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Executive Coaching for Senior Leaders

Executive Coaching for Senior Leaders. Welcome. Welcome and Day 3 Introductions. Anna Wright & Di Smith, The Staff College. Agenda. Objectives of this course are that participants will:. understand what coaching is

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Executive Coaching for Senior Leaders

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  1. Executive Coaching for Senior Leaders Welcome

  2. Welcome and Day 3 Introductions Anna Wright & Di Smith, The Staff College

  3. Agenda

  4. Objectives of this course are that participants will: understand what coaching is understand their own values and personal style and see how these might differ from others use the GROW model as a framework for coaching and become a skilled and competent executive coach use motivational interviewing and solution-focused tools for creating change run coaching in a group to foster reflection and learning (action learning) use coaching to improve performance and quality in their service use coaching to help others increase their influence and build positive relationships use coaching to help others build their resilience understand the importance of supervision and how to arrange it use strategies to embed coaching in their organisations and in the region

  5. Objectives for session 5:Coaching for change To reflect and extract learning from feedback on coaching To use motivational interviewing to create a desire for change To use solution focused tools to create a belief that change is possible To practice these skills in a coaching session

  6. Learning from coaching practice Each person shares their experience of coaching or team coaching and the group reflects on the learning

  7. Motivational interviewing

  8. Pre-comtemplation No intention of changing behaviour Relapse Fall back into old patterns of behaviour Contemplation Aware of problem but no commitment to action Creating the desire to change Maintenance Sustained change – new behaviour replaces old Preparation Intent upon taking action Action Active modification of behaviour

  9. An example of non motivational interviewing Demonstration

  10. An example of motivational interviewing Demonstration

  11. Steps in motivational interviewing Raise their expectations and desire to change (GOAL) • The coach values and closely aligns with coachee’s long term goals and helps them to make them very explicit. The coach’s belief in a person’s capacity to change is fundamental Help instill the belief that change is possible (REALITY) • The coach uses skills to elicit the coachee’s belief in their own ability to change. They enable individuals to look back over their lives and identify past successes. Coaches specifically identify and affirm strengths, encourage autonomy, and provide support Help them develop a strategy for change. (OPTIONS and WILL) • The coach also helps the coachee to think of strategies they can use and external resources/ people they can draw on to support them.

  12. Reflective listening statements One person in the pair says • "One thing I like about myself is that I . . . .""One thing you should know about me is that . . ." • "One thing about myself that I'd like to change is . ." The other responds only with reflective listening statements, being careful to inflect them downward at the end. Generate several different hypothesis-testing responses for each self- statement and see if the person agrees with you.

  13. Solution focused working

  14. Solution focused origins Focused on coachee’s strengths and health Linked with Erikson’s idea that “people have within themselves the resources and abilities to solve their own problems even if they don’t have causal understanding of them.” That a small change in behaviour is often all that is needed to lead to more profound change Based on the idea that we partly construct our own reality

  15. Solution focused steps: Understanding the goal Understanding the current situation The miracle question Scaling questions Understanding exceptions Who and what might help Affirmation Small steps

  16. The miracle question: Let’s suppose that overnight a miracle happened and the problem you are having with x disappeared. But you were sleeping and did not know that it happened. When you came to work the next day, what would be the first thing that you would notice that would tell you there had been a change?” What will you notice that tells you that the miracle has occurred? What else? (repeat question five times) Who else will notice? What will they notice? (repeat question five times) Who else will notice? What will they notice? (repeat question five times) etc. What can you do now to create a piece of the miracle?

  17. The miracle question: In pairs one person is the coach and one coachee One person identifies a problem with a particular part of the culture that they experience at work The coach asks the miracle question and follow ups from page x of the handbook the previous slide

  18. Understanding exceptions Exception questions allow people to identify periods in their lives that are counter to the problem they are currently facing. By exploring how these exceptions happened, and highlighting the strengths and resources used by the individual to achieve them, a coach can empower them to find a solution.  The idea is to encourage individuals to project their exceptions into the future and feel more confident about using their strengths and resources to achieve their goals. 

  19. Executive Coaching for Senior Leaders Break

  20. Coaching practice circle 4 Form into threes Agree roles: coach, coachee, observer Coach coaches coachee for 20 minutes using GROW model with motivational interviewing questions Observer asks for feedback from coachee first, then coach, then gives own feedback Use the reflection sheet on page x to record the reflections Repeat twice more changing roles

  21. Executive Coaching for Senior Leaders Lunch

  22. Objectives for session 6Building resilience Understand what resilience is To be aware of what challenges your resilience and know the signs that your resilience is compromised Understand the brain's response to stress and how to use your brain to support your resilience Identify a range of coping strategies for enhancing resilience

  23. What is resilience? • “The capacity to rebound from adversity strengthened and more resourceful.” Sutcliffe and Vogus, 2003 • “ The successful adaptation to life tasks in the face of social disadvantage or highly adverse conditions. ”Windle, 1999 • Coping is the ability to adapt to life’s ever‐changing landscape and recover quickly from stressors and potential stressors. • Agility is the ability to do so quickly and in a variety of situations

  24. Characteristics of resilient leaders • They have: • A sense of purpose that helps them bring meaning into their work. • The ability to foster positive team connections and learning • Intellectual strength and good communication • Agility, they are flexible and can embrace new models, new relationships, and new technology. • The capability for insight and self-reflection: they have made mistakes, reflected on them and learned from them. • The ability to adopt self- care and maintain positivity Shambaugh, Rebecca. "The secrets of resilient leaders." Leader to Leader 2010.58 (2010): 39-44.

  25. Video Brene Brown • https://www.youtube.com/watch?v=iCvmsMzlF7o

  26. Being more resilient to shame • Recognising the personal vulnerability that led to the feelings of shame • Recognising the external factors that led to the feelings of shame • Connecting with others to receive and offer empathy • Discussing and deconstructing the feelings of shame themselves • Focusing on building empathy, connection, power and freedom

  27. Regulating emotions Emotional labour occurs in jobs which... • Require face-to-face or voice-to-voice contact with the public. • Require the worker to produce an emotional state in another person. • Allow the employer, through training and supervision, to exercise a degree of control over the emotional activities of employees • Hochschild argues that this can lead to staff becoming estranged from their own feelings in the workplace and the more they have to regulate their emotions, the higher their level of emotional exhaustion.

  28. What helps when dealing with emotional issues? Work in pairs Think back to a time in your life when you had an emotional issue to resolve. What was it like? How did it feel? How did it affect you and the people round you? What did you do to try to resolve it? What helped? Note of caution!

  29. Fight flight response video https://www.youtube.com/watch?v=m2GywoS77qc

  30. Feeling anxious, irritable or depressed • Apathy, loss of interest in work • Problems sleeping • Excessive rumination • Fatigue • Trouble concentrating or focusing • Muscle tension or headaches • Stomach problems • Social withdrawal • Loss of sex drive • Using alcohol or drugs to cope Signs of stress

  31. Sympathetic nervous system Stress Excitatory Inner Brain Area Inhibitory Cortical Brain Areas Amygdala Hippocampus and Pre Frontal Cortex Emotional Memory Semantic and Episodic Memory Formation Inhibit/ Supress Nervous and Hormone Systems Semantic and Episodic Memory Retrieval Adrenaline, NorAdrenaline And Cortisol Social Skills, Verbal Skills, Problem Solving, Task Learning Emotional Activation Emotional Control Impulsive Aggressive Fight/Flight Considered Deliberate Planned

  32. Sympathetic nervous system Stress Excitatory Inner Brain Area Inhibitory Cortical Brain Areas Amygdala Hippocampus and Pre Frontal Cortex Emotional Memory Semantic and Episodic Memory Formation Inhibit/ Supress Nervous and Hormone Systems Semantic and Episodic Memory Retrieval Adrenaline, NorAdrenaline And Cortisol Social Skills, Verbal Skills, Problem Solving, Task Learning Emotional Activation Emotional Control Impulsive Aggressive Fight/Flight Considered Deliberate Planned

  33. Para sympathetic nervous system Rest and relaxation Excitatory Inner Brain Area Inhibitory Cortical Brain Areas Amygdala Hippocampus and Pre Frontal Cortex Emotional Memory Semantic and Episodic Memory Formation Nervous and Hormone Systems Semantic and Episodic Memory Retrieval Adrenaline, NorAdrenaline And Cortisol Social Skills, Verbal Skills, Problem Solving, Task Learning Emotional Activation Emotional Control Impulsive Fearful Aggressive Fight/Flight Considered Deliberate Planned

  34. Building emotional resourceshttps://www.youtube.com/watch?v=OIqxqM4KfoU

  35. The resilience bucket Experience positive emotions Move Be mindful Resilience bucket

  36. Tools to build resilience Positivity – building it into the organisation – Annex 1 Counter transferential review – Annex 2 Taking in the good – Annex 3 Self compassion – Annex 4 Mindfulness – Page x

  37. Mindfulness videohttps://www.youtube.com/watch?v=Khri7Zb5iQw

  38. Executive Coaching for Senior Leaders Break

  39. Coaching practice circle 5 Form into threes Agree roles: coach, coachee, observer Coach coaches coachee for 20 minutes using GROW model focusing on building resilience Observer asks for feedback from coachee first, then coach, then gives own feedback Use the reflection sheet on page x to record the reflections Repeat twice more changing roles

  40. Feedback and reflection

  41. Homework Run third coaching session with coachee using the GROW model Get their feedback Run a second team coaching session and use evaluation in Annex 1 Complete coaching diary to reflect on the sessions.

  42. Executive Coaching for Senior Leaders Safe Journey

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