Coaching and Developing Others Facilitator Guide (Part 2)

Specialist leader of education: Enrichment module

Coaching and its importance in developing others (Session 2)

Using the principles in coaching models, including Egan’s skilled helper model, to provide strategies for getting the best out of a team

Aims The aims of session 2 of Coaching and its importance in developing others are to develop coaching strategies that:  assist in evaluating the effectiveness of a leadership team  focus on Egan’s skilled helper model

Key learning Activity Slide Notes Time Resources outcomes

 Understand Welcome and 1-2  Hand out unmarked version of the Johari window. 10 mins Appendix CID 2.1: alternative introduction What do delegates think it means? Give delegates Johari window theories and time to look at the quadrants. How does each models of quadrant link to their role as an SLE? developing  How will it link to their role as a coach? effective teams. Johari window 3–5  Probe comments on rapport, relationships and 10 mins Appendix CID 2.2: emotional intelligence. The slides show examples of Facilitator notes how the quadrants will change with effective coaching and as a team develops.

 Review the Egan’s skilled 6  Recap stage 1 of Egan’s skilled helper model from 5 mins Egan, G, 2006, model. helper model session 1. Essentials of Skilled (stages 1 and  Outline and explain stage 2. Stage 2 enables the client Helping: Managing 2) to think about how he or she can begin to solve their Problems, issue. Possibilities allow the client to dream about the Developing perfect solution. Goals begin to narrow down to reality Opportunities, and commitment asks for some clarity about the Belmont CA, possible outcomes – can it be achieved? Thomson/Wadworth  The coach encourages the client to illustrate the possibilities using a flip chart. Flip chart

Marker pens

 Develop the Egan’s skilled 6  Stress the importance of following the model’s use of 10 mins Flip chart skills of helper model expansion and imagination. The client should be coaching (stage 2) encouraged to think out of the box before focusing on Marker pens possibilities, the reality and selecting appropriate goals. goals and  Paired facilitators model the process with the same commitment. real scenario used in session 1. This scenario should be real to the facilitators where possible. Delegates play the role of observers. Allow 7 minutes to model stage 2 and 3 minutes for feedback (1 minute each for coachee, coach and observers).

 Learn practical Egan’s skilled 7-10  Delegates work in triads on stage 2. The coach initially 45 mins Flip chart coaching skills helper model asks the client to recap on the real issue from session in action. (stage 2) 1. Give time reminders and insist on delegates feeding Marker pens back on the process and not the content.  Ask open questions as suggested on slides 8-10.  The coach prompts and encourages the client to dream about possibilities before narrowing to specific goals and commitments.  The sequence of feedback is client, coach and observer. Feedback should be on the process and not the content of the coaching.

 Develop the key Egan’s skilled 11  Outline stage 3 after recapping stages 1 and 2. 10 mins skills of helper model  For stage 3, the coach encourages and prompts the coaching (stage 3) client to consider what needs to be done and by action, best fit whom. The client should be encouraged to include all and planning. the people who could help with the issue. Action requires the client to consider the possibilities and goals and more importantly how these can be achieved. Clients are asked to recall the points discussed in stage 2.  Best fit moves towards narrowing the reality of what can be achieved whilst the plan element of the model asks the client to commit to timescales, people involved, resources required etc., leaving the client in a position of confidence that the issue will be solved.

 Learn Egan’s skilled 12-13  Delegates work in triads on stage 3 using the 30 mins Flip chart practical helper model suggested questions. coaching skills (stage 3)  Give time reminders and insist on delegates feeding Marker pens in action back on the process and not the content.

 Understand the Overview of 14-17  Discuss the importance of open questioning 10 Mins importance of Emotional such as: ’Do you need to know yourself before you emotional Intelligence manage others?’ and ‘How important is emotional intelligence (EI) intelligence in a school context? in the workplace

 Consider the Plenary 18-19  Consider what worked well (WWW) and what would 10 mins Appendix CID 2.3: impact of the have been even better if (EBI). Course evaluation whole model.  How effective did delegates feel the complete model form was? How might it benefit an SLE? What are the  Understand the problems with the model? importance of  Finish with an open discussion on the role of EI in EI in developing coaching. Revisit the aims of the session. teams.  Ask delegates to complete and return the evaluation form.