dimanche 30 janvier 2011

GROW model

GROW coaching model

Use the following steps to structure a coaching session:

1.            Establish the Goal:
First, with your team member, you must define and agree the goal or outcome to be achieved. You should help your team member define a goal that is specific, measurable and realistic.
In doing this, it is useful to ask questions like:

  • "How will you know that you have achieved that goal?"
  • "How will you know the problem is solved?"
To quote from Myles Downey 'If people do not have clear goals it is extremely difficult to be successful and even more difficult to discuss performance'. (Effective Coaching, 2003)

2.            Examine Current Reality:
Next, ask your team member to describe their Current Reality. This is a very important step: Too often, people try to solve a problem without fully considering their starting point, and often they are missing some of the information they need to solve the problem effectively.
As the team member tells you about his or her Current Reality, the solution may start to emerge.
Useful coaching questions include:

  • "What is happening now?"
  • "What, who, when, how often"
  • "What is the effect or result of that?"
3.            Explore the Options:
Once you and your team member have explored the Current Reality, it's time to explore what is possible – meaning, all the many possible options you have for solving the problem. Help your team member generate as many good options as possible, and discuss these.
By all means, offer your own suggestions. But let your team member offer his or hers first, and let him or her do most of the talking.
Typical questions used to establish the options are:

  • "What else could you do?"
  • "What if this or that constraint were removed?
  • "What are the benefits and downsides of each option?"
  • "What factors will you use to weigh up the options?"
4.            Establish the Will:
By examining Current Reality and exploring the Options, your team member will now have a good idea of how he or she can achieve their Goal. That's great – but in itself, this may not be enough! So your final step as coach is to get you team member to commit to specific action. In so doing, you will help the team member establish his or her will and motivation.
Useful questions:

  • "So what will you do now, and when?
  • "What could stop you moving forward?"
  • "And how will you overcome it?"
  • "Will this address your goal?"
  • "How likely is this option to succeed?"
  • "What else will you do?"
from:


See also:

dimanche 23 janvier 2011

Seven-eyed model of supervision - Hawkins and Shohet

The double-matrix of the seven-eyed supervisor model.
At a minimum all supervision situations involve at least four elements:
  • a supervisor
  • a supervisee
  • a client
  • a work context
The supervision process involves 2 interlocking systems or matrices: 
  • The client / supervisee matrix
  • The supervisee / supervisor matrix
Seven focus points:
  1. Focus on the client and what and how they present.
  2. Exploration of the strategies and interventions used by the supervisee.
  3. Exploration of the relationship between the client and the supervisee.
  4. Focus on the supervisee.
  5. Focus on the supervisory relationship.
  6. The supervisor focussing on their own process.
  7. Focus on the wider contexts in which the work happens.

samedi 22 janvier 2011

CLEAR supervision model

CLEAR - developed as a supervision model in 1980's then developed as a model of coaching (Hawkins and Smith 2006). Outlined in Supervision in the Helping Professions, Hawkins and Shohet 2010


Contract - desired outcomes, ground rules or roles.
Listen - using active listening and cathartic interventions (Heron) supervisor develops understanding of the situation, the supervisees' 'reality'.
Explore - through questioning, reflection of new insight and awareness create different options for handling relationship or issue.
Action - having explored various dynamics within the situation and developed various options supervisee chooses a way forward and agrees first steps ('fast-forward rehearsal' to enact future first steps).
Review - the actions that have been agreed. Supervisor encourages feedback on what was helpful, what was difficult and what they would like to be different for future supervision.


Useful questions and responses for each stage of the model. pp 62-63
Contracting: Starting with the end in mind and agreeing how you are going to get there together

  • How do you want to use your time?
  • What do you most need to achieve in this session?
  • How could I (others) be most valuable to you?
  • What in particular do you want to focus on?
  • What challenges are you facing?



Listening: Facilitating the supervisee in generating personal insight into the situation.

  • Can you say more about that?
  • Are there any people involved that you have not mentioned?
  • How do other people - your boss, your colleagues, your team - see the situation?
  • Let us see if I can summarize the issue.



Exploring: Helping the supervisee to understand the persona impact the situation is having on themselves.

  • How are you feeling right now?
  • Are there any feelings you have not expressed?
  • Does this person remind you of anyone? What is is would would like to say to that person?
  • What pattern might you be repeating in this situation?



Action: Supporting the supervisee in committing to a way ahead and creating the next step.

  • What are the pros and cons of each possible strategy?
  • What is your long-term objective?
  • What is the first step you need to take?
  • When precisely are you going to do that?
  • Is you plan realistic? What is the percentage change of your succeeding ?
  • Can you show me the opening line you are going to use in your next session?



Review: Taking stock and reinforcing ground covered and commitments made. Reviewing the process and how it could be improved. Planning the future review after the action has been tried. 

  • What have you decided to do next?
  • What have you learned from this session?
  • In what ways have you increased your own ability to handle similar situations? What did you find helpful about this supervision process?

Review 2: Debriefing action taken between sessions.

  • How did what you planned work out?
  • How did you think you did?
  • What feedback did you receive?
  • What did you do well, and what could have been even better?
  • What can you learn from what happened?

vendredi 21 janvier 2011

Supervision in the Helping Professions

Peter Hawkins & Robin Shohet


The supervisor has to integrate the developmental role of educator with that of provider of support to the worker and, in most cases, quality oversight of the supervisee's clients. p4


Developmental function: developing the skills, understanding and capacities of the supervisees... through the reflection on, and exploration of, the supervisees' work with their clients.


Resourcing function is a way of responding to how any workers engaged in personal work with clients are necessarily allowing themselves to be affected by the distress, pain and fragmentation of the client, and how they need time to become award of how that has affected them and to deal with any emotions. 


Qualitative aspect provides the quality control function in work with people. It is not only the lack of training or experience that necessitates the need in us as workers, to have someone look with us at our work, but our inevitable human failings, blind spots, areas of vulnerability from our own wounds and prejudices. pp 57-58


Why be a helper?
Aware of what Jungians call our 'shadow side', we will have less need to make others into the parts of ourselves that we cannot accept. .. focusing on our shadow, we will be less prone to omnipotent fantasies of changing others or the world, when we cannot change ourselves.
'You are not here to treat the residents, nor are you here to heal them or make them better. The job of the staff is to maintain the structure and keep open the space in which the residents can learn and grow. You are merely the servants of the process'. p10


Meeting our own needs 
As part of our training we are taught to pay attention to client needs, and it is often difficult to focus on our own needs. 
'In fact countertransference is there from the beginning, since some unconscious call in me impels me to do this work. I may bring to my work a need to redeem the wounded child, so that every person who comes to me for help is my own hurt wounded childhood needing its wounds bound up by good parental care. Or the reverse. I may still be the wonderful son who would lead his father or mother out of their mistaken ways. This same parent-child archetype may also affect us, for instance, in the need to correct and punish an entire generation, its ideals and values'. ....................
Needs in themselves are not harmful, but when they are denied they join the shadows of counselling and work from behind as demands. .... Demands ask for fulfillment, needs require only expression'.  Hillman 1979   p13


Stress management
How heavy is this glass of water?....... The absolute weight doesn't matter. It depends upon how long you try to hold it. If I hold it for a minute, that's not a problem. If I hold it for an hour, I'll have an ache in my right arm. If I hold it for a day, you'll have to call an ambulance. In each case it's the same weight, but the longer I hold it the heavier it becomes.  And that's the way it is with stress management. If we carry our burdens all the time, sooner or later the burden becomes increasingly heavy, we won't be able to carry on. As with the glass of water, you have to put it down for a while and rest  before holding it again. When we're refreshed, we can carry on with the burden. 
So, before you return home tonight, put the burden of work down. Don't carry it home. You can pick it up tomorrow. Whatever burdens you are carrying now, let them down for a moment if you can. Relay, pick them up later after you've rested. Life is short. Enjoy it. (Chesterman, Personal communication, 2006). p30


Self-supervision
Questions useful in monitoring our own responses to clients are:
  • What would I least like my supervisor to know about my work with this client?
  • How do I want to change this client (to access my implicit or my explicit agenda)?
  • Why did I make this intervention?
  • What might I have held back in any way during the session?
  • On a scale of 0 to 10 how well did the session go?
  • What might have made it a higher score?
  • What score might the client give?
  • What residues from the session do I experience in my body / my thoughts?
  • What is an image for the session? 
p42

jeudi 20 janvier 2011

Psychological Dimensions of Executive Coaching - P. Bluckert

Gestalt approach to coaching
The aim of the Gestalt approach is for a person to discover, explore and experience his or her own shape, pattern and wholeness. Analysis may be part of the process, but the aim of Gestalt is the integration of all disparate parts. In this way people can let themselves become totally what they already are, and what they potentially can become. (Clarkson, 2004)


Main principles underpinning coaching:
  • That awareness leads to change.
  • That the aim of the coach is to help clients to become more aware of their own process (their functioning).
  • That this heightened awareness will produce a greater understanding of what is needed, what choices are open, and will ultimately produce more effective decision making and action.
  • That the awareness-raising process produces greater personal ownership and responsibility.
  • That our emerging, dominant needs organise our field of perception.
  • That we perceive in wholes and seek to gain closure around issues.
  • That we need to give meaning to our perceptions and experience. 
  • That learning occurs through the examination of the here and now experience. 
The paradox of change:

One must fully experience what is, one's current reality, before attempting to change things. 
The first step in this better way to change lies in a non-judgemental acknowledgement of things as they are. Paradoxically, it is conscious acceptance of oneself and one's actions as they are that frees up both incentive and the capacity for spontaneous change. (Gallwey, 2000)

'if we want deeper understanding of the prospect of change, we must pay closer attention to the inclinations not to change..' (Kegan and Lahey)



Focus on the here-and-now:
Discovering what we want and need happens in the 'now. Making new choices, taking significant decisions and creating new solutions all happen in the 'now. Observing the relational interactions in a meeting occurs in the 'now.


Questions that raise awareness:
  • What are you aware of right now?
  • What are you thinking?
  • What are you feeling?
  • What do you notice in yourself?
  • What do you want?
  • How might you get that?
  • What's happening for you right now?


Coach - bringing yourself into the coaching relationship


The nature of support
It is as much about the process of change as it is about the practitioner as the agent of change. And the most important part of that process is to really understand and validate your client's experiental world. If clients fee that this is happening, their attention and energy  can move from being on guard to being more open to new possibilities - to growth and change. 


The use of presence
Being fully present is the starting point for building good connection and this requires you to be authentic - be who you are and use your presence creatively. To be authentic may mean bringing more of yourself to your work.
It's far more about the extent to which how you are and who your are is in accord with what you are trying to be and do. In other words it's about the degree of integration between what you say you are about and how you act in the world. .... The critical challenge for any coach is to live what you stand for, not just talk about it. The role modelling aspect of your work may be every bit as important as your most elegant intervention. When you model behaviours to do with self-awareness, awareness of others, non-judgemental interest, and real contact it will evoke a positive reaction in your clients. They will get interested, curious and engaged. They may have been unconsciously looking for a supportive lead to give themselves greater permission to be who they really are.  pp125-126

dimanche 9 janvier 2011

Coaching STAMINAS



STAMINAS[1]

There are eight key areas of capability that the effective manager or coach will need to display:

               Structuring
               Toughness
               Affinity
               Mobility
               Intuition
               Norms
               Action-oriented
               Support

The STAMINAS are paired, with each of the four pairs having a coaching orientation:

Intuition and Mobility have a creative coaching orientation.
Toughness and Action-oriented have an offensive coaching orientation.
Support and affinity have a relational coaching orientation.
Norms and structuring have an empirical orientation.




[1] Core Coaching: Coaching for great performance at work. Maguire, S. DSC, 2008

Time Choices

TIME CHOICES

Based on the GROW model
GOALS?
What makes you want to change things? How would you like it to be? (work / home / non-work?) Your ideal state?

How would you like to be doing it?   By when?

REALITY?

ORGANISATIONAL CONTEXT

·       What is your job? Who do you work with / support?
·       How does it link to the wider goals of the organisation?
·       What are your key roles / responsibilities? 
·       What are the targets for your unit / section / division and yourself?

Actions:
List your key tasks and responsibilities and the importance of these within your role (high or low importance / impact?).

How important are these for the future?

WHAT DO YOU REALLY DO?
When do you do it? How long does it take?  How do you feel about it?

Actions: ACTIVITY LOG / TIME AUDIT
·    Record what you do, how long it takes and your thoughts / observations / how you feel about it. Record this for a typical day or longer. 
·    Use diary, activity log, blog or whatever best suits you. (see ‘Resources’ below)
·    Use Covey’s Urgent / Important matrix – map as dots your activities over a typical day. (see ‘Resources’ below)
·    Understand where you might need to spend more / less time. When are you at your most effective / efficient – when not? 
·    What choices are you making / avoiding?

OPTIONS
What is stopping you achieving your goals? What are your options to change this?
What is stopping you achieving your goals? What are your options to change this?

What currently steals your time? 
Which of these are:
·       under your own control,
·       partially under your control,
·       outside your control  - reality or your perception?

e.g. allowing others to come into your office to chat, share their problems.
Supporting others within team / organisation
trying to do everything yourself, rather than expertise of others
saying ‘no’ when you can’t do a piece of work
disorganised documents or work area – takes time to locate what you need
storing things no longer required that take up space as above
dealing with items no longer required, or to a standard beyond that which is needed.
Browsing internet
Half starting task then taking longer to get back into it
Leaping into a task without thinking it through, and having to undo or restart work
Spending too much time correcting problems or issues of others as they not well enough trained.

How might you deal with them, do it differently to achieve your goals? What additional resources might you need? Who could help you?


PRIORITISE
What is:
·       Important / Not Important 
·       Urgent / Not Urgent

(see the Covey matrix below). 

Pareto 80:20 sets out relationship between effort and results:
The rule says typically 80% of unfocussed effort generates only 20% of results, The remaining 80% of results are achieved with only 20% of the effort.

·       80% of returns may be generated by 20% of customers
·       80% of our targets are achieved my 20% of our activities
·       80% of our time produces 20% of our results

This may not be exactly an 80/20 split but how much of your time is actually spent on truly value adding work?  How can you change the ratio to focus on adding value or impact?

See resources –

TO-DO LISTS

Why?
·       Tasks that need to be done captured in one place – avoids forgetting
·       Set priorities for each task
·       Time frame for each, are these sequential or in parallel?
·       ‘Chunk’ large jobs
·       If overload of essential tasks discuss with manager, colleagues etc – are there other options?
·       Can you delegate any tasks to others?
·       Intersperse boring with interesting?
·       Build in time for breaks, lunch, and time for oneself – be realistic
·       Tick off as completed – praise yourself

DELEGATING
Can you delegate the task(s) to others?
If not, what prevents you from doing so? Are these reasons real reasons or your perceptions?

What are the reasons?
e.g. no one else can do it as well as me? -  What standard is actually required for this task?
Everyone else is overloaded?  - with priority work or could something be re-scheduled?

PROCRASTINATION
·    When do you procrastinate?
·    Why are you procrastinating? What stops you from doing the things you know you need to do?
·    What are your options / solutions / strategies or dealing with this?  (see To Do Lists, Priority Matrix etc.) How realistic are these (1-10 scale) How committed to following these (1-10 scale) are you?
·    How will you put these into action, what resources do you need, whose assistance do you need?

Examples of procrastination:

·       I find the task really boring.
·       The task is so big I feel overwhelmed by it / don’t have enough time etc.
·       I only want to start it when I have all the information I need.
·       I don’t really know what is required, how to do it.
·       I don’t want to have to deal with the person concerned.
·       I don’t want to do it badly or make a fool of myself.

SAYING NO
Why do we say ‘Yes’ when we mean ‘No’?

Brainstorm your own reasons. These might include:
·       Wanting to help or please others
·       Unsure how to say ‘no’ without sounding rude or impolite
·       Fear of conflict
·       Feeling guilty or embarrassed to saying ‘no’
·       Someone above you ‘pulls rank’
·       Moral blackmail
·       Pride – you don’t want to admit you cannot cope with more work
·       Believing saying no will end a relationship

If you need to say ‘no’ to your manager
·  Explain your workload and priorities as you perceive them and ask for guidance from your supervisor
·  Offer alternative suggestions as to how this could be managed.
·  Offer alternative timeframe when this could be achieved.

If you need to say ‘yes’ even though it should be ‘no’:
·    Get clarification on what is required, by when, to what standard, and what can be deferred, negotiated or transferred.
·    Ask for help to complete part of the tasks involved
·    Negotiate what must be done immediately and whether can delivered at later date
·    Explain what resources are required to support delivery of task within timeframe required

You do not owe anyone an explanation. To say ‘it does not fit with my schedule’ is acceptable.

EVALUATION
What has worked for me? 
Which of the tools have I used? Which was the most valuable?
How have I implemented it? What were the results?
What do I still need to improve? How will I manage this? What additional support do I need?
What are the results and impact on my work / private life?
·    Quantitative – time saved, impact on work?
·    Qualitative – atmosphere, reduced stress, more timely response, improved balance between work and outside life
What feedback have I received from others?
How do I feel about it myself?
How can I share my successes with others?

Including downloadable tools on:
Prioritization
Scheduling
Time Management Challenges
Concentration and Focus
Goal Setting
Self-Motivation

How good is your time management.
Activity log
Priority matrix
Prioritised ‘To do’ list



COVEY’S TIME MANAGEMENT MATRIX

Quadrant I Activities:
URGENT + IMPORTANT
·       Crises
·       Pressing Problems
·       Deadline-driven projects


These activities should take first priority. However, your long term goal should be to reduce time spent here by prevention, preparation, etc.
Quadrant II Activities:
NOT URGENT but IMPORTANT
·       Prevention
·       Planning
·       Relationship building
·       Recognizing new opportunities
·       Values clarification
·       True recreation

The key to success in gaining control of your time priorities is to focus on activities in this quadrant. If you are currently doing very little here, begin by carving out a small amount of time each day and building on it.
Quadrant III Activities:
URGENT and NOT IMPORTANT
·       Interruptions, some calls
·       Some mail, some reports
·       Some meetings
·       Proximate, pressing matters
·       Popular Activities

Many of us get trapped by other people's sense of urgency telling us what is important. Allowing your priorities to fall here can result in a frenzied rush to get "things" done, followed by a sense of emptiness and lack of satisfaction.
Quadrant IV Activities:
NOT URGENT and NOT IMPORTANT
·       Trivia, busy work
·       Some mail
·       Some phone calls
·       Time wasters
·       Pleasant activities

Minimize time spent in activities in this quadrant.
Be ever vigilant about it. There will always be someone who wants to revise your priorities


TIPS / CHOICES FOR MAKING MORE TIME

Preparation / organisation:
Be conscious of time and how you actually spend it
Be organised – desk, files, where things are
To do list
Delegate
Be assertive
Say ‘no’ to jobs that aren’t yours
Set realistic timeframes and deadlines
Make space for yourself

Managing interruptions:
Be clear about who needs to see you / you need to see
Get someone else to deal with the rest (if possible)
Be ruthless with time and gracious with people
Ask person why they have come to see you
Suggest you fix a meeting later
Make the meeting in the other person’s office
Stand up when he/she comes in / perch on edge of desk
Save small talk for elsewhere

Meetings:
Plan the meeting- clear objectives, start and end time
Don’t allow meetings to be interrupted
Be conscious of wasting other people’s time

Telephone:
Get someone to field your calls and have call back system
Make your calls in blocks
Write down the points raised in call
Be aware of time passing while on phone

e-mail:
Take automatic notice off
Read e-mails 2/3 times per day
Use rules and filters to divert ‘copies’ to separate file
Handle each mail once – file or delete once read

General:
Finish one job before going on to next
Plan your day in advance (with assistant if the case)
Handle each piece of paper only once
Make use of committed time
Put a clock up where everyone can see it