Coaching Learning Resource 39
3. Formal
coaching and
how to
develop
formal
coaching in
practice
40 Coaching Learning Resource
In this section we explore more about formal coaching and how you can develop your
practice as a coach.
1. What is formal coaching?
2. How might we use formal coaching across social services?
3. What is involved in formal coaching?
4. Which developmental approach to use?
After reading this section you will be able to:
• describe the different applications of a formal coaching approach in a social
service context and distinguish the purpose of a coaching approach in each of
these different applications
• discuss how a coaching approach might be used within your own context and
in general across social services
• identify what those involved in coaching can expect from it and some of
the potential benefits of a coaching approach for individuals, teams and
organisations
• name a number of the different coaching models, approaches and techniques
• identify the models, approaches and techniques which have most relevance to
your own practice and illustrate how they could be applied.
1. What is formal coaching?
As we have explored in section 1, coaching is a developmental approach to working
and interacting with other people which can be informal or formal.
By formal we mean coaching between a coachee and a coach who has undertaken
formal development as a coach. It can be one-to-one between a coachee and coach or
with a team of people who are being facilitated by a team coach (or team of coaches).
Formal coaching can be used for a range of reasons and it may look and feel different
in different contexts. In this section we share several perspectives of coaching to
explain the richness of the potential of a coaching approach.
‘Coaching is the facilitation of learning and development with the purpose of improving
performance and enhancing effective action, goal achievement and personal
satisfaction. It invariably involves growth and change, whether that is in perspective,
attitude or behaviour.’
(Peter Bluckert, 2006, p3)
Coaching Learning Resource 41
3.1 How might we use formal coaching across social
services?
There are already many examples of coaching being used in social services in Scotland
including formal one-to-one and team coaching (as shown in diagram A in section 1).
There are different types of formal coaching, suited to different people depending on
their circumstances as shown in Diagram B below.
Diagram B: Types of coaching (Elaine Cox and Peter Jackson in Elaine Cox et al, 2014,
p216)
Being clear about the purpose and focus of the coaching will help you decide whether
an informal or more formal coaching approach is appropriate.
Coaching can be for one or more of the following:
•
performance improvement and skills development
•
personal growth, learning and development – including leadership development
•
change in terms of increasing self-insight, making choices, taking actions,
innovating and being creative
•
career development or handling changes effectively
•
support, health and wellbeing, building resilience and increasing confidence
•
team development and culture change.
For performance improvement
For some people, a shorter term skills coaching may be the appropriate approach. In
this case, the focus is on enabling the individual to develop their capability to perform
a particular task or to master a particular set of skills.
For others, performance coaching may be the right approach when the focus is
on being able to use their particular skills and capabilities in a particular context
and achieve improvement in their performance. The requirement for performance
improvement may have been determined by others (for example, external
performance requirements) but the coaching approach will be more effective if
the coachee wants to learn or develop. In this way, coaching for performance
improvement will be more successful if it helps ‘shift coaches from a problem-solving
to a strengths-building focus’ (Bob Tschannen-Moran in Elaine Cox et al, 2014, pages
201-214).
42 Coaching Learning Resource
Coaching is ‘… a process that enables learning and development to occur and
thus performance to improve. To be successful a coach requires a knowledge and
understanding of process as well as the variety of styles, skills and techniques that are
appropriate to the context in which the coaching takes place.’
(Eric Parsloe, 1999, p8)
‘Coaching is unlocking people’s potential to maximize their own performance. It is
helping them to learn, rather than teaching them.’
(W. Timothy Gallwey quoted in John Whitmore, 2009, p10)
For learning and development
Coaching for learning and development can be seen as a progression beyond short
term skills and performance coaching. In this case, the coaching is more long term in
focus. It is about enabling the individual to develop their own capacity to learn and
their ability to identify and solve their own work and personal challenges.
‘Coaching is founded on an understanding of individuals as responsible for their own
development (ie they are self-directed) and that their learning derives from tackling
their own problems and solutions.’
(Elaine Cox and Peter Jackson in Elaine Cox et al, 2014, pages 215-228)
For change, improvement and creativity
Formal coaching between two individuals or with a team can provide the space
for people to stand back from their current situation and see new or different
perspectives, think differently and explore how things could feel different. Coaching
can support creativity by enabling people to raise their awareness of what helps or
hinders them in being creative, to focus on the opportunities to experiment with new
approaches, and to stay open to what emerges
For support, health and wellbeing
There is increasing interest in the potential of a coaching approach to provide support
to people and fostering better health and wellbeing (Margaret Moore and Erika
Jackson in Elaine Cox et al, 2014). By providing a safe, non-judgemental space in
which an individual can explore their issues of concern, coaching is a supportive
approach. Some people report the positive impact they experience from coaching
in terms of their health and general wellbeing. In this case, the coach enables the
coachee to remain open to what is happening to them and to make positive choices
about their own situation.
In the coaching literature there is an increasing focus on the potential of enabling
mindfulness or using a mindful approach.
Coaching Learning Resource 43
‘Coaching is about helping people to have more choice and mindfulness is a way for
them to achieve this.’
(Liz Hall, 2013, p18)
There is a clear link between the potential of coaching for support, health and
wellbeing and the development in social services of self-directed support and citizen
leadership.
44 Coaching Learning Resource
What to expect from coaching: the impact of one-to-one
coaching for a Temporary Assessment Centre Manager in
Angus Council
Background
I came into contact with coaching as some of my team were talking about it. They
were enthusiastic about the impact it was having on them and how it was developing
them. I didn’t really know what it was about but had a sense this was something I
should not miss out on. So when a coach in training asked for volunteers to do some
work I jumped at the opportunity. After all I like to help folks out!
Approach
I have to say the impact the first session had on me was life changing. My mantra to
that point was ‘everyone expects me to do everything’ and I was exhausted trying
and failing to get it all done. The coach introduced me to a model called the ‘ego
state’ and talked about our own internalised messages and how they drive us. I did
not have to control the whole of the planet. I had a choice. For the first time in my
life I realised I did not have to do everything and it was OK to ask for help.
Impact
It wasn’t work that felt the immediate impact of my revelation, it was my family.
I went home and life changed for them too forever. Even now, two years on, my
children say ‘what’s for tea tonight?’ and quickly add ‘oh yeah, we need to help.’ And
more importantly, do so.
I think more clearly instead of rushing into fix. I even breathe differently. When I am
feeling overwhelmed, instead of going at it like a train to a wall to sort it, I remove
myself. I go for a walk, take some deep breaths (and remember to keep breathing!)
to figure out what I can and can’t do. Having made my choices, I don’t undermine
myself with those inner voices or as my coach called them ‘gremlins’, which I allowed
in the past to unpick my limited resolve.
I now manage the team in which I worked. As I develop my management style
coaching is at the heart of how I have developed myself as a manager. I attended
the council’s three-day Coaching Conversation Course where I learnt the power of
open questions, clean feedback and how to create a culture where people feel able to
take up their own authority. I then completed a diploma in business coaching. I use
my coaching skills and knowledge in the team. Where in the past, I have no doubt,
I would have explained to the team how we are going to do a piece of work and
the standard I expect, I now make a conscious choice not to do that. I explain the
outcome I am looking for and support the team with open questions, active listening
and feedback to identify how they want to deliver.
When I see the team making choices and finding their own solution I realise just
how much I have shifted from ‘doing everything’ to being an enabler. The impact of
coaching on me, the team (and my family) has been profound.
Children and Learning Directorate, Angus Council
Coaching Learning Resource 45
3.2 What is involved in formal coaching?
A formal coaching arrangement may have been agreed by an organisational sponsor,
typically the coachee’s line manager and/or a representative of human resources or
learning and development. The specific purpose and focus of the coaching is agreed
between the coachee and their coach.
Formal coaching may be one of a number of development activities tailored to the
needs of the particular individuals involved or it may be done on a more structured
basis across an organisation or system, typically through some kind of organisation-
wide coaching scheme. Such schemes may involve both internal and/or external
coaches.
For more information on the benefits of coaching for an organisation and what is
involved in developing a coaching scheme see section 4.
There are core requirements for any coaching approach (see table 1 in section 2):
•
values and behaviours (outlined in section 2)
•
the
core coaching skills of attending, listening, summarising, asking questions
and providing feedback (outlined in section 2 and supplemented by resource 1).
In formal coaching, the coach needs further knowledge and skills for managing the
coaching process.
Develop a contract
Clarify the purpose and scope of the coaching relationship and develop a contract
with the coachee.
Act ethically
Act in accordance with a code of ethics for coaching practice including being honest
and open about their professional competence and the boundaries of their
competence.
Manage the relationship
Manage the interface between them (as coach) and the coachee and the
organisation sponsor (as appropriate). Manage the boundaries around the
coaching contract.
Manage the process
Manage the coaching process, such as the beginnings, middles and endings of each
coaching session and the series of coaching sessions. In formal coaching, the
46 Coaching Learning Resource
coach is likely to use a coaching model (or elements of several models), tools
and techniques which align with the purpose of the coaching.
Models for coaching appropriate to the social service context
As we have seen, the focus of formal coaching can range from short term
performance improvement to long term learning and development.
There are lots of models and approaches to coaching which draw on a range
of theories, tools and approaches from a broad base including organisational
development, management consulting, learning, psychology and psychotherapy.
It is beyond the scope of this resource to provide the detail of these models. To
support your further exploration see section 5 (references and links) and resource 2 in
section 6.
Before looking at the detail of a particular coaching model, consider:
•
the purpose of the coaching and how aspects of the model might be used in
practice to support that purpose and the expected outcomes
•
how applicable the particular model or approach is for use in a social service
context.
For individual coaches considering their own approach, it is important they are able to
account for what they are doing, such as their approach to coaching and the beliefs,
values and theories underpinning their approach.
If you are specifically interested in understanding more about what is involved in
formal development as a coach, see resource 3 in section 6.
3.3 Which developmental approach to use?
It can be helpful to consider the overlaps as well as the differences between coaching
and other developmental approaches so we can be clear about exactly what we mean
by coaching or a coaching approach. Getting this clarity may help you decide whether
coaching is the right approach to use and, if so, whether an informal or a more
informal approach is more appropriate.
In the social service context other developmental approaches include:
•
mentoring
•
management
•
psychotherapy and counselling
•
supervision
•
training, education and professional development
•
consulting.
Coaching Learning Resource 47
Thinking through a number of key questions (see table 2) may help you decide when
coaching might be a useful approach. Importantly, it is also helpful to be clear about
when coaching is not the right or suitable approach for a particular individual in a
particular situation.
Why is the approach being
used?
• The purpose of the developmental approach.
• The context for it.
• The choice or sponsorship of the approach.
What is involved?
• The focus and scope of the approach.
• The timeframe.
Who is involved?
• The intent of the person (or people) involved in
facilitating the approach.
• The expertise, skills and capacities required.
How is it applied?
• The boundaries to be managed around the
approach.
• The underpinning beliefs, values and underlying
theories.
Table 2: Key questions to address in choosing a developmental approach
Mentoring
Mentoring is an approach widely used in social services. One of the most familiar
definitions for mentoring is provided by David Megginson and David Clutterbuck.
‘Mentoring is …off-line help from one person to another in making significant
transitions in knowledge, work or thinking.’
(David Megginson and David Clutterbuck, 2006, p4)
There are many similarities between mentoring and coaching in terms of the
underpinning principles, behaviours and the core skills needed by the mentor or coach
(see section 2).
One key difference between mentoring and coaching is in the choice of the individual
who is able to fulfil the mentor role as Jenny Rogers explains.
‘Typically, a mentor is a colleague in the same or a parallel organisation who is not
in a line management relationship with the mentee. Mentoring has sometimes been
described as “being a career friend”, someone who knows the ropes in an organisation
and can act as sponsor and patron.’
(Jenny Rogers, 2004, p23)
We have addressed the questions outlined in table 2 in relation to the choice of
mentoring as a developmental approach. Table 3 addresses the questions in relation
to mentoring. It can be appropriate for some individuals to be engaged in mentoring
and coaching (with different individuals) at the same time. The two interventions are
focused on different, though complementary, aspects of the individual’s development.
48 Coaching Learning Resource
Why?
The purpose of mentoring is to support the individual through
making particular transitions in their understanding, particular role
or
wider
career.
Typically the individual has chosen mentoring for themselves and
chosen a mentor who has particular knowledge and/or experience
relevant to their own field. In some cases, someone else may have
recommended mentoring (or a particular mentor) to the individual.
What?
The focus of mentoring is developmental. It concerns the issues
which the mentee wishes to bring to mentoring. It may take
place over a time-limited or a longer period, depending on the
individual’s stage of development or career.
Who?
The intent of the mentor is to enable the mentee to explore
the issues they have brought to the mentoring, using a coaching
approach in their conversations. Given that the mentee has chosen
the mentor for their particular knowledge and experience, the
mentor will share aspects of both in support of the mentee’s
learning.
How?
The mentor agrees a contract for their work with the mentor,
including confidentiality about the issues discussed. The beliefs
and values underpinning mentoring are similar to coaching. The
key difference is that the mentor has been chosen by the mentee
for their particular areas of expertise, knowledge and experience
and it is appropriate for the mentor to share aspects of these
with
the
mentee.
Table 3: Addressing the key questions in relation to mentoring
For more information on the purpose and applications of mentoring, see the
mentoring guidance on the
Step into Leadership website
.
Management
Many people ask: can a line manager be a coach? If a coaching approach is used
within the line management relationship, it is important for both the line manager
and the member of the team to be clear about its purpose and scope. There are
boundaries to be managed between the line manager’s role as manager and their
coaching approach.
The use of a coaching approach as part of the line management relationship in
social services feels perfectly appropriate and indeed desirable. It can contribute
to the development of the kind of behaviours and culture which will support the
promotion of Social Services in Scotland – a shared vision and strategy 2015-2020
(Scottish Government, 2015). Managers who support their staff to develop their own
resourcefulness will help them live social services values, practice the principles of
leadership and deliver the vision.
Coaching Learning Resource 49
‘Here coaching is an approach to performance management which emphasises the
manager’s role as developer rather than as controller. Line managers use a coaching
approach, encouraging team members to develop self-confidence, resourcefulness,
skills, belief in the value of their own decision making and so on through a process of
accelerated learning.’
(Jenny Rogers, 2004, p26)
Again there are similarities with formal coaching in terms of the purpose, skills
and capacities employed in the coaching approach. However, there are some clear
differences in terms of the scope, context and boundaries of the approach (see table 4
below).
Why?
The purpose of a coaching approach as part of the line
management relationship is to support the worker in developing
particular skills or capacities and finding their own solutions.
The worker may prefer to be engaged in a coaching approach
with their line manager rather than a more traditional top-down
line management relationship. Clearly they do not have a choice
about the coach in this case and the coaching necessarily takes
place within the context of the line management relationship.
What?
The focus of a coaching approach is developmental. It is taking
place within the context of the line management relationship.
So the manager retains their line management accountability
for the individual’s performance. Inevitably there will be times
when the line manager may have to adopt different approaches
(instead of a coaching approach).
Who?
The intent of the manager is to adopt a more developmental
(rather than instructive or directive) approach to their
management role. In using a coaching approach, a line manager
draws on the core coaching skills and capacities. However, they
will need to acknowledge the limitations of their role in respect of
confidentiality and impartiality.
How?
This is the area of biggest difference between coaching and
a coaching approach as part of the line management relationship.
The manager needs to attend to the boundaries around the line
management relationship and to acknowledge their limitations as
a coach, such as it will be more difficult for them to promise
complete confidentiality or to expect complete disclosure. While
they may be able to adopt a coaching approach, they will also
retain the ultimate managerial accountability in the line
management
relationship.
Table 4: Addressing the key questions in relation to manager as coach
50 Coaching Learning Resource
Psychotherapy and counselling
There are different definitions and types of psychotherapy and counselling and it is
well beyond the scope of this resource to explore these.
What is important is there are some significant boundary issues to be managed
between psychotherapy or counselling and coaching. Practitioners in the field of
coaching recognise that they draw broadly on approaches and underpinning theories
from psychotherapy and/or counselling in their practice.
One way of considering the difference is that the primary focus of coaching is on
improving the individual’s effectiveness in their role within an organisational context.
On the other hand, in psychotherapy and counselling the practitioner also addresses
‘non-work aspects of an individual’s life and may involve in-depth explorations of the
client’s history and their key relationships’ (Peter Bluckert, 2005, p93).
The past, present and future focus of both therapy and coaching may depend on the
particular needs of the individual and the approach. Any distinctions between therapy
and coaching in terms of the psychological functioning of the client are potentially
unhelpful. The dilemma is that the boundary is not necessarily nice and neat between
those who may need and benefit from coaching and/or therapy.
Perhaps a more helpful view is that a coach is best prepared if they are aware of the
possibility that an individual coachee may experience some psychological problems.
The coach needs to know clearly if they can work with the individual or whether it
is better to suggest a referral to a qualified therapist or counsellor. Peter Bluckert
describes this as a coach being able to exercise their ‘psychological-mindedness’
(Peter Bluckert, 2006). The coach needs to understand which areas they will not and
should not venture into and when to refer someone on to a GP or suitably qualified
therapist. From an ethical perspective the coach must be scrupulously honest about
their qualification to practice in particular areas.
It is possible that an individual may benefit from access to psychotherapy or
counselling and at the same time be engaged in a coaching relationship with a
different person. The different approaches overlap in some of their underpinning
beliefs, values, capacities and theories. A key consideration is understanding who is
qualified (and who is not) to provide formal therapy and how the boundaries around
such support need to be carefully and confidentially managed.
Supervision (professional)
Professional supervision is a formal requirement within social services. There is a
distinct purpose and scope for supervision within the professional environment of
social services. The role fulfilled by a supervisor in this context is set and bounded by
clear sector and professional standards.
Coaching Learning Resource 51
The overlap between supervision and coaching relates to the skills, capacities and
underpinning beliefs of the supervisor and coach. The effectiveness of the supervisor
in working with their supervisee can be enhanced by using some of the core coaching
skills. However, there are some necessary limitations for the supervisor in adopting
a coaching approach. Part of the supervisory role is around making sure there is
governance and adherence to accepted standards of practice. When fulfilling this
aspect of the supervisory role, a pure coaching approach may not be appropriate.
For more information about supervision in social services, see the supervision
guidance on
Step into Leadership
.
Training, education and professional development
There have been significant shifts in theory and practice around training, education
and professional development in the past couple of decades. It is now widely accepted
that training is far more effective as a learning process when it is underpinned by the
kind of coaching principles outlined in section 2. So, again, there are some potential
overlaps between training, education and professional development with a coaching
approach.
The biggest difference is that in most training, education or professional development
programmes there is a set curriculum and the trainer or educator brings particular
expertise in their subject area. A coach engaged in formal coaching may well have
particular subject or process expertise. In the context of coaching, it is not the coach’s
role to pass on that expertise to the coachee.
Consulting
Individuals in an internal or external consultancy role in an organisation are typically
commissioned to bring particular skills or expertise to a particular project or in
facilitating the work of a particular group. A consultant who brings more of a coaching
approach in at least some of their interactions with their client is likely to be more
effective in understanding and responding appropriately to their requirements. But
the key difference is that the consultant has been employed to bring in particular
expertise or capabilities for the benefit of the work and/or the commissioning
organisation.
Deciding on a formal coaching approach
As we have seen, it can be helpful to consider the similarities and differences between
coaching and other developmental approaches in order to understand more about
what coaching is for and what it is not.
Thinking through answers to the questions in table 2 can be helpful in scoping out
a coaching approach which is relevant for a particular individual and their needs. A
worked example for a formal one-to-one coaching relationship is provided in table 5.
52 Coaching Learning Resource
Key questions
Example answers for a formal one-to-one
coaching relationship
Why is the approach being
used?
•
The
purpose of the
coaching.
•
The
context for
it and the choice or
sponsorship of the
approach.
The purpose of the coaching is to facilitate the learning,
behavioural change and personal development of the
coachee in their current role.
The coachee has chosen to participate in a formal
coaching relationship with an internal qualified coach.
The coachee’s line manager is supportive of the
coaching. The head of learning and development has
matched the coachee with an experienced internal
coach.
What is involved?
•
The
focus and scope
of the coaching and the
timeframe.
The coach has agreed a contract with the coachee
to work together for four to six two-hour coaching
sessions over a six to nine month period.
The content of the coaching sessions remains
confidential between coachee and coach. It is the
coachee’s decision whether to share outputs from the
coaching with their line manager.
Who is involved?
•
The
intent of the
person (or people)
involved in the
coaching.
•
The
expertise, skills
and
capacities
required.
The coach’s intent is to allow the coachee to raise their
awareness, draw on their own resources and focus on
their personal development.
The coach is qualified as a coach (in accordance with
the organisation’s coaching standards) and regularly
takes part in coaching supervision and continuing
professional development.
The coach has a proven track record as a coach
within the organisation. In addition, they practice as
an external coach as part of the Scottish Coaching
Collaborative.
They are in a professional expert role in the
organisation. While their expertise informs their ability
to practice as a coach, it is not their role to impart this
expertise or advice to the coachee.
Coaching Learning Resource 53
How is it applied?
•
The
boundaries to be
managed around the
coaching.
•
The underpinning
beliefs, values and
underlying
theories.
The coach carefully manages the boundaries around
their coaching relationship with the coachee including
confidentiality, safety, trust and mutual respect. Even
though the coach knows the coachee’s line manager
(through their professional role), they don’t breach the
confidentiality agreed with the coachee.
The coach is not responsible for reaching any judgment
about the performance of the coachee. They hold a
core belief in the resourcefulness of the coachee and
their ability to find their own solutions.
Table 5: A worked example for a formal coaching relationship
What to expect: a practice case of team coaching in
Angus Council
Background
As a relatively new leader to an established team there were a number of
challenges I wanted to address to support the team to work effectively. Team
coaching was an offer made by the organisation and it appeared to give us the
support we needed although it was new territory.
The team had a number of pressures on it, the greatest of which were the
external pressure to change and adapt to its new environment. The change can
be summarised as the need to:
•
enable new relationships and partnerships
•
think and act more strategically
•
redefine the boundaries of the system, for example there is much less clarity
between local government and the private or third sector.
All of this has to be done while remaining accountable and transparent
to a degree unique to the public sector. Relationships within the team
worked well on the surface but as a team there was a need to grow their
learning, support each other through change and have clean and helpful
communication that built relationships. The latter was particularly important
when the pressure built and stress levels rose.
Approach
The process offered was structured and clear. As team leader, I identified what
I saw as the issues to the two team coaches. The coaches asked the team how
they experienced working together. They fed back the outcome of these
54 Coaching Learning Resource
discussions to everyone and the team then worked out what they wanted to
focus on. The discussion formed the basis of the working agreement which
would put boundaries around our work together.
The coaching started with the coaches attending our team meeting. The
coaches gave a brief input at the start of the meeting where they got feedback
from team members about what had shifted since the last session. At the end of
the session they gave feedback on what they observed and used theoretical
models, for example, ‘life positions’ model (‘I’m OK, you’re OK’) or the ‘drama
and winners’ triangle’, to deepen people’s understanding of the choices they
have and can make. During the meeting the coaches gave brief feedback at the
end of each agenda item. The focus was on behaviours, ie which were helpful
and which were hindering the team being as effective as it could be.
Relationships were also brought into the spotlight and individuals were
encouraged to reflect on the impact they had on others. This structure meant
that work and team development could happen simultaneously with only an
additional 30-40 minutes added to each team meeting.
Impact
Creating the safe space to do this work was essential and the coaches were
skilled at building the contract that allowed everyone to agree how they would
work together. At first the coaches held individuals to account when their
behaviours strayed from what was agreed, as they inevitably did.
In time the team took on this role for themselves and began to challenge and
speak up when they felt another team member was not ‘living’ the agreed
behaviours.
The journey was not always straightforward and working at the deeper level at
times required a sharp intake of breath and a leap into cold water. However,
no-one drowned and the experience was both challenging and exhilarating at
the same time. It began to shine a light on what is uncomfortable in the team
interactions, uncovering some of the hidden messages; picking up on ‘what is
not said’ and ‘naming the elephant’ in the room become the ‘lingua franca’ of
the team meetings.
By the end of the process, the team reported they had a greater understanding
of how each individual likes to work and this allowed them to consider how they
work differently with external agencies. They observed that the ‘elephants’ had
left the room and they were more open to understanding the motives of
others rather than making assumptions. They reported that ‘working with
difference’ was an opportunity for creativity and not conflict.
Coaching Learning Resource 55
In the year since our team coaching, what I see in the team is we have been
more attentive to completing tasks discussed in our team meetings and taking
actions. We review the theory we have learnt, in particular the OK/OK (life
positions) transactional analysis theory. We are clearer about what feedback
means and are more skilled at giving it to each other. Direct communication is
something we will need to work on but we see the value in it to ensure good
communication and stronger relationships. As a result of the coaching we have
a greater understanding of our communication needs, make space for each
other in meetings and make sure we hear everyone’s voice.
Team Leader, Angus Council
Questions for reflection at the end of section 3
1. What do you understand by coaching? What is it? What is it not?
2. What do you now understand about the coaching from informal coaching
conversations to formal coaching relationships?
3. What relevance do you think each of the possible uses of coaching (informal
to formal) has in your own organisation – for the people who use services
and for the people who work in social services?
4. Which type(s) of coaching are you interested in? How could each of these
benefit you in your current role?
5. Which other development approaches have you experienced? What do you
understand about the similarities and differences between these approaches
and coaching?
6. What do you think might be some of the potential downfalls or limitations of
a coaching approach?
7. How might the development of a coaching approach benefit you, people with
whom you work and your organisation?
8. What more do you want to know about coaching?
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