published 5 and more posts
Andrew Parrock
Sally East
Pradip Shroff
Epimetheus
Lilian Abrams
Martin Richards
Maria Biquet
Simon Dennis
Katy Tuncer
Ian Flanders
Simon Darnton
Geoffrey Ahern
Alan Robertson
Isobel Gray
Laurent Terseur
Aubrey Rebello
Lynne Hindmarch
Doug Montgomery
Sue Young
Jeremy Ridge
Naomi Dishington
Wendela Wolters
Nicholas Wai
Charlotte Murray
Yvonne Thackray
All in Knowing coaching
In part 3 I will examine how trustworthy our self-awareness is, and how knowing that might lead to greater confidence for both coach and client, in three key lessons;
Metacognition can be misleading
Self-awareness is less common than we think
Metacognition has causal power.
In Part 1 I examined the underlying mechanisms that lead to the external manifestation of confidence in someone, as seen by others AND the internal realisation that I have confidence in what I am doing. In Part 2 I will build on Part 1 and examine how we might use the knowledge from Part 1 to help us become better coaches.
I remember when I first discovered that I had been accidentally coaching. I had been mentoring people, and often used a technique that I had used as a teacher; asking questions to get my student to think for themselves and reach their own conclusions. I knew this worked, from practical experience, but did not know that this technique was central to coaching. I was confident in my approach, knowing how and when to use it.
Understanding that curiosity is one of the basic traits needed for survival has been a paradigm shift for me, my coaching practice, and my education because it addresses how I have intuitively applied curiosity in my coaching practice with my clients to enable their potential. In Part 2, I’ll go into more detail of how curiosity manifests itself in my work as a coach and the approach I’ve used to write up these experiences for curious coaching practitioners to consider as part of their own continuing professional and personal development.
Understanding that curiosity is one of the basic traits needed for survival has been a paradigm shift for me, my coaching practice, and my education because it addresses how I have intuitively applied curiosity in my coaching practice with my clients to enable their potential. In Part one, I describe why curiosity is important in my practice, and in Part two, I will explain how curiosity unfolds and emerges though my work as a coach.
In Part 1 of this series, I reported on how external coaches have shifted their practice, as time has moved on, on refining their model and refining their offer so that they're offering something unique and specialist. Absolutely, it might restrict their market, I think though there's an element that says it makes you a better coach because you're dealing with your strengths and your unique offerings. Building on this focus of being a better coach, I apply this notion into the internal coaching context and its practical application with a proposed blueprint.
My ultimate aim as a coach is to help my clients develop so that they become able to a) Address their issues by themselves, and b) Reflect on what they do by understanding themselves better.
What does a coach DO? Not the detailed, minute-by-minute activity that happens during a coaching session, but the big ‘what am I working for my client to achieve’ picture.
My encounter into team coaching began with one of my early coachee who was a Vertical head of a Global engineering technology company. He felt that exchange of ideas among his subvertical heads were not adequate. He also saw silos and he wanted this to change. Recognising this gap, he encouraged me to accept the challenge of coaching his team.
The results shared in this report aims to fill in key gaps on what it takes to be a coach, and what’s involved in having a sustainable career in coaching. Where useful, we’ve also added some key insights and frameworks for coaches to consider alongside their own practice.
I was wondering what kind of dilemmas my colleagues had. I could find books about potential dilemmas but I wanted to find out what the actual dilemmas were. So my curiosity led me to partner with the EMCC Global and design the survey on "Ethical Dilemmas in Coaching Today".
Our aim is to explore the key differences experienced by coaches when working with leaders from East Asia, the possible causes for these differences, and practical tips to help coach leaders in East Asia with greater insight and confidence.
But what I have not come across in the written literature, is anything that examines the practical details of what a coach actually does during a coaching session.
And by that I mean, what is going on inside the coach’s head?
Working as a coach can be a lonely endeavour. There is no standard formula for developing your business, and it is often challenging to confidently know how you perform relative to your peers. As coaches we all benefit from learning from each other, and we have designed this practitioner survey to do just that.
As I stepped back to further reflect on what I’ve written, and integrating them with my recent experiences of coaching, I began to evaluate my style of coaching and what could be underpinning my approach. The key word that continuously popped up for me was ‘character’.
I am a Coach and a thinker and the best thing I can do is to question everything. It is probably the only way to maintain a clear view on the events and understand them as facts before we classify them in our thinking as patterns or phenomena.
Trust is ONE key to good collaboration, especially in times of crisis. We feel how important it is to have a good team spirit and a willingness to endure that is often driven by people's trust in their leader.
In a business where you get new people joining an organization, very early on they are expecting to be told what to do, expecting to be given their next task, or expecting to be given their next strategy – they are expecting the answers. People who are leading the business are expected to have all the answers.
