Transformational coaching and mentoring

1. Transformational coaching and mentoring Mentoring CPD & Supervision

2. Theoretical Influences • Psychodrama – cathartic moment • Gestalt Psychology – shifts in client self awareness (psychological shift) • Genlin’s Focusing – ‘felt shifts’ physical sensations relating to issue and shifts in thinking • Systemic Family Therapy – creating systemic shifts in interlinking relationships • Levels of Learning – • Receipt of data • Single loop (skill learning) • Double loop (challenged single loop) • Seeing the world as it is, rather than coloured by someone else’s views. The self is irrelevant

3. Four key elements of Transformational Mentoring • Changing meaning schemes ‘Meaning schemes’ are specific beliefs, attitudes and emotional reactions. Changing these helps a mentee achieve ‘perspective transformation’ 2. Working on multiple levels Attending to physical, psychological, emotional and purposive elements and how they combine in the current situation 3. Creating a shift in the room Freeing the mentee from stuck perspectives using CLEAR 4. Four levels of engagement Fact, Behaviour, Personal Feelings and assumptions values/motivational routes.

4. Outcomes of transformational coaching • Enabling double loop learning by creating a shift in the mentee’s mindset and emotional framing • Moving beyond new awareness and insight, to create a ‘felt shift’ in the room, where the mentee’s way of engaging with the issue changes – including • Language and metaphors • Body language (posture, breathing, way of speaking) • Ways of relating to the coach (engagement and eye contact) • Increased commitment to action • Newly rehearsed ways of presenting the issue forward.

5. Exercise One Think of a situation that you have been involved in recently. • What were your meaning schemes? – beliefs, attitudes and emotional reactions. • What level are you able to attend to? – What physical, psychological, emotional and purposive elements are you able to recall that related to this situation

6. CLEAR Model • Contracting (boundaries and focus of the work) • Listening to the issues that the mentee brings: listening for content, feelings and ways of framing the story. Look for critical areas. • Explore with the mentee what the dynamics are, both working relationship and the mentor and mentee relationship • Action – explore new actions with the mentee • Review the processes and agree the next stage.

7. Four Levels of Engagement • Level 1: Data – Collecting data about the issue. This will create facts (what happened, when, how and who with) • Level 2: Behaviour – Patterns of interaction. Look for behaviour patterns and helps the mentee out of repeating negative behaviour patterns. • Level 3: Feelings – These relate to why people demonstrate repeat patterns of behaviour. The mentee need understand how feeling relate to these patterns • Level 4: Assumptions – To change feeling we need to address the related assumptions. These stages are work on simultaneously rather than in order

8. Mapping CLEAR to the four levels. • Contracting – levels 1 and 2 • Listening – levels 2 and 3 • Explore – levels 3 and 4 • Action – Levels 4, 3 and 2 • Review – All levels

9. Exercise two • Returning to the issue you discussed before, list, under separate headings, • the facts about the situation, • your behaviours relating to the situation, • your personal feelings about the situations • Your assumptions relating to the situtaion

10. What do shifts look like? • Level 1: Physical appearance – the mentee might look brighter, open or more engaged • Level 2: New behaviours – these relate to the issue brought to mentoring and may be experimental and less predictable. • Level 3: New emotional tone: these can be realisations, Durr moments (mentee hits their head and say ‘oh yeah’) • Level 4: New mindsets – the situation holds less negative power for the mentee. New possibilities; doing things differently.

11. Exercise three • What made a difference to this situation? – • what caused shifts? • What levels do you thinks shifts occurred at? • What would need to be different to generate shifts at different levels?