Coaching Framework. 1 P a g e

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1 Coaching Framework Context 1. The University s Leadership Attributes set out a clear intention to build and strengthen a culture which uses a coaching approach to leadership and management. The aim is to support all leaders and managers to develop coaching skills and to embed a coaching approach into their everyday interactions with staff, supporting staff to develop and exhibit the leadership attributes in their daily activities. Background Literature What is Coaching? 2. Coaching is a development tool that supports an individual to seek solutions. It provides an opportunity for reflection, enabling learning through the development of self-awareness, creativity, greater clarity of thought and personal growth. 3. The coaching approach is facilitative and focuses on supporting the coachee to discuss a particular challenge or issue and form their own decisions about how they might move forward. 4. This space to think, to have a trusted sounding board and to take a step back from the often pressurised work environment, allows the coachee to look at what they are doing more objectively. Coaching is therefore a powerful process which brings more tangible and lasting benefits. 5. Coaches are non-judgemental, providing a supportive framework which often provokes new insights and thinking and helps the coachee see things from a different (often more helpful) perspective. 6. Coaching also encourages goal setting and commitment to action, ensuring there is a real feeling of progress as well as building resilience and confidence in the coachee. Coaching in the workplace 7. Coaching is increasingly being used within a wide range of organisations as it has been shown to be highly effective in developing individual, team and organisational performance by unlocking capability, creativity, confidence and staff engagement. 8. When organisations coach employees, benefits may include: Overcoming performance problems Strengthen employees skills Boosting employee productivity Developing future talent Improving employee retention Making more effective use of resources Increasing staff motivation 1 P a g e

2 9. The Institute of Leadership and Management (ILM) (2011) found that 80% of 250 UK organisations surveyed are using or have used coaching as a development tool, and another 9% plan to do so. An astounding 96% say coaching has benefited the coached individual, while 95% say they believe it's also helped the organisation. The ILM also identified a broad range of specific benefits including improvements in communication and interpersonal skills; increased leadership and management skills; improved conflict resolution; increased personal confidence; improved attitudes and motivation of staff; more effective performance management and supporting the preparation for a new role or promotion. 10. Effective coaching skills are also increasingly seen as a critical part of becoming a transformational leader ; that is someone who can form strong relationships with people, talk about the future in a way which energises and stimulates them to think innovatively, seen as a role model of positive leadership. 11. Managers who understand how to use a coaching approach are more likely to have effective, motivated, creative and loyal staff. They will network more effectively across the organisation, building a robust culture, where people are more willing and confident to embrace change. 12. Coaching is often connected with career progression and senior executive development, but the benefits of coaching are acknowledged as very wide ranging and of use to all staff. Coaching at Northumbria 13. The University is committed to coaching becoming a more widely accepted approach to development at all levels within the organisation. 14. The development of coaching skills through the Leadership Programmes and other initiatives are viewed as the first steps to achieving an organisation wide coaching culture. 15. It is important that Line Managers support and give guidance to staff completing coaching so that they can focus their learning accordingly to the needs of their role, team, Faculty/Service and University goals and objectives. 16. For staff in leadership roles coaching is often completed along with a 360 assessment so learning can be tailored to an action plan to further build skills and behaviours linked to the Leadership Attributes. Coaching opportunities 17. Leadership Programmes - Any participant on these programmes will have the opportunity to learn about coaching, develop their coaching skills and consider how they can adopt a coaching style with their own teams. 18. As part of these programmes all participants are appointed a Coach to support their learning. This coaching opportunity provides an invaluable 2 P a g e

3 opportunity to reflect on practice and personal learning from the programmes as well as giving a confidential space to work through specific issues or challenges; set goals and agree actions to help bring about improved confidence. 19. ILM Coaching Qualification - The University is keen to identify and encourage staff to come forward who have an interest to learn more about coaching, who are already demonstrating competent coaching skills within their own role and who express a desire to use their expertise to support other staff. Staff who are able and willing to become members of an Internal Coaching Network can apply to complete either a Level 3, 5 or 7 ILM in Coaching and Mentoring. 20. The internal Coaching Network consists of approximately 30 coaches with at least: 10 qualified at level 3, 10 qualified at level 5 and 10 qualified at level 7 ILM. Internal coaches work across the Faculties and Services in a variety of roles with varying responsibilities. It is an expectation that staff members who are supported to complete an ILM qualification in Coaching will become active members of the Coaching Network. 21. Internal Coach Network Internal coaches can support a variety of needs such as effective leadership, motivating staff, progressing projects, career development and strategic thinking etc. 22. To respect time pressures and maintain quality standards of coaching each internal coach will work with no more than 2 members of staff at any one time and there will be on-going support and supervision for coaches providing by the Human Resources People Development Team. 23. External Executive Coach - There may be occasions when it is more appropriate for an individual to have an external, rather than internal coach. 24. All external coaches are sourced via the University s Procurement processes. Coaches are fully qualified and provide a wealth of expertise and backgrounds, with many of them having coached individuals at all levels in both public and private sector organisations. Accessing Coaching 25. The University provides a bank of both Internal and External Coaches who can support learning across the organisation and at all levels. 26. There are 6 key steps to accessing a coach: Approach the Human Resources People Development Team initially to discuss your needs Complete a Coaching Needs Analysis form, in conjunction with your Line Manager, and forward to the People Development Team (Appendix 1) The People Development Manager will identify whether an Internal or External Coach would be most appropriate 3 P a g e

4 Up to two coaches will be identified as matches and an initial chemistry check call or meeting will be arranged Following the initial discusssions with each of the two coaches the coachee can choose one of them to continue to work with or, if they do not feel comfortable with either, they may revert back to step 3 and the matching process could take place again to identify two further coaches Begin the coaching and agree dates and times with the coach each coaching contract is for a period of ten hours contact time 4 P a g e

5 Appendix 1 Coaching Needs Analysis In advance of commencing a coaching relationship it is important to consider, through discussion with your manager, why you require this support and your anticipated outcomes. This will help you to agree with your manager how you will evaluate the benefit of the coaching, to you and your work. Name: Faculty/Service: Job title: Line manager: Is coaching linked to a development need identified in your appraisal? Yes No Staff group: Academic Academic Management Support Admin Management Staff Members Section Why do you want to access coaching? What are your anticipated outcomes and benefits of accessing coaching? How will you evaluate the impact of the coaching? Immediately following the coaching: Within 3 months of completing the coaching: Longer term having had coaching: 5 P a g e

6 Line Manager s Section How will coaching enable the staff member to better contribute towards the objectives of the Faculty/Service? How will you evaluate the impact the coaching has had on the staff member and their performance? 6 P a g e

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