Transcript Leadership for Well-being -The Power of the Coaching Process

Leadership for Well-being
-The Power of the Coaching Process
Coach Facilitators
Nichola Lynagh and Michael Kealey
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Applications of Coaching:
Coaching portals
Educational Leadership
Effective learning
& teaching
Parent and Community
involvement
Staff success, resilience
and well- being
From: Christian Van Nieuwerburgh, EMCC Conference, 2014
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Understanding Coaching
• In the educational context coaching is a one to one
conversation focused on the enhancement of learning and
development through increasing self awareness and a
sense of personal responsibility, where the coach
facilitates the self directed learning of the coachee through
questioning, active listening and appropriate challenge in a
supportive and encouraging climate.
(Christian van Nieuwerburgh, 2012 , Coaching in Education, Karnac, London)
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Understanding coaching
• Hart (2005) supports the view adding that “coaching
behavior motivates people, increases job satisfaction
and morale, and strengthens bonds between
individuals.
Hart, W. (2005). Getting culture. Imbuing your organisation with coaching behaviour. Learning
In Action, Vol. 25, No. 4 Sept/Oct. 2005:p8
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Leadership Coaching
Coaching can support leaders in a number of ways:
• Help leaders transfer theoretical learning to workplace
practice
• Enhancing skills and developing new habits
• Developing greater self awareness
• Enhancing motivation
• Strengthening personal confidence and self regard
• Building resilience and supporting well being (Passmore,
2010)
Christian van Nieuwerburgh, 2012 , Coaching in Education, Karnac, London
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How can the coaching process help?
• Focusing on issues of self knowledge, insight, awareness and
self efficacy as they relate to work demands in the shorter
term and the development of coping mechanisms that help
over the longer term.
• Presumes the individual is motivated and ready to engage in
the coaching process
• NB - Where an individuals’ needs move beyond what coaching
can provide then referral to health professionals is required
(on the part of the coach)
Excellence in Coaching (2007) Dr. Jonathan Passmore, The Association for Coaching, Kogan Page, London
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Benefits of Coaching and Mentoring
To the school :
To the individual:
-Promotes an atmosphere of
mutual trust and respect
-Improves organisation-al
communication
-Strengthens culture and
ethos
-Reduces feelings of isolation
- Assists in the transfer of
teacher learning to pupil
learning
- Helps embed change
- Gives individuals greater
ownership of their own
professional development
To the coach or mentor :
-Increases reflectiveness
-Increases confidence and self- -Improves self-esteem
esteem
-Reduces frustration
-Enhances resiliency
- Offers insights into current
practice
- Benefits their own professional
development
- Creates an opportunity to
reflect on work roles and career - Improves problem analysis
- Provides an accelerated rate of - Raises awareness of different
approaches
learning
- Improves personal skills
From: Leading coaching in
- Improves problem analysis
schools, National College for
School Leadership
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Coaching Approach
…In a well-known quote, John Whitmore defines coaching as
“unlocking people’s potential to maximize their own performance”
(2009).
We will invite you throughout the session
to get into the zone of acting as a coach for any paired work.
Four key things to be thoughtful about when in that zone are:• Ask a question rather than give an answer
• Ask open-ended questions
• Use Questions that begin with What/How/When/Where/Who
• LISTEN – stay SILENT before asking your question
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Reflections in pairs
Think of a person from your career - someone who
helped you develop greater self awareness, enhanced
your motivation and strengthened your personal
confidence:
1. What did they do to help you develop these?
2. What qualities and behaviours did they display?
3. How did you feel as a result?
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In Conclusion…
What resonates with you from what you have
heard today?:
• WHAT?
• SO WHAT?
• NOW WHAT?
From Terry Borton, 1970, Reach, Touch and Teach
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Listening
• Verbally
– Agree, okay
• Non-verbally
– Look everywhere but
the person, avoid eye
contact
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Listening
• Verbally
– Indicate your listening
• Encourage
– Show your interest
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Listening
• Verbally
• Encourage
– Show your interest
• Extend
– Use ‘tell me more’;
‘what else’; ‘anything
else’
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Listening
• Verbally
• Encourage
– Show your interest
• Extend
– Use ‘tell me more’;
‘what else’; ‘anything
else’
• Reflect
– Feedback words that
the person uses
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Listening
• Verbally
• Encourage
– Show your interest
• Extend
– Use ‘tell me more’;
‘what else’; ‘anything
else’
• Reflect
– Feedback words that
the person uses
• Reflect
-What you see, say what you notice in
relation to non-verbal’s
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