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The
following anecdotal evidence was provided:
1. The drawing on coachee resources –
by management - with no reciprocal reward.
2. Initiative to teach an additional subject - GCSE Mathematics - thwarted by internal politics:
· Trained
– for over a year (2012) – ADTLLS (Maths).
· Taught
subject for one academic year - to 3 cohorts - achieving excellence results.
· Achieved
Grade 1 lesson observation – notwithstanding, time-tabled away from maths, because uneasy with the delegation
of line-management functions to operational level.
·
Carpet-bagger culture in evidence from STEM
department.
3. Missed
networking opportunities to share best practice:
·
Coachees profile: Double – level 7 -
graduate – MBA / MA (ODE)
·
Over 20 years' experience in the spheres of
Production and Quality Assurance Engineering. Former Co. Director with over
10 years’ track record of business success in the service sector.
·
Currently a Business Lecturer and Learning
Technologist with over 15 years’ experience of applying Traditional and
Blended learning solutions within the FE (Further Education) and HE (Higher
Educational) environments.
4. Frustration
with human capital acknowledgement logged at annual appraisal,
· Resulted in issue being kicked into the
long-grass and institutionally bullied being employed.
·
Logged harassment grievance, which was eventually
met with acceptance of a voluntary redundancy package.
·
Over 50s redundancies - linked to neo-liberal agenda to
reduce college’s pension commitments, so as, to make FE more attractive to
private academy- chains.
5. Higher Education (HE) networking issues
are typically more black and white - due to subordination to corporate-style
managerialism and income-maximization.
· However,
major issues relating to attainment and retention levels, where coaching initiative
could be a solution.
6. The function of HE Lecturing /
teaching - on a downward trend to - a one-fits only model.
· Pre-Brexit
East European - are enterprising cohorts – allowed access on Higher National Diploma (HND) Business courses, with tentative work-based experience.
· Pass
criteria - is their optimum grade - which most potential employer would sieve-out, during their recruitment process.
7. Reskilling to coaching focus
· Pursuing
a less optimizing and simplifying, Scientific Management
approach, which does increase productivity, but degrades skills levels of current roles.
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Eve (coach)
ReplyDeleteLeah (observer)
ReplyDeleteThe coach quickly developed a good rapport with the coachee, and the coach's knowledge of the coachee's industry helped in this regard. The coach did a good job at summarising what the coachee wished to discuss, and was very conscientious in asking if they had understood the coachee correctly, rather than assuming and moving on. The coachee's issue seemed to stem from a place of frustration with previous professional experiences, and the coach allowed the coachee to air these frustrations and validated their experiences. The coach's transitions through the GROW model were seamless - these felt really natural and not like they were following a series of steps. The coach helpfully asked about possible risks to the options discussed, and acknowledged the work the coachee had done before the session.
ReplyDeleteThe coachee's goal was centred around networking and their next career move, but it was unclear exactly *what* the coachee hoped to get out of the session. This may have been due to the 'Goals' section paying particular attention to the past, rather than goal-fulfilment and the future. The coach provided a safe space for the coachee and was attentive, but as a result may have undermined their ability to maintain control of the session and steer the conversation from defining a clear goal through to a clear and succinct action plan.
Thanks very much for your comments, Leah. I agree with your summary; even though David and I had a longer-than-usual coaching session, we did leave without defined goals, except for perhaps that David would seek to network via Linked In but would use tools to find like-minded individuals willing to contribute as well as 'taking' from the interactions. I found it difficult to suggest to David a perspective he had not already thought of.
ReplyDeleteMs Leah Agnethe Jespersen - generated comments - 31 August 2021 at 08:28
ReplyDeleteMs Eve Hamilton - generated comment - 31 August 2021 at 19:08
I have entered some reflections here, but it looks like they have been cleared off again. Can anyone help?
DeleteReflections on Coaching session (30.08.21) as a coach
ReplyDeleteIntroduction: The coachee was seeking advice, relating to his prior experience off lack of recognition by an organisation, leading to a career change. He wanted to explore options for becoming a professional coach and, specifically, to look at opportunities for networking and to have a different perspective on this from the coach.
The aim of the session was to achieve the following goals:
• Explore how the current situation for David had come to pass, and how things may have gone differently if a different approach had been adopted by the organisation.
• Look at perspectives on networking, and how this can be achieved in a management education setting
Questioning related to address the issue/s:
· David has felt unsupported by his organisation in the past. He underwent career development training to become a maths tutor, but his excellent performance in that role was not recognised or rewarded by the organisation, and this led to him leaving it.
· David has wide-ranging experience, which he is seeking to bring into a coaching role.
· Previous good experience with networking, for example through the Institute for Learning, is something that David would like to recreate. However, the IFL was disbanded some time ago, and David fields he has often been an unequal partner when seeking a networking relationship with an organisation or individual.
· He is most interested in supporting others to achieve high standards in areas where he has expertise. He would like to be in a situation where others cannot take advantage of this without him receiving an appropriate reward.
Generate options for actions to be taken forward:
· Review existing contacts on LinkedIn and view profiles of peers, where they appear to have the approach David is seeking.
· Approach awarding organisations and learning institutions offering programs where David has expertise, to see if there are appropriate opportunities.
· Look at ways to monetise his skill set, and look at trends in learning and development that will help him seek out new opportunities.
· Eve to look for networking possibilities within the Open University and contract clients David may be able to work with and pass on information about these opportunities.
Coach and coachee agree what actions will happen.
• Establish a work route to create resources or transfer resources into a format which can be protected as regards his intellectual property.
• Set up more than one LinkedIn profile, if required, to validate and offer out in-demand skills to the target audience.
• Consider networking through industry-based organisations such as ILM, CMI and CDI for management/careers-based approaches, and SET for possible skills for life networking.
• Eve to forward details of colleagues/industry contacts which may be of use.
Some web links appear below which may be of use:
ReplyDeletehttps://thehub.institutelm.com/?utm_source=Institute%20of%20Leadership%20Management&utm_medium=email&utm_campaign=12651763_The%20Hub%20Promo%202&dm_i=24KX,7J65V,BRGTI,UNA49,1
https://elearningindustry.com/from-theory-to-practice-3-collaborative-learning-solutions-in-action
https://support.360learning.com/hc/en-us/categories/360002009292-Manage