place where thinking aloud without the risk of being judged is present.

When providing coaching and mentoring boundaries on both sides of the relationship should be clearly established. In some cases the need for discretion is needed as new pathways will be explored. Pathways will be made understanding of confidentiality and maintaining a best practice around sensitive areas. However during exceptional circumstances a third party may need to be contacted.

In such a situation, wherever possible every attempt will be made to communicate first with the client, explaining the reasons for the need to pass on information and to whom this will be given. These exceptional circumstances are:

• Safeguarding Children: if information is disclosed that a child is at risk of significant harm there is a duty of care under the Children Act to pass on this information to Social Services or the Police in order to do what is possible to see that child protected. This includes any illegal activities defined by the 2003 Sexual Offences Act.

• Serious Harm: if planned serious harm to the life of yourself or another person is disclosed there is a duty of care to pass this on to the appropriate authority (GP, Police, etc) in order to do all that is possible to see that person protected.

• Offences under the Prevention of Terrorism Act 1987.

• Other than these exceptional circumstances clients should be assured of their privacy.

Sensitivity and confidentiality in a coaching relationship

• The Association for Coaching have provided a “Global Code of Ethics”. This Code of practice is for coaches, mentors and supervisors.

• The Purpose of the Code of Conduct

• When delivering coaching and mentoring there is a best practice that must be followed which will maintain and promote professional service and a duty of care for everyone involved.

• Within this code of conduct falls confidentiality and aspects of sensitivity which falls under integrity and professional conduct.

• Main objectives :

• Provide appropriate guidelines, accountability and standards of conduct

• Sets out how our members are expected to act, behave and perform when working with clients.

• Takes on board bodies' professional competences, guide our members' development and growth in the profession

• Serve as a guide for those individuals who do not necessarily identify themselves as a professional coach or mentor, but nonetheless use coaching or mentoring skills in their work

• Be used as the basis of any complaint or disciplinary hearing if needed.

• Association for Coaching (2019)

Terminology of Coaching and Mentoring

Sensitivity and confidentiali ty in a coaching relationship

Coachees, mentees, supervisees and students as “clients”

Coaches, mentors, supervisors and trainers as “practising members” or “members” or “Providers”

Coaching, mentoring and supervision work as “professional work”

Coaching, mentoring and supervision as “profession”.

The need for sensitivity and confidentiality in a coaching relationship

An example of a code of conduct from The Association of Coaching

Context

▪ When professionally working with clients in any capacity members will conduct themselves in accordance with this code, committed to delivering the level of service that may reasonably be expected of a practising member.

Contracting

▪ Before they start working with a client, members will make the code of conduct available to their client, and explain and make explicit, their commitment. Complaints procedures will also be explained.

▪ Before starting to work with a client, members will explain and strive to ensure that the client and sponsor know, and fully understand, the nature and terms and conditions of any coaching, mentoring or supervision contract, including financial, logistical and confidentiality arrangements.

▪ Professional knowledge and experience to understand their clients’ and sponsors’ expectations and reach agreement on how they plan to meet them.

▪ The client’s interests first but at the same time safeguard that these interests do not harm the interests of the sponsor.

• Integrity

The need for sensitivity and confidentiality in a coaching relationship

• Relevant professional qualifications, training, certifications and accreditations to clients, sponsors and colleagues will always be provided.

• In communication with any party, the provider will accurate and honest representing the values they provide as a coach, mentor or supervisor.

• Providers will ensure that no false or misleading claims are made, or implied, about their professional competence, qualifications or accreditation in any published, promotional material or otherwise.

• Acting within applicable law and not in any way encourage, assist or collude with conduct which is dishonest, unlawful, unprofessional or discriminatory.

The need for sensitivity and confidentiality in a coaching relationship

Confidentiality

▪ When working with clients, providers will maintain the strictest level of confidentiality with all client and sponsor information unless release of information is required by law.

▪ Providers will have a clear agreement with clients and sponsors about the conditions under which confidentiality will not be maintained (e.g. illegal activity, danger to self or others) and gain agreement to that limit of confidentiality where possible unless the release of information is required by law.

▪ Providers will keep, store and dispose of appropriate and accurate records of their work with clients, including electronic files and communications, in a manner that ensures confidentiality, security and privacy, and complies with all relevant laws and agreements that exist in their country regarding data protection and privacy.

▪ Providers will inform clients that they are receiving supervision and identify that the client may be referred to anonymously in this context. The client should be assured that the supervision relationship is itself a confidential relationship.

▪ If the client is a child or vulnerable adult, members will make arrangements with the client’s sponsors or guardian to ensure an appropriate level of confidentiality in the best interests of the client, whilst also complying with all relevant legislation.

The need for sensitivity and confidentiality in a coaching relationship

Inappropriate interactions

▪ Providers are responsible for setting and maintaining clear, appropriate and culturally sensitive boundaries that govern all physical and virtual interactions with clients or sponsors.

▪ Providers will avoid any romantic or sexual relationship with current clients or sponsors. Further, members will be alert to the possibility of any potential sexual intimacy with the aforementioned parties and take appropriate action to avoid the intimacy or cancel the engagement in order to provide a safe environment.

Conflict of interest

▪ Providers will not exploit a client or seek to gain any inappropriate financial or non-financial advantage from the relationship.

▪ To avoid any conflict of interest, members will distinguish a professional relationship with a client from other forms of relationships.

▪ Providers will be aware of the potential for conflicts of interest of either a commercial or personal nature arising through the working relationship and address them quickly and effectively in order to ensure that there is no detriment to the client or sponsor.

▪ Providers will consider the impact of any client relationships on other client relationships and discuss any potential conflict of interest with those who might be affected.

▪ Providers will disclose any conflict openly with the client and agree to withdraw from the relationship if a conflict arises which cannot be managed effectively.

The need for sensitivity and confidentiality in a coaching relationship

Professional Responsibilities

Providers must understand that their professional responsibilities at all times which include :

▪ Maintenance of agreed confidentiality of all information relating to clients and sponsors

▪ Safe and secure maintenance of all related records and data that complies with all relevant laws and agreements that exist in their country regarding data protection and privacy

▪ Avoidance of any exploitation of the former relationship, which could otherwise call into question the professionalism or integrity of the member or the professional community

▪ Provision of any follow-up that has been agreed to.

• For more information on coaching and mentoring relationships please review the following web pages of the following:

• Chartered Institute of Personnel and Development CIPD

• European Mentoring and Coaching Council EMCC

Professional Bodies and Associations

• Association for Coaching AC

• British Psychological Society BPS

• Institute of Employment Studies (IES)

• The need for sensitivity and confidentiality in a coaching relationship

EMOTIONAL INTELLIGENCE

• "It is very important to understand that emotional intelligence is not the opposite of intelligence, it is not the triumph of heart over head - it is the unique intersection of both. (David Caruso)."

• High levels of emotional intelligence benefit individuals in any occupational field. The concept describes three types of model that help us to understand the notion of Emotional intelligence and reviews a wide range of benefits, weaknesses and key success factors.

Emotional Intelligence Definition

• Emotional intelligence is seen as a form of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action (Salovey & Mayer, 1990). For instance, the ability to recognise accurately what another person is feeling enables one to develop a specific competency such as Influence.

Coaching Interventions and Learning Styles

• There are numerous ways that managers, teams and individuals – can use the information about learning style preferences beneficially.

• For example, the information can be used to: The output report also contains ‘suggestions for action’ for each style which will help you identify activities which may help you learn best, and activities which you may prefer to avoid, an overview of the statements you have most disagreed with and a personal development plan to help you improve less preferred, or under-utilised learning preferences.

Coaching Interventions and Learning Styles

● Design better blended learning programmes.

● Predict (and identify early) learning difficulties.

● Constitute effective learning groups or teams.

● Allocate roles in role-plays or other participative training exercises.

● Encourage people to produce action plans/personal development plans.

Problem Solving

• There are five components to the framework for structured problem solving.

• Understand the problem. This is the most important step in assessing the extent of the problem. By identifying the symptoms, root causes, impacts, and significance, you paint a picture on relevance and why the company should care. Without the understanding, it is difficult to assess how much effort the company should devote to solve the problem.

• Determine the solution requirements. The requirements establish the criteria for the solution. Subject to the availability of resources, the depth of a solution varies the level of automation and how eloquent it performs the task. The segregation of the must-haves and nice-to-haves provide choices when determining where to invest the capital.

• Articulate options. The options must satisfy the core requirements and address the most significant concerns. Keep an open mind in developing the options. Consult the customers, partners, and subject matter experts for an objective and impartial view on how things could be done better.

• Evaluate options. In order to do a proper evaluation of the options, there needs to be a well-defined list of assessment criteria. This list comprises all the factors that would be considered in comparing the options. These factors include capital investment, effort, return on investment, timeliness, and others that tie to the solution requirements. Often, weights are assigned to reach the relative importance.

• Select a solution. The final choice of a solution is made when the proper evaluation is complete. It is important to note that both the quantitative and the qualitative analyses need to be considered. Regulatory requirements that must be met would take priority. The decision maker needs to consider all the pertinent information and select a solution best suited for the problem.

• A structured problem-solving approach places the focus on facts, issues, and solutions. This minimizes the tendency to play politics and coercion for support. It also promotes consistency when comparing alternatives in across the company.

• 1. Identification of problem

Rational Decision Making 8-step Process

• 2. Identification of Decision Criteria

• 3. Allocation of weights to criteria

• 4. Development of alternatives

• 5. Analysis of alternatives

• 6. Decide on an alternative

• 7. Implementation of decision

• 8. Evaluation of decision

Ladder of Inference (Argyris & Senge, 2006), The Ladder of Inference was first put forward by organizational psychologist Chris Argyris and used by Peter Senge in The Fifth Discipline: The Art and Practice of the Learning Organization. The Ladder of Inference describes the thinking process that we go through, usually without realizing it, to get from a fact to a decision or action. The thinking stages can be seen as rungs on a ladder

The Six Thinking Hats Edward de Bono

in 1986

The Six Thinking Hats is a role-playing model presented by. It serves as a team-based problem solving and brainstorming technique that can be used to explore problems and solutions and uncover ideas and options that might otherwise be overlooked by a homogeneously thinking group.

De Bono's Six Thinking Hats is a powerful technique for looking at decision making from different points of view. It allows emotion and skepticism to be brought into what might normally be a purely rational process, and it opens up the opportunity for creativity within decision making.

The Six Thinking Hats

Edward de Bono in 1986

Transactional Analysis (Stewart and Joines, 1987).

Describe TA as defined by the ITAA (International Transactional Analysis Association) as “a Theory of Psychotherapy for personal growth and personal change”.

Transactional Analysis Today (Stewart & Joines 1987)

Stewart and Joines go on to say it is a Theory of Personality which uses a three part model known as the Ego state model, which helps us understand how people function and express their Personality in terms of behaviour.

Briefly TA also provides us with a Theory of Communication, it gives a method for analysing systems and organisations.

Approaches to coaching

and mentoring and learning styles

Directive mentoring and coaching

A directive approach involves a transfer of wisdom, where the mentor or coach provides advice or direction, probably based on their experience and expertise. This is a widely recognised, fairly traditional approach.

Directive mentoring and coaching

Advantages include:

• Coachee or mentee benefits from shared experience

• Coachee or mentee benefits from mentors' hindsight

• Coachee or mentee can be given a solution

• Coachee or mentor feels rewarded by sharing wisdom.

Disadvantages of directive approach:

• Coachee or mentee has less ownership of outcomes

• Coachee or mentee may be less committed to action

• The solution might not be ‘right'.

Non-directive mentoring and coaching

• A non-directive approach allows the recipient to formulate their own solutions and actions as a result of skilled listening and questioning from the mentor or coach.

Nondirective mentoring and coaching

Advantages of non-directive approach for the mentor or coach:

• mentor/coach does not need to be an expert in the field

• mentor/coach is open-minded and asks open questions

• mentee/coachee has ownership of the solution

• mentee/coachee has greater commitment to action

• the solution is more likely to be ‘right'.

Disadvantages could be:

• longer time to reach an outcome

• missed opportunity to benefit from another's experience

• mentee/coachee may simply want to be given the answer.

Goal Setting Theory

Theoretical framework for study of coaching.

Source: The Authors, adapted from Joo (2005) https://upcommons.upc. edu/bitstream/handle/21 17/80140/586-3167-1-

PB.pdf

Coaching to Improve Employee Performance Longenecker (2010)

• The first step in an attempt to develop employee achievement is counselling or coaching.

• Counselling or coaching is a section of the day-today communication among a supervisor and an employee who publishes to them, or an HR professional and line managers. Managers at various levels make various intentions in the organisational hierarchy.

• Key outcome fields are marketing, discovery, human organisation, financial sources, physical sources, potency, and social accountability and profit demands. Coaching often contributes accurate feedback regarding employee contributions. Employees require to understand when they are productive contributors.

Longenecker (2010)

Team and individual performance Lancer et al. (2016)

• The growth of technology and an ever-changing marketplace indicate that an employee’s capacity to operate well in a high-performing team environment advances in value by the day.

• A lot of companies still rank employee performance based on individual goals only. Appraisals organised around team achievement are still comparatively rare Lancer et al. (2016)

Coaching and organisational objectives

• Coaching for organisational objectives – the missed opportunity Bowen Nielson (2017)

• However, coaching can also be elevated and used at a much more systemic level to support strategic objectives such as:

• • Improving senior management team performance

• • Supporting transformation initiatives

• • Raising sales performance

• • Increasing productivity

• • Enhancing the impact of leadership development programmes

• • Supporting cultural change

• • Breaking down “silos” in the organisation

• https://www.quivermanagement.com/2017/01/12/coaching-for-organisational-objectives-the-missed-opportunity/

When to use coaching in organisations (CIPD)

https://richardwinfield.com/coaching-3/when-to-use-coaching/

• The CIPD has identified some particular organisational situations where coaching may be particularly appropriate as a development intervention: -

• Talent Shortages: When organisations are suffering from significant skills shortages, money may be better spent developing the skills of current employees through interventions like coaching, rather than spending a great deal of money recruiting external candidates.

•Small or fast-growing businesses: People who initially set up small business don’t necessary have the skills to manage larger businesses and the growing number of people they need to employ. It’s also unlikely that they can be away from work for extended periods of time for development activities. In this situation, coaching can offer targeted, timely development on identified issues/areas that can be fitted into the individual’s busy schedule.

When to use coaching in organisations (CIPD)

https://richardwi nfield.com/coach ing-3/when-touse-coaching/

• Coaching can deliver long-term performance improvement: Organisations should only invest in coaching when they think it will deliver significant and long-term improvements in individuals’ performance.

• Behaviour must be changed in a short time: Organisations should only invest in coaching if they think that the issues that need to be addressed can be achieved in a relatively short time.

• During times of organisational change: Periods of major organisational change can require significant shifts in the behaviour and attitudes of some employees in order to fit in with new structures or cultures. Coaching can help individuals make these necessary changes.

• Changes in job role: Coaching can help individuals who are moving to a new job that requires different skills and abilities. Coaching can be a valuable short-term intervention to help people adapt and cope with their role change.

• Supporting Expatriates: Coaching can offer support for expatriates who have to adjust to a new culture and country. These people often have very specific requirements and they need immediate support as issues arise.

When to use coaching in organisations (CIPD) https://richard winfield.com/co aching-3/whento-usecoaching/

•Developing the skills of ‘valuable’ technical experts: Where certain employees have high levels of specific skills and experience (or critical relationships with contractors/suppliers etc.), the organisation might have difficulty replacing its human capital. In this situation, it may be more appropriate to provide coaching to these managers to improve or develop some of their other skills (interpersonal/managerial) so that their careers can progress within the organisation.

•Support for future leaders or senior executives: Senior managers or executives being groomed for leadership roles may be hesitant to attend training course, as they may feel that they should already have the skills, expertise etc. In this situation, coaching can be a suitable intervention as it is confidential, personal and ‘safe’ development option where the individual is using an objective, external person to help them with their development.

•While coaching can be a very effective development tool, as with any learning intervention, it will be most effective when a genuine need for it is identified, and when it is the best development tool for the specific role.

Daniel Goleman Leadership Styles

The Coaching Leader

• This type of leadership style of Daniel Goleman’s Leadership Styles is concerned with the development of team members. The coaching leader attempt to identify the strengths and weaknesses of employees and encourage them to improve their skills and capabilities. This leadership style is therefore mostly concerned with the long-term goal of the organization, and how employees can contribute to achieving these goals.

• The coaching leader of the six emotional leadership styles, many times, causes a great place to work where everyone feels valued and where everyone is connected. Employees can be vulnerable, which leads to the rapid advancement of their skills.

• This leadership style works best when the team members understand their weaknesses and when they are open to improving those. In the long-run, the weaknesses will be improved, and at the same time, the strengths are further enhanced. As a consequence, the team becomes continually more competent.

• In order to be effective in the coaching leadership style of Daniel Goleman’s Leadership Styles, leaders should have frequent conversations with team members to identify which setbacks they are experiencing and how the leader can contribute to helping the team members develop.

Goleman Leadership Styles summary

• Although there are six emotional leadership styles, every style of Daniel Goleman’s Leadership Styles has a different effect on people that are being led. It is up to the leader to decide which style works best in a situation. It is important to note that the most effective leadership style is when the styles are being combined and adjusted to the situation. It means that a leader can have multiple emotional leadership styles. In the end, they are responsible for creating a great working environment.

THE

GLOBAL CODE OF ETHICS , SEE LINK

• The Global Code of Ethics (the Code) is the most comprehensive code of ethics for those working in the world of coaching, mentoring, and supervision. The first version of the Code jointly created by the Association for Coaching (AC) and the European Mentoring & Coaching Council (EMCC) was launched in February 2016

• https://emccuk.org/Public/Resources/Cod e_of_Ethics/Public/1Resources/Global_Co de_of_Ethics.aspx?hkey=5b5743c0-7aa6424b-a805-b1d91bb3e5ed

Developing your awareness of your coaching barriers

• Considering your environment, what are some of the potential barriers to coaching and mentoring in your organisation?

• Examining your organisations approach to training, what is some of the feedback in this area which identify potential barriers and could impact coaching?

• What influence or change can you bring about to reduce or remove the impact of these barriers?

Coaching or Mentoring may not be an appropriate intervention

It's also important to remember that sometimes individuals may not respond well to coaching or mentoring . This may be because their developmental needs are best dealt with by another type of intervention.

For example, coaching , mentoring may not be an appropriate intervention if the individual is resistant to coaching or lacks self-insight. So before coaching, mentoring starts, organisations need to assess an individual’s ‘readiness’ for this approach. This highlights the importance of the coachee’s , mentees motivation to achieve the desired outcome.

• Fear of failure

• Previous experience

• Fear of change ?

• Lack of motivation

• Lack of confidence ?

• Not enough time

• Lack of trust.

• https://www.inspired2learn.co.uk/article/50/AZofCoachingan dMentoring/

Organisational barriers: ?

• Culture of poor or limited staff development ?

• Coaching not seen as a priority ?

• Low level of coaching skills ?

• Low level of resources and budgets ?

• Lack of time or time pressures ?

• Limited understanding of its value ?

• Resistance from senior management ?

• Transactional rather than transformational culture ?

• Lack of integration and a hit and miss approach ?

• A poor performance focus rather than an excellence focus

• https://www.inspired2learn.co.uk/article/50/AZo fCoachingandMentoring/

• Shift patterns ?

• Multiple site working and remote working ?

• Standardisation of models, recording and reporting – not enough or too much.

• https://www.inspired2learn.co.uk/article/50/AZofCoachi

ngandMentoring/

Matt Somers Overcoming the barriers to coaching

• The organisation’s culture is in conflict with coaching principles

• There are always other priorities

• Managers are uncomfortable in the coaching role

• Management resist being coached themselves

• There are too few role models

• Increased workloads make finding time for coaching difficult

• Short term focus

• Performance related rewards promote performance but not learning or enjoyment

• People selected as coaches are unsuitable

• perception that coaching was being used to rectify poor performance (in a punitive way)

• https://www.mattsomers.com/overcoming-the-barriers-to-coaching/

Matt Somers Overcoming the barriers to coaching

• Coaches need time. There is no doubt that coaching requires an investment of time, but hopefully we can now make a convincing case that the return on investment is there. If we need to build in a little slack to accommodate coaching, it’s well worth the effort and expense.

• Coaches need good role models. Many mangers are expected to be good coaches simply because they are managers, but this is unfair. Few managers have had any meaningful training in coaching skills and fewer still have ever been properly coached so they may simply not understand what is expected of them.

• Coaches need positive rewards. Put simply what gets rewarded usually gets done. If we want managers to coach we must reward them for doing so with praise and recognition and even bonuses if appropriate. Similarly, behaviour which is ‘anti-coaching’ needs to be publicly frowned upon.

• https://www.mattsomers.com/overcoming-the-barriers-tocoaching/

Matt Somers

Overcoming the barriers to coaching

• Coaches need coaching. Which includes feedback and guidance from their own bosses and wherever possible feedback from the people whom they coach too. It is also useful for those that have been trained as coaches to ‘buddy up’ and support each other.

• Coaches need to be promoted. Those who are good at coaching should be promoted where it’s warranted and other candidates turned away if they have not properly developed and coached their staff.

• Coaches need to be carefully selected. High flyers do not always have an interest in developing other people and often view weakness in others as a fault rather than a development opportunity. They do not always make good coaches even when given the right training and encouragement. We need to carefully define the attributes of high performing coaches and select coaches on that basis.

• https://www.mattsomers.com/overcoming-the-barriers-tocoaching/

Matt Somers Overcoming the barriers to coaching

• Coaches need not be managers. I have often found that sometimes it is staff found relatively low down on the structure chart that make the best coaches. There is no logical reason for coaching to be undertaken only by line managers.

• Coaching needs to be integrated. For coaching really to become the norm rather than the exception, the entire organisational culture must reflect its importance and value. This means that job descriptions should be revised to include coaching, competency frameworks updated to include coaching and appraisal forms amended to review and evaluate coaching activity.

• https://www.mattsomers.com/overcoming-the-barriers-to-coaching/

Barriers to effective mentoring and coaching

1 Issues of organisational culture where the prevailing culture is not sympathetic to mentoring and coaching, or does not fully understand it.

2 Personality issues between those involved in mentoring and coaching programmes.

Barriers include:

•Poor matching of mentors or coaches to their protégés

•Lack of managerial support at higher levels

•Resentment from those not chosen to participate in mentoring and coaching programmes, perhaps due to a perception of favoritism

•The creation of unrealistic expectations as to what mentoring and coaching can achieve

•The blurring of role boundaries, for example, between the role of manager and mentor.

Barriers to effective mentoring and coaching

Whilst effective coaching and mentoring can play a valuable part in organisations there are barriers to it being considered and used operationally. These perceived or actual barriers in organisations are valuable to understand and more importantly address in order to increase the likelihood of success for any coaching and mentoring strategy or localised implementation.

Below are some examples of the barriers, this however is not an exhaustive list.

• The organisational culture

• Lack of understanding of the value of coaching

• Not seen as a priority for the business

• Resistance from senior management

• Low levels of skills and experience within the organization

• Lack of time and resources

Ehrich and Hansford, (1999) identify a number of ‘barriers to coaching and mentoring’

• Incorrect matching of mentors/coaches and learners

• Lack of top-down support

• Resentment felt by those not involved in the scheme or the perception of favoritism

• Creation of false promotional expectations

• Overdependence of the mentor or mentee

• Gender issues

• Blurring of role boundaries and so on

Barriers to effective mentoring and coaching

• Other barriers often cited are:

• Leadership and management styles of the organisation – a smaller organisation, or family based business may well have more directive approaches to leadership and management, which make the introduction of a different ‘style’ more difficult.

• Credibility of internal coaches and mentors

• Demand for coaching vs. capacity to deliver

• Cost of external coaches

• Lack of engagement with stakeholders when introducing coaching

Barriers to effective mentoring and coaching

Little understanding of the impact and benefits of coaching

Treating coaching and mentoring as an ‘addition’ rather than integrating into already existing operational approaches and practices.

Poor communication skills

Conflicting relationships

Lack of commitment from learner

Poor support from managers to those undertaking coaching

Overcoming barriers to coaching and mentoring

• It is important that when considering using coaching and mentoring in organisations locally or more broadly, to understand and address the potential barriers to coaching and mentoring in both approaches and communications.

• Early engagement – working with and communicating to your key stakeholders early on to both ‘sell’ the idea of coaching and achieve their support of it. Getting a senior leader to undertake the coach training with others from the organisation will add both kudos and an evangelist for the approaches.

• Maximise coaching that already exists – if Executive Coaching is in place or a senior leader is receiving some coaching, look to capitalise on this and use the value in coaching that they have identified to demonstrate the organisational benefits in embracing coaching and mentoring.

• Clarify what coaching and mentoring is – forming a common understanding or what coaching and mentoring means for your organisation will create a common language and approach to it.

• Integrate it – understanding where and how coaching and mentoring can be integrated into already existing practices. Researching the value of bringing coaching into sales, leadership and talent development and mentoring into career development.

Overcoming barriers to coaching and mentoring

• Clear processes – determine how your coaching and mentoring will work in your organisation, defining the process, selection, support, development and supervision. This will reassure the organisation that there will be consistency and ‘control’ over how and where it is deployed.

• Anticipate barrier conversations – knowing your leaders and business will enable you to have answers and evidence to overcome hesitancy over barriers and how you will approach or minimise the risk.

• Go guerrilla! – if you have people in the organisation who are already trained coaches getting them to work on a formal or informal meeting basis to do coaching can provide valuable and relatable evidence as to the possibilities of coaching and mentoring in your organisation.

• Be selective – when considering running a coaching programme to develop coaching and mentoring skills, identify participants who are coaching supporters or who already have a high degree of communication skills already, or those who have received coaching previously themselves. This will make the programme more effective and you already will have a number of coaching protagonists to use in the business.

References

Ehrich, L C and Hansford, B (1999), ‘Mentoring: pros and cons for HRM’, Asia Pacific Journal of Human Resources, Vol 37, No 3.

• Advantages of coaching and mentoring (Joseph, 2019)

• Establish and act towards achieving goals

• Increased levels of engagement

• Enables individuals to build personal awareness

• Supports the improvement of specific skills

Joseph 2019

• Disadvantages of coaching and mentoring (Joseph, 2019)

• Can enhance feelings of resentment and frustration

• It takes time to develop quality mentors and coaches

• It can create issues of resentment

• If mentor- mentee relationship is forced can be strained and counterproductive

Definitions of Culture

• The unwritten beliefs, attitudes, values and expectations about how people work within the organisation ‘the way we do things around here’ Deal & Kennedy 1982

• ‘a body of learned behaviour, a collection of beliefs, habits and traditions, shared by a group of people and learned by people….’ Hofstede 1984

• ‘The collective programming of the mind’ Hofstede 1884

• “new recruits to an organisation learn the culture and must partially accept it or reject it and leave It is a powerful force which moulds and shapes behaviour of individuals but it is highly subjective and difficult to write down”

• The term ‘culture’ needs to define prior to defining the term ‘organisational culture’. Culture is a set of values and beliefs that are usually upheld and followed by members of a community. Alvesson and Sveningsson (2015)

• Organisational culture could in the form of common code of conduct, perceptions, morality, ideas, preference and values. These values and beliefs are applicable in the organisational context that can be described as organisational culture. Driskill (2018)

• The beliefs and values followed and upheld by the members including employees can be described as organisational culture. The behaviour of the members can be guided by an outstanding organisational culture. Organisational culture has the ability to knit the entire process of an organisation. Alvesson and Sveningsson (2015)

• In the organisational setting, culture consists of common norms, philosophies, attitudes, values, beliefs, ideologies, expectations and assumptions. Driskill (2018)

The Importance of a Coaching and Mentoring Culture

• Clutterbuck and Megginson, in 'Making coaching work: creating a coaching culture', define a coaching culture as one where: Coaching is a predominant style of managing and working together, and where a commitment to grow the organisation is embedded in a parallel commitment to grow the people in the organisation.

• A key recommendation for mentoring schemes is that the relationships should be 'off-line' and cross functional (Clutterbuck & Megginson, 2005) and it is reasonable to assume that this recommendation should stand for internal coaching arrangements. ...

• .. Thus, the coach should make sure that the threeparty contract is reasonably clear, agreed to by all, and sufficiently open, with objectives and deadlines not too narrowly defined.

The Importance of a Coaching and Mentoring Culture

• These initial steps suggest that the coach should encourage the organization to develop a coaching culture (Megginson and Clutterbuck, 2006), an environment in which coaching is embedded into the organization as an HR tool, rather than a short-term solution, engaging people both formally and informally, with colleagues across functions and levels. As Megginson and Clutterbuck (2006) put it, Coaching … [should be] so seamlessly built into the structure of HR systems that [it occurs] automatically. ...

• ... These initial steps suggest that the coach should encourage the organization to develop a coaching culture (Megginson and Clutterbuck, 2006), an environment in which coaching is embedded into the organization as an HR tool, rather than a short-term solution, engaging people both formally and informally, with colleagues across functions and levels.

• As Megginson and Clutterbuck (2006) put it, Coaching … [should be] so seamlessly built into the structure of HR systems that [it occurs] automatically. The skills of learning dialogue are sufficiently widespread that people are able to raise difficult or controversial issues, knowing that their motivations will be respected and that colleagues will see it as an opportunity to improve, either personally, or organisationally, or both. ...

What is Coaching Culture Parsloe (2016)

• In a coaching culture, most staff use a coaching approach in their daily life – with each another, and with external stakeholders and customers. A true coaching culture is just ‘part of the way we do things around here’. But it’s not all motherhood and apple pie. A coaching culture is about delivering results, improving performance and making the most of people’s potential. The emphasis is on delivering results and making each other (and the wider organisation) stronger and more capable. It’s NOT about having coaching conversations for their own sake, or as a diversion from other activities!

If you could be a ‘fly on the wall’ in a coaching culture, here’s what you’d see:

• Managers looking for opportunities to help others to learn

• People asking each other open questions

• Employees at all levels having open, honest and supportive conversations with one another

• People routinely giving one another feedback - supportive and critical

• Managers coaching team members to help them develop, rather than just to tackle poor performance

• Coaching and mentoring relationships forming spontaneously

• Senior leaders with a clear vision that coaching and mentoring are at the heart of how we operate

• Teams working with clear goals, roles, processes and relationships

• Relatively few people will be ‘playing politics’

• A pragmatic focus on delivering results and at the same time building the long-term health of the business Parsloe (2016) https://www.koganpage.com/article/what-is-a-coaching-culture

The Importance of a Coaching

and Mentoring Culture

• 10 Principles of Organizational Culture KATZENBACH, OELSCHLEGEL, THOMAS (2016)

1. Work with and within your current cultural situations.

2. Change behaviours, and mind-sets will follow

3. Focus on a critical few behaviours.

4. Deploy your authentic informal leaders.

5. Don’t let your formal leaders off the hook.

6. Link behaviours to business objectives. 7. Demonstrate impact quickly

8. Use cross-organizational methods to go viral. 9. Align programmatic efforts with behaviours. 10. Actively manage your cultural situation over time

Creating a Coaching Culture Bishop (2018)

“Creating a coaching culture at work has several benefits for you and your employees. Staff are given development opportunities and therefore likely to feel more valued and motivated. In turn, the business can mitigate the risk of high staff turnover and save money on recruitment by encouraging progression and promoting from within” Bishop (2018)

• Top employee desires in the workplace are:

• To feel appreciated and valued

• To gain a deeper understanding of their role in the business

• To feel a deeper social connection to their colleagues

• To achieve a greater work life balance

Creating a Coaching Culture Bishop (2018)

The top benefits to a vibrant and constantly evolving coaching culture in the workplace are:

• Improving employees sense of purpose

• Boosting morale and employee motivation

• Increasing productivity through skill development

• Improving internal communication and rapport across the business

• Improving employee engagement

• Improving employee wellbeing

• Reducing the need to recruit externally for senior roles

• Reducing employee turnover

Bishop (2018)

Impact

of organisational culture on coaching Kim et al. (2014)

• The coaching culture of an organisation expands the scope and impact of the overall structure of an organisation.

• Its impacts on the employees by boosting from top to bottom and creatively.

• The organisation decides to coach employees to achieve peak performance.

• After providing coaching for employees, the organisation achieves the following things:

• Development of leadership pipeline

• Employee engagement

• Employee Retention at every level

• Development of skills at every level

• Increase in overall business performance

• The key factors for achieving positive results in business are:

• Knowledge Management

• Optimal people performance

• A robust and aligned strategy

Importance of organisational culture

The various aspects which emphasise the importance of an organisation’s culture are:

• It helps in developing and promoting active and healthy relationships among the employees in the workplace.

• The culture of an organisation unites employees from different backgrounds

• It symbolises specific guidelines which help in guiding the employees and provide logical direction at the workplace.

• It is the standard which decides the method used by employees to communicate among the team in the workplace.

• Organisations possess the same culture and the way to maintaining and depicts organisation standard.

Process Methodology Example

Coaching Process Model

Who are the stakeholders in the Coaching and Mentoring Programmes ?

Setting up a mentoring or coaching procedure

• It is important that a clear distinction remains between a mentor/coach and a manager. If the line becomes blurred, mentoring and coaching can damage a good management style. For example, a manager might spend a large amount of time mentoring or coaching one team member at the expense of the rest of the team.

• Bringing a mentoring and coaching mentality to the team

• The best mentoring or coaching programmes will not work if they are not accepted by the wider team. There is a danger that mentoring and coaching will be seen as a ‘management ploy’ and not a method of encouraging individual potential. The following points need to be applied for mentoring and coaching to be accepted.

Monitoring Coaching and Mentoring programmes

You can monitor an mentoring , coaching scheme, by getting the mentor , coachee to:

record each meeting, what it involved and the main objectives of the activity

record a summary of discussion and action points

In more formal mentoring programmes, you can monitor the programme by: training the mentors considering how to match mentors to mentees and coaches to coachees issuing guidelines as to what mentoring and coaching involves understanding when mentoring or coaching would be effective setting up contractual arrangements where necessary

Monitoring Coaching and Mentoring programmes

• developing a system to evaluate the effectiveness of the programme

• It is good practice to measure the progress of the mentoring , coaching relationship:

• at the beginning to establish expectations

• after six months to assess how well the relationship is working

• after 12 months to measure outcomes

Evaluating a Mentoring , Coaching programme

• It is important to evaluate your programme to ensure that it is achieving its aims. You should do this by assessing the mentors as well as the programme itself.

• To evaluate the programme, you could ask all participants to give feedback on the effectiveness of the mentoring , coaching relationship.

The formats for the feedback could include:

• a simple questionnaire where the participants answer specific questions about the programme

• a written report from each participant

• an interview of each of the participants

• You can evaluate the mentor , coach in the same way. However, also consider including specific mentoring, coaching criteria as development goals for mentors, coaches .

How to successfully implement a coaching programme Dr Miriam Sha

• 1. Ignoring the bigger picture, the larger map

Employees do not work in isolation. Behaviour is impacted by groups and peers. In an organisation, cultural norms prevail that can either enable or prevent an employee from implementing change in a positive way. When offering coaching to an employee, an organisation should adopt a holistic approach. Employees being coached cannot change their behaviour if the system does not allow and welcome the change.

• 2. Set clear measurable objectives/goals – measure return on investment

Neglecting to set individual, team and organisational goals prior to commencing with a coaching programme leaves little room for measuring improvements and achieving outcomes. Track progress on the achievement of individual, team and organisational objectives. Encourage feedback on the programme and make the necessary changes to ensure the strategic goals are met.

• 3. Participation is voluntary

Not every manager has the competencies or perhaps even the desire to be a coach. When deciding to implement coaching, an organisation needs to account for those managers who may lack the will or ability to coach their employees. Start with those managers that are committed to changing their style of management to a coaching style. Their success will encourage other managers to do so.

• 4. Skills and competencies

Workplace coaches should be carefully selected. The sponsor or HR need to be clear and in agreement on the specific competencies and behaviours of a coach, taking into consideration how these will be acquired and applied to ensure success.

How to successfully implement a coaching programme Dr Miriam Sha

• 5. Continuation of coaching after training

Training may be a step towards accreditation for a workplace coach. It’s vital that organisations provide ongoing supervision and monitoring for sustainability.

• 6. Coaches don’t have the answers

The explanations and expectations of coaching should be discussed upfront with all stakeholders. Everyone needs to understand that the coach should not be providing answers and solutions. The coach has the techniques and skills to listen, probe and question. If or when a coach responds to pressure from the coachee or the organisation to achieve ‘quick’ results, the outcome is likely to be superficial rather than a sustained behavioural change.

• 7. Coach and psychologist

Whether or not a coach is qualified in the discipline, psycho-therapy should not be brought into a coaching session. A coach can state and acknowledge the need for a psychologist where necessary, stepping away from the relationship. Note that people being coached may have major interpersonal difficulties, and, as such, it is essential that a coach determine at the outset why such a relationship would not reap the expected results.

• Make time for coaching

Often managers raise time constraints as preventing them from coaching their staff. Coaching is a style of management, it’s not an add-on requiring additional time. Create coachable moments; during one on one meeting, performance appraisals or discussion on key issues apply the coaching methodology. This encourages individuals to think of solutions rather than the manager always providing the answers and solutions. Individuals are more likely to implement solutions they had thought of than those they have been instructed to carry out.

Setting up a mentoring or coaching procedure

There needs to be:

• Sufficient information about the benefits of mentoring and coaching.

• An explanation of what mentoring and coaching can and cannot achieve.

• Clarity about who can be involved in mentoring and coaching programmes.

• Clarity about how and when the mentoring and coaching programmes could be used.

• Flexibility so that progress can be reviewed.

• The following stages need to be considered before a mentoring or coaching programme can be planned and executed:

Setting up a mentoring or coaching procedure

• How the mentoring or coaching links to the organisation’s purpose and strategy.

• Mentors and coaches need to be suitably matched to their protégés to avoid personality clashes or other issues.

• The objectives of the mentoring or coaching – what it aims to achieve.

• A process to support the mentoring or coaching programmes, for example, who will cover the protégé’s workload while they are being mentored or coached?

• Evaluation and feedback mechanisms need to be established.

Potential mentors and coaches need to consider the following issues

The protégé - What is the protégé’s current work situation? How does he or she see themselves in a particular role? What are his or her goals?

The protégé’s work - What work does the protégé do or aspire to do? What does the protégé find challenging or satisfying? How could he or she achieve something? What are the options?

The mentor or coach - What is the mentor or coach’s current work situation? Who will control the programme – the mentor/coach or the protégé?

The relationship with the protégé - Is the programme led by the mentor/coach or the protégé? Where does accountability lie?

Potential

mentors and coaches need to consider the following issues

• The wider team - Where does the protégé fit into his or her existing team? What are the team dynamics? How could the protégé engage better with his or her colleagues? What needs to change?

• The organisation - Who are the organisation’s stakeholders? What is the organisation’s structure? What is the organisation’s culture? Are the goals of the mentoring or coaching programme compatible with these?

• The work environment - What role does IT play in the organisation now and in the future? What are the organisation’s current priorities? Are the priorities of the protégé compatible with those of the organisation? Are mentoring and coaching part of the organisation’s culture? What is the organisation’s current financial situation?

• The wider context - What is the attitude towards work-life balance? How does this influence decision making?

For coaching in the workplace to succeed

Top management and HR need to ensure managers at all levels understand their role as strengths coaches and workplace energisers. It needs to be positioned as part of a wider culture change process to ensure top talent is attracted, developed and retained by the company rather than a ‘nice to have’ or an exclusive programme reserved for a small talent pool.

Any successful coaching programme requires strong management, promotion, communication and a high level of internal coaching expertise to support managers. Without this investment, coaching results are unlikely to measure up to expectations.

Effectiveness of line managers as coaches

Typically, organisations apply coaching as a day-to-day management activity, embedded into one-to-one meetings and performance conversations.

An issue that is often raised is how effectively managers can coach their own staff, given the power relationship and the need for some distance and impartiality in the coaching relationship.

Support Available to the Coachee and Mentee

• As a line manager, one of your principal responsibilities is to develop your direct reports. Coaching and mentoring are two of the most powerful and well publicised ways to support other people’s develop

• Clarify with your team what to expect from coaching and from mentoring

• Be prepared to discuss career issues with your direct reports, but make them aware of the value of exploring these issues with someone, who has a different perspective

• If appropriate, suggest topics direct reports might like to explore with their mentor, but don’t make them feel obligated to do so

• David Clutterbuck, 2018

Support Available to the Coachee and Mentee

• Don’t expect or ask to be told what mentee and mentor have discussed, but be appreciative of anything the mentee does tell you

• Ensure all your direct reports have personal development plans, which include shortterm, medium-term and long-term objectives. Discuss with them where coaching, mentoring or both together can be instrumental in achieving those objectives

• Have regular conversations with your direct reports about tasks they could take on, which would stretch them

• Place the emphasis of coaching and mentoring on building on strengths, rather than on overcoming weaknesses; and on opportunities, rather than problems

• Conduct a regular review (at least once every six months) with your team to explore how coaching and mentoring are working.

David Clutterbuck, 2018

Coaching supervision and support

Coaching can be a challenging activity for both internal and external coaches. Those involved in coaching need structured opportunities to reflect on their practice, either in one-to-one or group sessions. Such opportunities can provide support and help coaches continuously to develop their skills, while they can also act as an important quality assurance activity for organisations and a source of organisational learning about issues addressed in coaching sessions.

Where a combination of coaching responsibilities exist, it can be helpful if internal and external coaches share supervision arrangements and have opportunities to discuss coaching generally. This enables external coaches to attain a better understanding of the organisation and to share their perspectives on what is happening within the organisation.

It’s also important to establish guidelines on confidentiality and information flow in the implementation phase to develop trust between the individual and coach as well as other stakeholders (for example, managers and/or the HR function).

The role of HR and L&D in managing coaching activities

HR and L&D departments have a central role to play in designing and managing coaching and mentoring within an organisation. The quality of coaching and the results it delivers depend on choosing appropriate coaches and mentors, managing relationships and evaluating success.

HR and L&D practitioners need to understand when coaching and mentoring are appropriate and effective interventions in relation to other options. They also need to explore the relevance, appropriateness and credibility of any models (such as the GROW or COACH approaches) that are used. And they need to be clear on how to select appropriate external coaches and mentors by having a clear set of criteria to match the individual and organisational needs.

Learning Outcomes

Understand the principles of professional coaching

Understand the process for contracting and delivering professional coaching

CMI 531 The Principles of Professional Coaching LVP 12 2 2024

Aims of the Unit

Terminology

Learning Outcomes

Learning Outcome 1:

Assessment Criteria

Learning Outcome One

AC

1.2

Evaluate professional coaching with other methods that support the development of individuals

AC 1.2 Evaluate professional coaching with other methods that support the development of individuals

The COMMAND VERB is ANALYSE

AC 1.3

Analyse the roles and responsibilities for delivering and managing professional coaching

AC 1.3 Analyse the roles and responsibilities for delivering and managing professional coaching

AC 1.3 Analyse the roles and responsibilities for delivering and managing professional coaching

AC 1.4 Evaluate the ethical and legal frameworks which inform professional coaching

VERB is EVALUATE

AC 1.4 Evaluate the ethical and

legal frameworks which inform professional coaching

AC 1.4 Evaluate the ethical and legal frameworks which inform professional coaching

Learning Outcome 2: Understand the process for contracting and delivering professional coaching

Assessment Criteria

Learning Outcome Two

AC 2.1 Evaluate the role and purpose of contracting in professional coaching

AC 2.1 Evaluate the role and purpose of contracting in professional coaching

AC 2.1 Evaluate the role and purpose of contracting

professional coaching

in

Recommended reading and research for CMI 531

Recommended reading and research for CMI 531

Recommended reading and research for CMI 531

Recommended reading and research for CMI 531

Resources, Reference BOOKS

ORGANISATIONS

Additional Research Sources and Models

Definitions of Coaching

Define Coaching

Definitions of Coaching

Defining Coaching

Defining Coaching

Defining coaching

Defining Coaching

Coaching is

Types and forms of coaching used to empower individuals and teams to achieve success

Benefits of coaching:

Inter-relationship between coaching and leadership styles:

Strategies to overcome challenges and barriers which impact on coaching

Strategies to overcome challenges and barriers which impact on coaching

Coaching is……….

Coaching is..….. achieving goals

Robert Hargrove. Masterful Coaching

Field book

Mentoring & Coaching

Mentoring:

Coaching OR Mentoring

When to use a Coach

When to Use a Mentor

Coaching and Mentoring

Coaching and Mentoring

Coaching and Mentoring

CIPD Coaching and Mentoring

CIPD Coaching and Mentoring

Coaching and or Mentoring: (Coaching and Mentoring | Factsheets | CIPD, 2020)

Coaching and organisational objectives

Coaching and its purpose

The Coaching Cycle

GROW model

GROW model

Methods of feedback and support for a coachee in a coaching relationship

Methods of feedback and support for a coachee in a coaching relationship

ACHIEVE coaching model

ACHIEVE coaching model

ACHIEVE coaching model

CLEAR model of coaching

CLEAR model of coaching

CLEAR model of coaching

Considerations for Success and Evaluation

Considerations for Success and Evaluation Communication

Kirkpatrick's evaluation of training model