Coaching and Mentoring Day 1

1. Learning and Skills Council Skills for Life Quality Initiative 2005-06 Coaching and MentoringDay 1 University of Wolverhampton

2. Aims of the course • To enable participants to enhance their coaching skills • To enable participants to set up coaching or mentoring programmes • To enable participants to evaluate the effectiveness of coaching as a model of continuing professional development • To make Skills for Life developments sustainable and embedded within the fabric of organisations. OHT 2

3. Learning outcomes – Day 1 For participants to: 1. consider the role of mentor and coach in their organisation 2. recognise the value of coaching and mentoring in their work with colleagues 3. define and differentiate between coaching and mentoring • gain knowledge and skills in coaching and mentoring. OHT 3

4. Learning outcomes – Day 2 For participants to: • describe the model of peer coaching and mentoring used by the Standards Unit Subject Learning Coaches and how this will lead to quality improvements in teaching and learning • outline how they can put into practice a coaching and mentoring model in their organisations, suggesting possible barriers and strategies for overcoming these • identify future professional development needs. OHT 4

5. Why coach or mentor? OHT 5

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8. What is a mentor or coach ? Activity • With a group of colleagues, list what you feel is required from a mentor by a colleague in a mentoring relationship. Or • List what you feel is required from a coach by a colleague in a coaching relationship. OHT 8

9. What is a mentor or coach? Activity • As a mentor/coach who will have to meet the needs of a colleague, what qualities or attributes should you have in order to meet their expectations? In your small group produce a list. OHT 9

10. Personal attributes • Are you capable of being a mentor or a coach? • Do you know your own strengths and weaknesses? • You need to know what strengths you have, to give you confidence in working with your colleagues and to help them to be comfortable with your approach. OHT 10

11. Johari window Known to others open blind Unknown to others unknown hidden Known to self Unknown to self OHT 11

12. Iceberg OHT 12

13. Personal style Enthusiastic –you tend to rush in, operate on a trial and error basis, adapt well to new situations and ‘wear your heart on your sleeve’. Imaginative –you have a clear picture of the situation, are usually unhurried, friendly, avoid conflict and are a good listener. Practical– you enjoy solving problems, tend to use facts, test out new situations and assess the results. Logical– you are precise, thorough, organised and like to follow a plan. You also learn from your own experience. OHT 13

14. Personal attributes and styles Activity • Find others with the same style(s) as yourself and form a group. • State the sort of practices you might use in assisting others to learn. • What would be the benefits of the style, and what may be the disbenefits of the style when mentoring or coaching? • List the benefits and disbenefits on the flipchart paper provided. OHT 14

15. Communicating>Active Listening Activity (in pairs) • For this task you should take it in turns to be the talker and active listener. • Decide which of you is 1 and which 2. • The person who is 1 will talk about themselves for one minute, beginning each sentence with ‘I am a person who...’ continued… OHT 15

16. Communicating>Active Listeningcontinued • Person 2 will listen for that minute and then report back to person 1 for 30 seconds beginning each sentence with ‘You are a person who...’ • Then switch and Person 2 will talk about themselves for one minute and Person 1 will listen. Person 1 will then report back to Person 2 for 30 seconds. (This activity is from Malderez and Bodóczky, 1999) OHT 16

17. Communicating>Questioning Activity • What forms of questions are there? • What forms of question do you use where? • Do you have a preferred style of questioning? OHT 17

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19. Four Basic Styles of Helping • Where does your own style of working fit into the quadrants in the diagram? • Do you have a fixed style? • What causes a change in style? OHT 19

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21. Coaching models The following are factors of coaching models suggested by the National College for School Leadership. Factors to consider : • To develop a system, first develop yourself. • Make sense of the whole. • Create systems that emphasise learner entitlement and responsibilities. continued… OHT 21

22. Coaching modelscontinued • Focus on principles. • Equip staff with coaching skills. • Review and reward good coaching practice. • Use and build external links and networks. Are there others you would wish to add? or some you would consider are not important? OHT 22

23. Reflection and plenary This is the end of your first day. Reflect on what has been discussed today: • your personal qualities and attributes • confirmation of some of your coaching skills • your favoured working and coaching style • the possible forms of coaching • the factors to consider in setting up a coaching programme. How would you feed back about the day to the course tutor? How could you do so using neutral rather than evaluative statements? OHT 23

24. Reflection example Example: • Evaluative terms: Your tasks were too easy. • Neutral terms: I completed five tasks to the standard expected in less than half the specified time. What else might you consider when feeding back about the day? OHT 24