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ES6009: Coaching, Mentoring and Supervision

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ES6009: Coaching, Mentoring and Supervision. Ethics .............................................................................................................................. 2 Reflection ........................................................................................................................ 3 Mini Essays ..................................................................................................................... 4 To what extent does the need to appear competent and capable in the eyes of a peer interfere with the ability to engage in a peer coaching relationship? ........................... 4 To what extent is it legitimate to focus on solutions in a coaching and mentoring relationship as opposed to issues and problems?.......................................................... 9 Application to practice: ................................................................................................ 13 Appendix I: Self-Awareness. ........................................................................................ 16 Appendix II: The Grow Model. .................................................................................... 17 Appendix III: Mentoring: ............................................................................................. 18 Appendix IV: CBT as an approach. .............................................................................. 20 Ethics This portfolio will acknowledge the ethical considerations required for me to undertake this module. The rights and anonymity of all participants will be protected and I will act with honesty and integrity always (Denscombe, 2014, p. 348). I will use the recommendations regarding confidentiality, accessibility and security of data from the Data Protection Act (1998) and The British Educational Research Association guidelines will be used to inform ethics and permissions (BERA, 2011). Participants who contribute to this portfolio will be made aware of their right to refuse participation whenever and for whatever reason they wish. Participation requires consent from all parties involved, this ensures that confidentiality and privacy are abided by (Bryman, 2012). I understand that I will need to acknowledge my own limitations and work within my own level of competency. I will source recommendations from the European Mentoring and Coaching Council (EMCC, 2018) and Hek and Moule (2006, p. 133-135) code of conduct regarding ‘ethical issues’ should they arise. References: BERA (2011). Ethical guidelines for educational research: 2011. United Kingdom: British Educational Research Association. Bryman, A. (2012). Social research methods. 1st ed. New York: Oxford University Press. Data protection Act (1998) [online] Available at: https://www.gov.uk/data- protection/the-data-protection-act. Accessed 1st October. 2017. Denscombe, M. (2014). The good research guides. 1st ed. Maidenhead: McGraw- Hill/Open University Press. EMCC (2018) Global Code of Ethics. Available at: https://www.emccuk.org/Public/Resources/Code_of_Ethics/Public/1Resources/ Global_Code_of_Ethics.aspx?hkey=5b5743c0-7aa6-424b-a805-b1d91bb3e5ed. Accessed: 5th January 2018. Hek, G. and Moule, P. (2006). Making sense of research. 1st ed. London: SAGE. Page 2 of 21 Reflection This reflection will refer to a coaching session that took place between myself and a client who was having difficulties establishing a bedtime routine with her seven-year- old son. Coaching is a new concept to me, to widen my knowledge and understanding of how to manage myself during coaching conversations I have needed to read widely. ‘The GROW model’ (Downey, 2014, pp. 73) is a valuable tool that has informed my practice. The client explained that she felt helpless and had no idea how to address this issue, she felt tired and judged by her son’s school. I asked her what advice she would offer me if I were in her position. She said, “although time is an issue, a bubble bath in a solution that contained lavender may help him relax or a reward chart?” These were wonderful ideas and asked her whether she could explore these strategies with her own son? She agreed that it could be achievable and an effective way to implement change. We clarified her plan of action and summarised our conversation, she said that she felt empowered and was committed to turning her own suggestions into realities. She thanked me for my time and support and said that our conversation had helped her. Concluding sessions with summary and discussion will allow ‘reflection’ this will enable clients to express their feelings and allow healing if needed (Brockbank and McGill, 2006, p. 232). Reflecting upon the session I feel that I had the opportunity to implement the GROW model and explore its principle components. I am aware that I may not have followed the model correctly and this could be perceived disingenuous when I try to offer support. I am mindful that situations will need to be challenged effectively and I will need to think systematically about an experience or activity to learn from it (Gibbs, 1988). References: Brockbank, A & McGill, I (2006) Facilitating Reflective Learning Through Mentoring and Coaching. 1st ed. Kogan Page Limited. Downey, M. (2014) Effective Modern Coaching: The principles and art of successful business coaching. 1st ed. LID Publishing. Gibbs, G. (1988). Learning by doing. 1st ed. Page 3 of 21 Mini Essays To what extent does the need to appear competent and capable in the eyes of a peer interfere with the ability to engage in a peer coaching relationship? This essay discusses the following; communication, confidence, trust, reflection and commitment as characteristics in relation to how they may interfere with the participant’s ability to appear competent and capable when engaging in a peer coaching relationship. Firstly, this assignment will discuss communication, confidence and trust and how this links to peer coaching. Next, it discusses reflection and personal development. Finally, it examines, time and commitment as the main limitations that may affect a peer coaching relationship. Peer coaching is a lateral relationship that focuses on expanding, refining and building new skills to be used in the workplace (Cox et al., 2014). Peer coaching can be described as two people who work together to set short-term goals and achieve them; this partnership shares the role of the coach and aims to empower both participants (Donegan et al., 2000; Lou, 2010, cited in Hooker, 2013, p. 130). Peer coaching is like peer mentoring; they require the same skills and approach but mentoring relationships are informal (Western, 2012, p.43). Sessions have a specific focus and are usually delivered long term, by an experienced or qualified person who may offer the ‘mentee’ quick fix solutions (Brockbank and McGill, 2012, pp. 53-87). Other aspects which illustrate the core of a peer coaching relationship can be identified as communication and confidence. Relationships are equal and the presence of a non- evaluative partnership in an environment which establishes respect, empathy and genuineness are essential for its success (Robertson, 2008, p. 116). When this happens, discussions are less threatening than they would be with a supervisor because the presence of power and discussion imbalance are not there (Cavanagh et al., 2005, p. 172). The power paradox in this relationship is based upon a transformational leadership style that is referent to personal qualities, such as respect and charisma (Pierro et al., 2013, pp. 1122-1132). Page 4 of 21 Rogers (1961, cited in Connor and Pokora, 2007, pp. 16-17) believed that psychological ‘contact’ built upon these characteristics and were paramount for the development and growth of peer relationships; this led people to fulfil their potential and self-actualise. Maslow (1970, cited in Connor and Pokora, 2007, p. 17) claimed that higher order needs of self-actualisation and achievement were unlikely to be accomplished without the key characteristics of basic communication being met. It is important that both participants wish to change and have the confidence and abilities to do so. Intentional Change Theory can be described as the way participants perceive their ideal-self alongside their personal vision (Boyatzis and McKee, 2006, p.50). Having an inner confidence, willingness and motivation in their own abilities to form relationships requires planned thought and participants need to be proactive (Boyatzis, 2006, p. 609). Bandura’s (1997) Social Learning Theory defines the way people learn and interact with each other and self-efficacy is recognised as a key trait to success; peers who have confidence in their own abilities can influence others, therefore, their beliefs that tasks can be overcome rather than avoided our perceived as successful by others which leads to greater peer confidence and participation. Therefore, peers will need to recognise when they need support; failure to do this, may result in the breakdown of communication which leaves participants feeling incompetent and incapable of forming or continuing in a peer coaching relationship (Bachkirova et al., 2011). Building on from the idea of communication and confidence, this section illustrates the importance of trust. When trust is established mutual and respectful partnerships are formed and a greater understanding of each other is reached; this grows stronger as the partnership develops and encourages openness (Beard and Wilson, 2013, p. 69). However, Lakomski, (2005, p. 67) states, that although literature
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