The GTC Coaching programme

Transcription

1 The GTC Coaching programme Briefing document for students Before enrolling on the programme you must attend one of the briefing sessions. See Section 8 for the dates and times. Please read the complete document before attending the student briefing session Throughout this document I have used coachee to mean the person being coached. They could also be called student or client. The coaching programme at GTC has been underway for the past 3 years as part of GTC s Personal and Professional Development Programme. It has a successful record of helping students with their personal development. After reviewing the programme over the summer (2012) we believe this briefing note, which provides a theoretical and practical background to coaching and the coaching programme, will help make the programme even more successful. 1. What is coaching? Coaching is a process to help a coachee [client or student] be better able to do what they want to do e.g. improve your skills and capabilities, make the best of yourself and your opportunities in relation to your current circumstances, explore issues or challenges, consider new action plans or approaches to concerns. Coaching is frequently used as a part of Executive Education Coaching has been defined in various ways. Coaching is unlocking a person s potential to maximise their own performance. It is helping them to learn rather than teaching them. (Whitmore 2009) A process that enables learning and development to occur and thus performance to improve, (Parsloe, 1999); A flexible process whereby an individual, through direct discussion and guided activity, helps a colleague to learn to solve a problem or to do a task better than would be otherwise the case. (Megginson and Boydell, 1979); A process concerning itself with amplifying the individual s own knowledge and thought processes. It is about creating a supportive environment in which to challenge and develop critical thinking skills. (Guest, 1999). The coach works with clients to achieve speedy, increased and sustainable effectiveness in their lives and careers through focused learning. (Rogers 2008) The art of facilitating the performance, learning and development of another person. (Downey 2003) Coaching supports a person at every level in becoming who they want to be and being the best they can be. Most of these definitions include four common characteristics. Concern, Relationship, Learning and Change. 1

2 Concern this is usually the starting point for a coaching relationship. There is something that the coachee would like to address e.g., a concern, issue, problem or challenge. The initial concern sometimes masks an underlying issue that the coachee may need to address in order to move forward. A coach will help the coachee to frame or re-frame the concern so that it addresses the underlying issue. Relationship - coaching relies on a positive relationship. For coaching to be successful the relationship needs to be robust with high levels of trust between the coach and coachee - such that it can endure challenge and confrontation. Learning is described as being able to do something I could not do before. A coachee needs to be willing to look at situations with new eyes and take increased responsibility for taking new courses of action. The coach will help the student to explore new perspectives and possibilities. Change learning leads to the possibility of change. Change means identifying and then taking action towards something better [or away from something unwanted]. Change can be in relation to skills, behaviours, emotions or circumstances. 2. How does coaching work? The aim is to develop an individual s performance by unlocking their capabilities through guided conversation and questioning. The participation of the individual being coached (the coachee) in arriving at solutions is an essential part of the coaching process. Coaching is something different from one way instruction, advising, or providing answers. A coach does not provide answers to specific problems by themselves, as such. They don't teach or instruct. Instead they work with the coachee as a facilitator or guide helping to raise awareness through analysis and reflection, and therefore enabling the person being coached to formulate their own ideas and solutions. Coaching takes place between people and so coach and coachee [client/student] will be included in any description. Both are in the relationship and it is the interaction between the two people that forms the basis of positive and effective work together. A good coach will be able to develop a powerful relationship with the person being coached based on honest and truthful dialogue, challenging perceptions, feedback and behaviour in a safe and secure environment. The coach helps the coachee to identify new, different or the best course of action for them and the coachee takes responsibility for any actions they will take. In coaching of this kind the focus will be on the individual s performance in the context of their situation and circumstances, raising awareness of their importance in and impact on the wider situation. Because coaching involves the participation of the coachee, finding their own solutions and agreeing the actions they will take, it drives deeper and more lasting behavioural change. 3. What does coaching achieve? Coaching can only achieve positive results if the coachee identifies some challenges or issues or work areas that they want to work on or explore with the coach. 2

3 Coaching can help to achieve improvements in many areas. E.g. Improvements to existing skills and capabilities, exploring and learning new or different behaviours to help with specific relationships or situations, confidence, time management, motivation and interviewing skills. The coachee chooses the objectives and topics that they want to work on. So some thought and preparation is essential to get the best from the programme. Whilst it is possible to explore potential topics in the first session a student is likely to get more from the programme if they have thought about this before the first session. If you are unclear about what you want to work on come to thebriefing session ready to enquire and get some help. The coaches will not provide the topics. Here are some quotes and comments from previous participants in the GTC coaching programme. "The coaching experience at GTC was one of the highlights of my year at Oxford. My coach, Ray, was so talented at helping me think through the areas where I needed work and at helping me challenge myself to create new ways to reach my goals. With the busy lives we lead in Oxford, it was nice to take the time to sit back, reflect, and work with a coach. I highly recommend the program to anyone who has the chance to do it!" "The GTC Coaching Programme provided me with my first experience of professional one-on-one coaching. The relationship developed through our sessions was one of professionalism, guidance, and thoughtful perspective. This was an invaluable part of my Oxford experience and I highly recommend it!" "I found the coaching incredibly helpful. I was in a real transition period of my life - trying to finish my DPhil, applying for jobs, and making a lot of decisions about my future. Having someone impartial and professional to speak to about everything that was going on was invaluable. Our conversations covered all sorts of topics - how to motivate myself (that was a key theme!); how to stay positive and confident through the job application process; how to negotiate a higher salary; how to leave university and move on in the professional world. My coach helped me to think about what was really important to me, and how to empower and push myself towards achieving it. " 4. What is the coaching process? Whilst every coach will have their own unique approach and style the following points apply to the whole of the GTC coaching team. A coaching session will typically last for one hour and follow a structure: o Building rapport building the foundations for today s session. o Agreeing on the topic for today s coaching. There are various ways to establish the topic. It might be to agree a specific goal or outcome, it might be what do you want to think about today? or it might be a burning issue that you want to share. Each coach will have their own way to agree the topic. There is often a big A agenda, that flows through all the sessions, with specific topics or challenges being the small a agenda for each individual coaching sessions. Sometimes each individual session will address a different capital A issue. There is no set pattern to a series of coaching sessions. o The work. The topic is addressed, explored, confronted and actions or new ideas agreed. o Closure. This may be the confirmation of actions the coachee will take; it might be agreeing some follow-up or simply agreeing the date for the next session. 3

4 The coach will facilitate the exploration of needs, motivations, desires, skills and thought processes to assist the coachee in making real, lasting change. The coach will use questioning techniques to facilitate the coachee s own thought processes in order to identify solutions and actions rather than taking a directive approach. The coach will support the coachee in setting appropriate goals and methods of assessing progress in relation to these goals. The coach will take time to observe, listen and ask questions to understand the client's situation. The coach will respect the confidentiality of the coaching conversation at all times. The coach will creatively apply tools and techniques to help the client. The coach will encourage a commitment to action and the development of lasting personal growth and change. The coach will maintain unconditional positive regard for the client, which means that the coach is at all times supportive and non-judgemental of the client, their views, lifestyle and aspirations. The coach will ensure that clients develop personal competencies and do not develop unhealthy dependencies on the coaching relationship. The coach will only work within their area of personal competence. They are not counsellors. Should the coaches feel that any student needs help beyond coaching then they will recommend referral to the appropriate service e.g. the student Counselling Service or the College GP. The College expects to have a nurse/counsellor in post during this academic year and coaches may refer to him/her when appointed. There is fuller information on GTC s website about Student Welfare The coaches will apply the process by operating around four elements: Prompts Reflection, Enables Insight, Offers Suggestions and Encourages Awareness. All these elements lead toward seeking agreed actions owned by the coachee in the form of Choices, Possibilities, Behaviours, Implications, Changes and Measures Enables Insights Awareness Prompts Reflection Offers Suggestions What are the coach and coachee actually doing? Seeking agreed actions owned by the coachee in the form of Choices, Possibilities, Behaviours, Implications, Changes and 4 Measures

5 5. Who are the coaches? All the coaches are experienced. Many in the team have close connections with the Saïd Business School. Copies of the team cv s can be obtained from Ruth Loseby, the College Academic Projects Manager, ruth.loseby@gtc.ox.ac.uk In the Academic year the team expect to make 30 coaching places available. Each student awarded a place will be able to have 4 x 1 hours sessions over the course of their academic year. The coaches all give their time and commitment to the programme pro-bono (free). This is a very generous commitment from a team of busy people. 6. "What is expected of you?" With the coaches giving their time for free the entire team involved with the programme, Dr Chris Sauer, the Senior Tutor, Ruth Loseby, the College Academic Projects Manager, Ian Saunders, the Coaching team leader and the coaches, have high expectations with regard to time keeping, commitment and responsiveness of the student participants. Whilst it is inevitable that circumstance sometimes change at short notice, it is unacceptable for students to miss or to arrive late for sessions without getting in touch with their coach to explain their situation. The student can equally expect the coach to contact them should they have diary changes or travel difficulties. Finding quiet places in college can be a challenge and any student who is able to arrange quiet rooms should take the initiative to do this. 7. What is a Coaching Contract? Students who are given the opportunity to participate will be asked to Sign a simple coaching contract outlining commitments. Write a short paragraph on what they hope to achieve from the coaching On completion of the 4 sessions (or at the end of the academic year) to complete an evaluation form designed to help us continually improve the programme A copy of the coaching contract, that each student will be asked to sign, is overleaf. If at any time you have a concern about the coaching programme please contact Ruth Loseby in the first instance ruth.loseby@gtc.ox.ac.uk 8. How to enrol on the GTC coaching programme. There are three easy steps: i. Go along to one of the four coaching briefing sessions to learn more. You must attend one of these sessions to be able to enrol. We are running 4 briefing sessions in total on different times and dates: 5

6 Tuesday 30 October 6-7pm in the Stables Bar Wednesday 14 November 7-8pm in the Barclay Room Thursday 22 November 12-1pm and 5-6pm in the Barclay Room. If you cannot make any of these sessions but are interested in the enrolling please contact Ruth Loseby, the administrator for the coaching programme before Friday 23 rd November, at ii. Complete the on-line form to register interest. This form will go live on Monday 26 th November in the evening and will be open for 24 hours. The form will ask you three important questions: Why do you want to participate? What do you hope to get out of the coaching programme? Your preferences (if you have any) on the timing and location of coaching sessions and gender of your coach. Places will be allocated on a first come first served basis. iii. If you are successful in enrolling, you will be allocated a coach and a suggested time for a first appointment and then be put in touch. These notes are to help make the GTC coaching programme as successful as it can be and I look forward to meeting you at one of the briefing sessions. Ian Saunders Coaching team leader October

7 Coaching Agreement Agreement between: of Green Templeton College And e.g. Ian Saunders (of the GTC coaching team) Date: Session arrangements Fees Contact procedure Commitments Four one hour sessions over the academic year. Dates are agreed in advance. It is essential that either party lets the other know if they have problems with a booked time. Re-arrangement is possible with mutual agreement This service is free to you, the coachee, because I, the coach, am giving my services free of charge We will use telephone and for communication between sessions as necessary. Ian Saunders ian.saunders@sbs.ox.ac.uk As the coach I agree to serve as your coach to partner with you to identify and achieve your personal and professional goals as agreed together. During our sessions I will commit my time, energy and attention to you and will be committed to your success. As the coachee/client/student I am motivated and committed to taking action on my personal and professional goals. I realise that anything less than my intentional full participation will hinder my success. I take full responsibility for myself and any actions that I take that result from my coaching. Confidentially I recognise that anything which is shared is privileged information and will be kept confidential. I will seek permission if I want to refer to our conversations in a general and anonymous sense. i.e. without attribution or specifics. Signed Coach Ian Saunders Date Signed Coachee/Client/Student Date 7