Practicing coaching - Session 3:

Session:	Three
Zoom link:	https://us04web.zoom.us/j/71208569861?pwd=U3NzTXNJbndKYld6M3dLZ0RUTnFHZz09
Meeting ID:	712 0856 9861
Passcode:	WGv8cs
Date:	Monday 6th September 2021
Time:	14:00 Hrs (2 pm)
Name of coachee:	Ms Eve Hamilton
Topic /Issue:	Managing difference approaches (HR Perspective)
Recording link:	Session 3 (Audio - Part 1), Session 3 (Audio - Part 2)
Name of Coach:	Ms Leah Agnethe Jespersen
Name of Observer:	Mr David Hilton
Reflections - Session 3 – observer perspective  Preparation for - session 3 - coaching practice. Ref.: Box 7.2 Adequate provision had been given to 6 of the 7 criteria in this area. Nonetheless, welfare, boundaries and contracting issues were not alluded to – perhaps, because it was assumed not to be relevant in this scenario? Observing coaching skills – Ref.: Table 6.2: Activity 6.8 (a). Building rapport with the coachee (Time-line: 0-9mins) From a psychological perspective, the rapport between the coach and coachee was dyads; in particular, an organically developed relationship, which was non-hierarchical – more of a peer-coaching environment. Ref.: Unit 7: Week 17 Moreover, the coach allowed considerable time to elucidate the non-directive nature of the topic’s clarifying process. For instance, the coachee provided at least eight examples of her role oversighting - level 2: Maths’s element - an OU apprenticeship programme. Notwithstanding, the coach successfully summarised the topic as concerning management tactics which promoted buying into the stated programme and furnished clear reporting-lines. (b). Goal setting (Time-line: 9-14mins) 5 minutes The coachee effectively run through a collection of anecdotes, which delineated day-to-day targets. Conversely, the coach established the long-term goal of: o  Developing a management style which is firm enough to be able to fully utilise all of the consultants - on the team; yet sit comfortably with the coachee, without being too authoritarian or assume a management power the coachee doesn’t have.  Notwithstanding, this coaching session settled on the goal of producing an action plan, which delineated the tasks require to implement a practice version of an online - level 2: Maths’s test. (C). Questioning (Time-line: 14 – 32mins) 18 minutes The coachee speaks mostly during this section - a common feature of a good coaching session – discussing a wide-range of past and present scenarios. Equally, the coach’s role prompted the coachee, but did not direct them. See coach’s feed-back for full-array of question via recordings: Session 3 (Audio - Part 1), Session 3 (Audio - Part 2) (d). Summarising and reflecting (Time-line: 32 – 37mins) 5 minutes To increase compliance to programme; recruit mostly full-time salaried staff and only a few part-time contractors. Adopt a consistence management style. Incentivize consults with non-pecuniary measures. On the other hand, encourage quicker throughput of maths tests – resulting in more commissions financial reward. Target – communications – to only those transgressors (consultants) who are not following the appropriate protocols / procedures. Conversely, in the long-tern do not renew their contracts. Endeavour to engage senior management to possible changes. (e) Action/outcomes - (Time-line: 34 - 60mins) 26 minutes During this section the coachee suggested a broad-range of hypothetical actions and conjectural outcomes, which were summarized by the coach as the following tool-kit: Develop a working practice model of an online - level 2: Maths’s test - (Protocol/procedures) Raise issues at forthcoming annual appraisal. Clarify – current Venn diagram - the logical relationships between coachee’s functional roles / responsibilities. To promote buy-in of changes - interact with more like-minded people / senior-management. Get student insights via learner testimonies. Utilize existing toolkit more effectively - by employing e-portfolio system – employing old tools in alternative applications. Have coach attend coachee’s line/senior management meeting – as a fly-on-walk. This developing this session’s coaching practice further.  Effectiveness of this coaching session This coaching session was extremely effective from the perspective of practicing the following key characteristics of a coaching: Patients / Detachment / Supportiveness / Interest/ Good listening Perception / awareness / self-awareness / attentiveness / retentiveness. Whitmore (2009, pp. 41–42) Moreover, the coachee was afforded the opportunity to discussion a range of “Managing approaches”, from difference HR Perspectives. In particular, a chance for the coach to proffer powerful questions, which could generate insights for the coachee. Moreover, it was the groups’ third opportunity to test-out the GROW model. The access to both audio and video recordings – of the session - gave all the group time to reflect at their own pace and to include the influences of body language on the process and outcome. Point needing attention The coach should have prepared a 30-minute coaching session including approach/model, types of question and reflection tools or frameworks for after the session. Additionally, the coachee should have prepared a workplace problem or issue to discuss at the session and should have set this out in the TGF in advance. Ref.: Activity 6.3 In reality, session 3, was weakened by the following: Welfare, boundaries and contracting issues were not alluded to. Confusion and consistency regarding what was actually being coached i.e., long-term or immediate gaol. Choice of language, from both the coach and coachee perspectives’, was less judicious when endeavouring to elicit helpful responses and as a result, produced a sterile outcome and undermined opportunities to interrupt, question, challenge or just listen more attentatively. Example phase: "I need a magic-wan”. Session duration exceeded 60 minutes and resulted in lack of focus -particularly regarding action / outcomes - due too many points being accommodated. The “Why” question – was used – which is not a precise examination and gives the coachee too much room, where the point can get lost. Ref.: Online Tutorial 4. Notwithstanding, the experience afforded an excellent learning opportunity to practice - “Listening / Reflection Cycle” – coaching. Specific observer evidence for Tutor group forum (TGF) and Session 3 weblog. Url: https://pcs19082021.blogspot.com/p/practicing-coaching-session-4.html