Description Reflection is a necessary component in learning to regulate opinion, feelings, and actions. Reflection links experience and knowledge by providing an opportunity to explore areas of concern in a critical way and to make adjustments based on these reflections (Knowles Z., Tyler G., 2006). I will be using the Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods (Davies S., 2012). For this assignment, we were asked to conduct coaching sessions in groups of three with our colleagues for two months and draft a reflective essay on our experience. I hope this reflective essay will help me understand the in-depth concepts of coaching while helping me interact and respond better to people in different situations. …show more content…
I carried out a pre-discussion stage with the person to establish a level of comfort and cooperation. Once I realized that the coachee was more open to discussing potential options for the goal of the coaching session. The session took place in stages once the coachee was ready. The key stages in the session were the agreed objectives Feelings A related skill to effective communication is that of questioning, for instance, using open-ended questions, to use intense and insightful questions to challenge clarity, discovery or learn more about the client, use questions that will enable the client to advance toward desired goals. Coaches should examine their experiences, by looking for meaning when asking ‘why’ questions (Denison, 2007). This experience allowed me to develop and see the importance of having interpersonal skills which deals with things, such as, providing a safe environment for the client, treating the client as an equal in the coaching process, allowing them to pick their own tempo for accomplishment of desired goals, during sessions remain neutral, and use positive thought, words and action during the relationship (Mitchell, J., July 27, …show more content…
This helped me acknowledge I can be empathic with people in diverse circumstances without being judgemental. I also perceived that I appreciated attempting to help people by provoking their own instincts though solicitous but incisive questioning. I had a tough time with the uncomfortable silences while waiting for a reaction from the coachee, I feel I did not give enough time to the coachee to think about things before I went into other questions. Giving for reflection in the session is portrayed as being vital in coaching by Dembkowski, Eldridge, Hunter (2006, p. 49). “A moment of silence is often helpful for the client to dive into his emotions and think about a specific topic or circumstances.” From what I have practiced this statement is correct but it is very difficult to accomplish this as a new coach. This might happen to me because of being nervous and doubtful of my own level of ability for coaching. I feel that I can have a tendency to talk and try and assume what the coachee must feel when I am nervous or to just fill a void of silence. I tried to stick to the model this occasionally I felt like the model was restricting the conversation. This model is best utilized with a light touch and as a source of perspective should you get stuck. So, I should have
Coaches should always have time to make preparation for their philosophy, and their methods of
In this article, a good relationship between the coach and the coachee should be built and maintained during the coaching procedures. Once a mutual trust and respect is established, the coach will move to explore what has happened (behavioral focus), what is the reason of the presenting issue based on rational explanation (conscious cognition), then work with what the coach and the coachee suspect and feel (unconscious cognition). Behavioral changes or any possible solutions will be discussed afterwards depending on what to be revealed through coaching sessions and considering the culture or working environment of the coachee’s
Academic Assignment This paper explores the impact of conversations in a coaching environment. It opens by identifying the subtle nuances of a coaching conversation and the complexities within this. It then builds on the skills required for a coach to engage effectively in a coaching relationship. It explores the concept that conversations are multi-dimensional and non-linear with a multitude of moving parts.
Coaching is more than just asking question and receiving answers. Being able to listen and ask the right questions is important to any productive coaching relationship. There are a number of tools and techniques that can be used. When planning the content of the sessions it is important to consider how individuals learn and try to adopt various learning methods. Based on the research by Edgar Dale, he concluded that learners retain about 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they both hear and use, 70% of what they say and 90% of what they see and do.
#1 Not listening well Coaches know that listening is one of the most important traits of a good coach. Not paying attention to your client is a huge mistake but what’s more dangerous than that is thinking you’re doing a great job listening to your client when you’re not. The truth is a coach listens not just to the client’s words but to the feeling and intentions hidden behind those words. Listening during a coaching session goes far beyond the kind we engage in, in ordinary conversations.
These coaching styles will also allow me to build rapport with James while making it easy for him to trust me as his new manager. The style sill also allows me to be able to focus on what issues James could be having that could be affecting his performance in the workplace. James also has a reputation of playing hard and now working hard at the workplace as would be expected of him and the use of the amiable coaching style will also help him learn how to care for the business and their colleagues. While using the style I will be able to help James find a way of prioritizing his relationships and responsibilities at work. The focus on relationships will help James become a better team player and collaborate better with the rest of the team members (Starr, 2017).
Author Tony Stoltzfus (2005) gives enlightenment on the importance of the coaching process. Stoltzfus (2005) asserts, “The power of coaching to change lives come from the belief, trust and support that flow through the transparent bond between coach and client” (p. 79). The seven elements of this coaching context and their characteristic flow are relationship-based, client-centered, goal-driven, listening, asking, acting and supporting (Stoltzfus, 2005). Consequently, each of these characteristics is essential for the Christian or secular coach.
Coaching research literature is focused on the coaching relationship, and the ‘active ingredients’ of coaching are discussed and evaluated, and issues arising from relevance to future research studies on the coaching relationship. Question #7: How might a coach use beneficence to empower a client’s wellbeing? Martella and Ryan focused on beneficence, which is a sense of being able to give emphasize their role of self-determination theory. The three studies stated in the article found that beneficence is an independent variable that is a source of human wellness.
I believe that it is important to develop your own coaching philosophy because then you have a system in place that you believe in. In order to have your players or the people that are learning from you to personally believe in you in my own opinion it has to be something that you created, even if you grab bits and pieces from other coaches as long as it isn’t completely stealing another ones philosophy. I don’t believe it would even be possible to develop your own philosophy without gathering information from others the way i look at it is the more knowledge you gain from multiple people and mold that creativity into your own the better it will be. Example you learn a lot from coach A,B, and C you take everything you learned from all of them
The most effective coaches understand the “self-directed learning principle” and how it involves “encouraging staff to think and take responsibility for their own decisions and actions” (Wilson, 2008, p. 26).
Any feedback should be confidential so as not to identify any individual coachee. 1.3 Present the case for using coaching or mentoring to benefit individuals and organisation performance. Benefits to the individual Coaching and mentoring when delivered in a structured and engaging manner can bring significant benefits to an individual in both personal and professional development. Both approaches help develop and increased level of confidence and self-awareness, improved inter-personal skills, managing conflict and enhanced leadership skills (Roberts 2000, Beamont 2002). They provide the opportunity for feedback on strengths and areas for development in a safe, judgmental environment and can help accelerate learning.
Firstly, I need to identify the causes and formation of the difficulty situation of my client. I should not involve my own personal emotions when analysing the situation. Next, clarification of the situation is essential. The clients should figure out themselves on how to face the situation. An effective counsellor listen more than talks, and what they do say gives the client a sense of being heard and understood.
Some observations, suggestions, dilemmas and drills (on coaching
He provides the other one with support, assistance, empathy and respect throughout your career. Both people depend on each other’s working relationship. Coaching is a one-to-one process and a relationship between an individual and a coach. A coach is someone normally a qualified person who helps to develop potential, improve relationships, and enhance performance.
Reflection on the 5-Days Journey to Become a Better Listener Throughout the 5-days practice of active listening and basic attending skills in daily conversations, it was easiest for me to practice empathy. I found it easy to perceive the situation through others’ eyes and perspectives in order to capture the accurate meaning when I was nonjudgemental and listened attentively to others. As a result, I was able to develop empathic rapport in which I accurately sensed and understood others’ concerns as well as feelings as compared to when I conversed without empathy, allowing my presumptions to affect my interpretation of others’ meaning due to the need for others to agree with my worldview. Besides that, I was able to practice basic empathy, which is the second level of empathy where I paraphrased