Some of the competencies you may find useful

The skills you need (see coaching 101) to improve to help your coachees to develop are:

  • Coaching processes (GROW, TGROW, OSCAR etc.)
  • Active listening skills
      1. Listening to gain insight following the coachees interests
      2. Questioning to understand what they understand
      3. Reflecting back and mirroring
      4. Paraphrasing and summarising
  • Building rapport
  • Breaking down barrier techniques to aid the coachee in this regard – inspiring self-trust and belief.
  • Effective Q&A (not looking for a particular answer, but hoping to gain understanding)
  • Having an unshakable and unconditional positive regard for the coachee

 

In other words, we need to develop a “way of being” (see coaching 101) that creates an effective learning environment, allowing for the learning to be drawn out rather than be put in.

Therefore, we start with you determining how you might best apply yourself in pursuit of these skills. You will not be told what to do or how to do it. We must practise what we preach, and the job of the Training programme is to help you to take ownership of your own training development and help you to construct plans for this to happen. You need to learn to utilise the resources at hand (YouTube, books, trainer etc) to best develop yourself as an individual. This starts with you taking a “snapshot” of where you are with the guidance in these pages, to establish a starting point. You will then be guided to make plans for your onward development. You will make the choices about how you will travel the path and what the end point will look like. You may of course seek guidance from your Tutor/Coach trainer but taking ownership of your own learning is critical. If we cannot practise what we preach as a training provider, then what we are preaching is not worth having.

You are simply helping your coachee instructors to become super effective in the job based upon your own practice in this regard.

I believe in you and therefore have an unconditional positive regard for you. Therefore, there are no formalised activities for you to undertake or a pre-planned programme. We will together simply form a snapshot of where you are, where you hope to be and a plan to get us there.

Your plans will, of course need to be adapted as you progress (all plans need adaption, same as all lessons:)  )

We must hep our PDIs set clear goals, realistic development plans and help them to develop their own training programme (under our guidance – as part of the GROW process)

Once they are signed off to begin work with learners, which means able to keep themselves, their learners and all around them safe, then a plan needs to be developed as to how this initial training and the rest of the programme is structured.

It is important to remember we are not teaching them what to do but helping them to discover what works and what does not. Most of this can be achieved via discussion, reflection, and review, which will help to then develop new plans and ideas. If you will, a series of coaching sessions where you structure the conversations to aid them using a standard coaching model such as GROW or OSCAR, as discussed at the Tutor/Coach Skills Workshop.

We may offer advice and guidance, but precedent MUST be given to the coachees own ideas. The Client Centred Learning Tutor/Coach Training Programme has been developed to utilise the skills and knowledge that already exist within our trainee instructor coachees.

For the programme to work effectively your coachees must be encouraged to develop ownership of the process. This means them eventually developing to a point where the only input required from you will be “what is today’s plan?”

As Tutor/Coaches it is important that we see that coaching, used correctly is the most powerful tool available to us. It can develop people faster, and means the learning is stronger and deeper. This is a new place for most working instructors who have been used to “instructing” so it is this area where new Tutor/Coaches normally need the most help. We must be pursuing the goals and needs of the coachee identified in the conversations we have with them that help them identify goals and develop plans for achieving them.

In instructor training this model is best achieved with the following pattern.

  • Conversation to identify a goal (using GROW or OSCAR)
  • Hatch a plan of activities to work towards the goal
  • Experience the activity
  • Reflect upon the activity
  • Hatch a new plan (revisit the goal or set a new one)

 

This short, repetitive routine will ensure that your coachee is put in a state of flow, where the activity provides the perfect balance. This would mean the challenge was sufficient to provide excitement but not dread and was matched to their ability at this current time.

Conversations will now form an integral and vital part of what we do. It is surprising how much learning can be achieved through reflection following meaningful activities.