coaching and training (palmer) (Palmer 15. Solution-focused coaching…
coaching and training (palmer)
Palmer 15. Solution-focused coaching
focus on what the client already have
focus on solutions, encouraging for example family members to notice times when things went better, this way they made faster progress
what would they notice when the situation would improve?
client has resources and competences. work is focused on clients present and preferred future
not always handy to look back, can lead to something to blame + more problems
coach doesnt know how to fix something, instead they help their clients to become aware of how they succeeded when they got it 'right'
also asks client: what difference will it make to you when you achieve your goal? following after this: 'what difference will that make for you?' > can help clients to clarify their choices and priorities and identify steps towards achieving their goal
ppl want to get things off their chest, be understanding and shift from problem talk to solution talk
coach asks clients to focus on 1. hopes for ST en LT 2. how they manage to make exceptions to problems happen 3. their skills, qualities, strengths 4. first step they need to take 5. strategies they will use to achieve progress
needs to fit in clients, not in the problems (solutions)
helps clients develop a language and an attitude which will motivate, empower and support them in achieving their goals
Listening attentively, keeping the client on solution-track, reflecting back
the client’s competence, promoting the client’s use of the imagination, summarising the client’s unique set of strategies – these are the key contributions
of the solution-focused coach.
skills and strategies
ask for any changes prior to the first appointment. can give the session a strong, positive opening. Gives the coach and client a platform on which to build
chit-chat with the client about themselves, uncover info which is helpful to the coach in knowing (how to work with client, which metaphors work for client, clients strengths, qualities and values )
pay ettention to their competence, awareness making for themselves and invite relfection on how they can be applied in current situation
building on exceptions
no focus on problems, but at times going better with themselves, called 'exceptions', provide evidence of clients constructive strategies.
‘How did you do that? What was the first thing you did? How did you know that was going to be useful? What would need to happen for you to be able to do that again?’
intervention to help clients bypass 'problem talk'. encourage clients imagination to describe how their day-to-day lives would look if their problems did not dominate or define them
one night tou wake up and overnight the problem dissapears. when you wake up what will be the first signs for you that a miracle has happened
use a scale from zero to ten to help clients measure progress; to set small identifiable goals and develop strategies
ask Q like: where would you say u were a day or two ago? what was happening when you were higher on the scale? where do you hope to get in to in the next few weeks? what needs to happen for that to happen?
clients may also consider where other ppl would put them on the scale.
if it works keep going. if not stop. small steps can lead to big changes, do something different
every session give feedback. its a simple structure: 1. appreciative feedback specifying helpful contributions made by the client in the session 2. a summary of the clients chievements as evidenced in the session 3. a link made between these and the clients stated goals 4. agreement on what the client is going to do before the next meeting, the between session task
differences coach and training (see BB)
Behavioural coaching is a structured, process driven relationship between a
coach and coachee, or group which includes: assessment, examining values and motivation, setting measurable goals, defining focused action plans, and
using validated tools and techniques to help coachees develop competencies and remove blocks to achieve valuable and sustainable changes in their professional or personal live
first, we focus on observing behaviours and more recently to measuring these through competencies. second, subsequent performance is then rewarded (or punished) through pay and appraisal schemes. third, learning is encouraged through mentoring and role modelling
behav. coaching models encourage coachee to design their own ways of operating to create learning and growth
are encouraged to design their own performance assessment systems and observe the impact of their behavior on achieving their targets
open questions help the coachee to identify the specific behaviours that will lead to performance or achievement of a specific stated goal
identifying the goals. goals: what do you want to achieve? 2. Reality: what is happening, why is this a problem, what have you tried. 3. Options: what options dya think there are, pros and cons, is ther something else you could do? 4. Way forward: can u summarise what you going to do and by when? what obstacles do you expect? how will u overcome them? when should we review progress?
goal as challening as possible 2. highly specific, greater clarity 3. has to be commited to the goal. 4. has to believe in their ability to achieve the goals they set. 5. short and long term achievements need to be buily into the coaching goals
review reality: reflection, assessment (can he do it) gathering data. what u need and what u already have. 3. generating options: coach will draw on problem-solving skills and creative techniques to encourage the generation of multiple idead and options to achieve the goals. 3. agreeing a way forward: coachee summarises the future actions action plan & agrees with coach a time when progress can be reviewed. what worked and why? what has not worked? why not?
other approach but look-a-like. 5 stages, 7 steps. stages of reflection, preparation and action echo much of GROW. But a preliminary step is added that includes contracting element of the coaching relationship. - also a formal maintenance is added.
education - data-collection - planning - behavioural change - measurement - evaluation - maintenance
which clients benefit the most?
setting goals to inspire high performance - reviewing current and past performance using behavioural frameworks to identify gaps for improvement - brainstorming ideas, and drawing on the successes and failures of others' experiences as well as their own
Narrative coaching and psychology from multicultural perspectives
intro: for enhancing well-being and performance of individual groups within organisational or community settings through storytelling
help coachees to achieve their aspirations, hopes and dreams through active listening to their stories of lived experience, identifying the hidden meaning, values, skills and strenghts and redeveloping new storylines towards a plan of action
the key difference is that the approach is sensitive to cultural aspects and this is particularly applicable within different community settings
development narrative coaching: these metaphors in cultural antropology were found to be powerful vehicles to transform human perceptions, emotions, cognition and well-being
the linkage between narrative approaches and psychology of learning can be traced back to proximal development (vygotsky)
theory and basic concepts
major central concepts
learning process = learning wheel. consists of 4 stages: 1. concrete experience (provides coachee real examples about situation) 2. reflection (think about lesson learnt) 3. abstract conception (translate experience into meaningful concept) 4. action (taking a decision or action as a consequence from the previous three stages)
in the wheel there are 2 strominge: 1.internal/vertical transformation (from experience, consciousness emerges) 2. external/horizontal transformation (from reflection to action as reflective practioners)
it is an active process
when there is a gap, use Description (helps characterizing), Relation (develop chain of association through establishing relations between objects&events) Evaluation (reflect, realise) Justification (judge above evaluation, situations are always different) Conclusion/recommendation (formulate planning and initiation of actions)
model should consist of 3 basic elements: learning cycle, appreciation of cultural environment, coach/coachee fluidity
assumptions human nature & communities: 1. meaning shapes our lives 2. life consists of multi-stories 3. primary menaing-making frame 4. individuals and comm. have strenghts, knowledge and skills, sometimes not noticeable by them
especially point 4 is important. coach should help them redevelop those things
make a timeline with events, circumstances, sequence and plot or themes (strategy, success, loss, failure)
landscape of consciousness represents understanding that the listener has gained from the story. could be 1. intentional understanding (value, purpose, aspiration) 2. internal understandings (realisation, self-awareness, learning)
techniques or stages: externalising conversations, reauthoring/remembering, outsider witness retelling, definitional ceremony (community) > retellings
who benefits most? migranten.