Learning Coach Professional Training Programme

Transcription

1 Learning Coach Professional Training Programme Welcome Rose Urkovskis & Sandi Bates Activity 1: Ice breaker hand out of icebreaking methods Activity 2: Discussion: Explore the benefits of coaching Activity 3: Skills audit Activity 4: Listening skills Activity 5: Triad exercise, sharing a critical incident Activity 6: Lunchtime discussion points Activity 7: Silent GROW Activity 8: GROW Activity 9: Experiment using Johari window coaching model Activity 10: Evaluative reflections and individual goal setting 2 Outcomes for session Familiarisation and developing reflective practice through Subject Coaching Coaching to improve teaching, training and learning (part 1 principles and practice of coaching) - Coaching to improve teaching, training and learning (part 2: coaching within your organisation) Developing subject pedagogy through the application of coaching skills (part 1: focus on subject pedagogy) - Developing subject pedagogy through the application of coaching skills (part 2: embedding coaching practice in your organisation) 3 1

2 Activity 1: Explore the purpose of ice breakers In pairs; Read the icebreaker instructions on your card and try this out with your partner. Once you have completed list the strengths and weaknesses of this ice breaking activity. of this icebreaker. ICE BREAKERS for successful coaching Breaking down barriers Building relationships PTTLS Sandi Bates 2010 Breaking down barriers Building relationships ICE BREAKERS for successful coaching 1. Introduce myself- 2. How do you feel? 3. Common ground 4. Sharing information PTTLS Sandi Bates

3 Sparkling moment think of something that has happened at work that made you feel good. Share with your partner Ice breakers help us to break down pre-conceived barriers and stereotypes and see the individual. Icebreakers help us to form relationships : Sharing information Finding common themes Similarities and differences Shared experiences Builds trust Enables us to laugh together Information shared providing can help to open discussion that provides the opportunity to talk about deeper worries, concerns and goals. 8 This is a key philosophy of coaching 3

4 Activity 2: Explore the purpose of coaching What is the benefit of coaching to your organisation? Flip charts/discussion The LSIS model for CPD based on work Joyce and Showers Activity 3: Skills audit What are the: Skills, behaviours and attributes needed to be a effective coach? 4

5 It is essential that a coach develops their listening skills. Really hears what the coachee is saying and shows that they have heard. We can demonstrate this in many ways, Give eye contact if appropriate, nod to encourage but don t interrupt. Save questions for when the coachee has finished speaking. Don t agree or disagree or pass judgement. When the coachee has finished speaking show you have really heard what they have said : Repetition, a précised version of what the coachee has said. So, if I have understood you correctly you are saying... Activity 4: Listening Skills In pairs: Tell your partner about a place you have visited or your home town in detail. Describe it in a sensory way using adjectives to say how it looks, smells, tastes, feels and sounds. What makes it special? Your partner must demonstrate positive body language then re-cap your description to you, accurately. How did they do? 5 = great, 1= needs more practise! Now swap over 5

6 The Reflective Practitioner Investigating models of reflection in education Models of Reflection have been created theorists: Dewey Greenway (Burton) Baud Schon Gibbs Kolb Why reflect? At a basic level models of reflection exist to provide guidance to help us look back over events that have happened and to turn them into learning experiences. In essence, models of reflection help us to: Look at an event - Understand it - Learn from it 6

7 Burton translates this as; 'what-so what-now what'. Reference Neill, J (2004) Experiential learning cycles viewed at llearningcycle.htm (accessed ) Critical incidents reflective focus Critical incidents are snapshots of something that happens It may be something positive or negative Reflection and analysis of critical incidents is widely regarded as a valuable learning tool Common or individual There is no right or wrong 7

8 Take a moment to Think of an incident from your practice that you would describe as a critical incident Activity 5: Triad exercise Follow Burton s model to share your critical incident Role 1 Reflects Role 2 Listens and asks questions Role 3 Observes and feeds back Everyone to complete each of the 3 roles Any questions? 8

9 Activity 6: Lunchtime discussion point Reflect on the activities from this morning. Discuss how these could be adapted to suit your own learning environment. Enjoy your lunch. We will see you back here at 1.30pm Any questions? Any points you wish to discuss? 9

10 Introducing Coaching Models Boyatzis Model of Intentional Change Learning and Skills Improvement Service (LSIS) Learning and Skills Improvement Service (LSIS)

11 GROW Goal Reality Options Will What do you want to achieve? What is the current situation? What could you do? What will you do? Learning and Skills Improvement Service (LSIS) Goal What do you want to achieve? What would achieving this lead to long term? When would you like to achieve this? Learning and Skills Improvement Service (LSIS) Reality What is the current position? What have you done so far? What stops you from moving on? Learning and Skills Improvement Service (LSIS)

12 Options What could you do? What else could you do What else? and what else? Learning and Skills Improvement Service (LSIS) Will What will you do? What will be the first step? By when? Learning and Skills Improvement Service (LSIS) Activity 7: Silent GROW 12

13 Activity 8: GROW Practise the GROW model in pairs Critical factors for success Readiness for change Context The outcome matters to the individual The outcome matters to the organisation/department There are tangible measures of success Learning and Skills Improvement Service (LSIS) The Johari Window Definition Background Purpose and relevance in the role of the SLC Practical application 13

14 Joseph Luft and Harry Ingham The Johari Window model is a simple and useful tool for illustrating and improving self-awareness, and mutual understanding between individuals within a group. Used to build trust between people and aid the flow of useful communication Johari Window model is a 'disclosure/feedback model of self awareness', an 'information processing tool'. The Johari Window actually represents information - feelings, experience, views, attitudes, skills, intentions, motivation, etc - within or about a person - in relation to their group or circumstance. It does this from four perspectives. Kno wn othe rs 1 Known self Open/free area ask self Blind area 2 tell selfdisclosure/exposure shared discovery others' observation other s 3 Hidden area selfdiscovery area 4 14

15 Kno wn othe rs 1 Known self Open/free area ask self Blind area Encourage disclosure and give feedback 2 tell other s 3 Hidden area area 4 Kno wn othe rs tell 1 Known self Open/free area ask self Blind area 2 The things we know about our coachee - but they don t know about themselves! other s 3 Hidden area area 4 Kno wn othe rs 1 Known self Open/free area ask self Blind area How can we help our coachee reduce this area? 2 tell other s 3 Create a non-judgemental culture Atmosphere of trust Listen Share your observations sensitively Be constructive when giving feedback Timing and pace of feedback is crucial Hidden area area 4 15

16 Kno wn othe rs tell What Known our coachee knows about himself but is ask kept hidden self from, and therefore unknown, self to others (us). 1 Open/free area Blind area 2 This could include: sensitivities, fears, hidden agendas, manipulative intentions, secrets - anything that a person knows but does not reveal, for whatever reason. other s 3 Hidden area area 4 Kno wn othe rs tell How Known can we help our ask coachee reduce their self Hidden area? self Encourage disclosure through sharing 1 Open/free area information Blind area 2 Listen Ask questions Stay silent difficult but very powerful! Never judge other s 3 Remember you are aiming to improve the coachees skills/ attitudes/behaviours/performance at work. Hidden area area 4 Kno wn othe rs tell Examples Known of the things ask in our coachee s Examples self could be: area could be: self 1 Open/free area Blind area an ability that is under-estimated or un-tried through lack of opportunity, encouragement, confidence or training a natural ability or aptitude that a person doesn't realise they possess 2 other s a fear or aversion that a person does not know they have repressed or subconscious feelings 3 Hidden area area conditioned behaviour or attitudes from childhood 4 16

17 The aim is to enlarge the Open area and decrease the Blind, Hidden and areas of our coachees seeking feedback about the blind area. disclosing information about his/her feelings, experience, views, motivation. This will reduce the size of the hidden area. Discovery through sensitive communications, active listening and experience, will reduce the unknown area, transferring in part to the blind, hidden areas, depending on who knows what, or better still if known the person and others, to the open free area. Activity 9: Experiment with Johari Window model Using the template provided fill out the open/free area this is the information that most people know about you The hidden area this is information you know about yourself but don t freely share With a partner share information you have discovered about them that they may not be aware of. What have you noticed about your partner? One person to be th Swap over And finally, reflect on the day... Ask yourself the following questions: WHAT? SO WHAT? NOW WHAT? What have you learned? What will you do with your new learning? How will you develop the activities and models shared with you today? What benefit will it be to : You? Your colleagues? Your organisation? Please complete the evaluation form 52 17

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