Important - Please read before downloading!
We’re currently updating our complete courses. Where the number of downloads shown to the right is greater than one, it means that the course is in the new format and the combined trainer’s notes for the entire course can be downloaded as one file. The number tells you how many downloads will be used when you download this file.

This complete course is still in the old format so the single download referred to on the right is the course agenda. The course modules referenced in the agenda will need to be download individually and will each count as one download from your allowance (if you have one).

Time:
The exercises in this course agenda can be completed within 5 hours 25 minutes. In total, allowing for discussion, we recommend allowing 14 hours (2 days) to deliver (excluding breaks).

Aims:
• To ensure managers have the skills to coach their staff to higher performance in the workplace.

Outcomes:
By the end of the course, participants will be able to:
• Describe what coaching is and what it is not!
• Identify the skills that managers will need to be an effective workplace coach.
• Understand how to structure a coaching session with staff members.
• Understand how to coach for development and higher performance.
• Be able to suggest a useful framework for a coaching meeting.

Group Size:
This course can be used with groups of up to 15 participants.

Useful For:
Team leaders, supervisors and managers.

You'll Need:
No additional materials are needed to run this course. However, you might like to spend a little time preparing some of the materials from Trainers' Library (e.g., laminating the cards from Filing Frenzy) and we do recommend plenty of space for the practice sessions.

Notes:
This is a complete course created using a range of modules from Trainers’ Library. It shows how modules can be combined to create an effective training intervention.

The agenda provides an overview of the training event with each of the icebreakers, course modules etc. taken from Trainers’ Library highlighted in blue. You will need the trainer’s notes, handouts and any other supporting materials for all of the Trainers’ Library material included in the course agenda.

Please take time to read through the detail of the Trainers’ Library briefs for each of the modules we’ve suggested including in this programme.

We’ve also included additional notes in the agenda to help you deliver a well constructed and coherent learning intervention.

This course has been designed for use with team leaders, supervisors and managers and is intended to help participants develop coaching skills to support and develop staff in the workplace.

It is just one of many possible options on the topic of coaching skills. You should consider the learning needs of your participants and the organisation’s needs and adapt this course as necessary to meet these, using alternative modules from Trainers’ Library or your own resources.

You may also want to ensure that refreshments are available throughout the course and that there is sufficient space in the main training room for all participants to be comfortable.

Time:
The exercise in this module can be completed in about 30 minutes. In total, allowing for discussion, we recommend allowing about 40 minutes for this module.

Aims:
• To help participants recognise how their behaviour/communication is experienced by others.
• To encourage participants to increase the positive acts of recognition they give to others, and to create a working atmosphere in which people feel accepted and recognised.

Group Size:
This module is suitable for use with groups of up to about 20 participants.

Useful For:
Staff at all levels. It can be particularly useful in management training and team building.

You'll Need:
• Post-it notes and flipchart paper.

Notes:
This module can be used alongside Land of the Nutritos in a diversity programme and as part of a programme on giving feedback or team working.

Remote/Virtual Delivery:
There is a Remote Delivery version of this module available in Trainers’ Library.

Time:
This exercise will take about 30 minutes to complete. In total, allowing for discussion, we recommend allowing 60 minutes to complete this module.

Aims:
• To enable participants to be able to define coaching and its purpose.
• To explain the key differences between coaching and mentoring.
• To enable participants to describe a basic coaching model.
• To identify the core skills required by effective coaches.

Group Size:
This module is suitable for use with groups of up to 24 participants.

Useful For:
Staff at all levels.

You'll Need:
• Plenty of space for participants to work in pairs for this module.

Notes:
Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Remote/Virtual Delivery:
There is a Remote Delivery version of this module available in Trainers’ Library.

Time:
The exercise in this module will take about 15 minutes to complete. In total, allowing for discussion, we recommend allowing 40 minutes to complete this module.

Aims:
• To define counselling skills.
• To build an understanding of the difference between counselling skills, the counsellor and a disciplinary interview.
• To identify situations where the use of counselling skills might be appropriate.

Group Size:
This module is suitable for use with groups of up to 25 participants.

Useful For:
Managers and team leaders.

You'll Need:
Nothing other than the materials provided.

Time:
The exercise in this module can be completed in about 60 minutes (including the time required to view the training video). In total, allowing for discussion, we recommend allowing about 80 minutes for this module.

Aims:
• To enable participants to notice examples of unhelpful feedback, both positive and negative in the film clips.
• To encourage participants to adopt helpful feedback in their own dealings with staff.

Group Size:
This module is suitable for use with groups of up to about 20 participants, split into smaller teams, as long as suitable projection facilities are available to give everyone a clear view of the training video.

Useful For:
Managers at all levels, supervisors and team leaders.

You'll Need:
• A computer and a means of connecting to a screen.

Notes:
We recommend showing each clip of film in turn and drawing out the learning points. There is a further activity to relate the learning to participants’ own work situations.

Please note that these are the trainer notes that accompany the Trainers' Library video 'Giving Feedback', exclusively available to customers with an Essential, Pro or Enterprise membership.

Time:
The exercise in this module will take about 10 minutes to complete. In total, allowing for discussion, we recommend allowing 30 minutes to complete this module.

Aims:
• To introduce a 'model' to help participants remember what counselling skills are, and how to use them.

Group Size:
This module is suitable for use with groups of up to 15 participants.

Useful For:
Managers and team leaders.

You'll Need:
Nothing other than the materials provided.

Time:
The exercise in this module can be completed in about 20 minutes. In total, allowing for discussion, we recommend allowing about 40 minutes for this module.

Aims:
• To assist job applicants in recognising the different types of interview.

Group Size:
This module can be used with groups of any size.

Useful For:
Staff at all levels especially those returning to work after a career break, or job seekers. This module may also be used as a framework for 1:1 coaching sessions.

You'll Need:
Nothing other than the materials provided.

Notes:
This is the first module in the series Interview Skills. It may also be used as a stand-alone session.

Time:
The exercise in this module can be completed in about 20 minutes. In total, allowing for discussion, we recommend allowing about 40 minutes for this module.

Aims:
• To help job applicants prepare for an interview.

Group Size:
This module can be used with groups of any size.

Useful For:
Staff at all levels especially those returning to work after a career break or job seekers. This module may also be used as a framework for 1:1 coaching sessions.

You'll Need:
Nothing other than the materials provided.

Notes:
This is the second in the series of 4 modules on Interview Skills and follows on from Interview Skills 1 - It’s a Puzzle. It can also be used as a stand-alone session.

Time:
The exercise in this module can be completed in about 30 minutes. In total, allowing for discussion, we recommend allowing about 60 minutes for this module.

Aims:
• To help job applicants prepare for an interview.

Group Size:
This module can be used with groups of any size.

Useful For:
Staff at all levels, especially those returning to work after a career break or job seekers. This module may also be used as a framework for 1:1 coaching sessions.

You'll Need:
Nothing other than the materials provided.

Notes:
This is the third in the series of 4 modules on Interview Skills. It can be run as a stand-alone session or as the follow-on from Interview Skills 2 - What Will They Ask Me?

Time:
The exercise in this module can be completed in about 80 minutes. In total, allowing for discussion, we recommend allowing about 90 minutes for this module.

Aims:
• To demonstrate the importance of taking a step back and understanding our role in the relationships we have with others at work.

Group Size:
This module can be used with groups of up to 15 participants.

Useful For:
Staff at all levels especially those returning to work after a career break or job seekers. This module may also be used as a framework for 1:1 coaching sessions.

You'll Need:
• A stopwatch or timer would be beneficial.

Notes:
This is the fourth module in the series on Interview Skills. It may be used as a stand-alone session or as the follow-on to the module, Interview Skills 3 - Ten Tough Questions. If time is available, run a further interview practice after reviewing the first round of interviews.

Time:
The exercise in this module can be completed in about 40 minutes. In total, allowing for discussion, we recommend allowing about 60 minutes for this module.

Aims:
• To encourage participants to think about the type of job they should apply for and the skills and personal qualities they can bring to it.

Group Size:
This module can be used with groups of any size.

Useful For:
Staff at all levels especially those returning to work after a career break or job seekers. This module may also be used as a framework for 1:1 coaching sessions.

You'll Need:
Nothing other than the materials provided.

Notes:
This is the first module in the series Job Application. It can be used as a short, stand-alone session or as the first in a series of short workshops taking participants through the whole job application process – from selecting the most appropriate jobs to preparing for interview.

Time:
The exercise in this module can be completed in about 30 minutes. In total, allowing for discussion, we recommend allowing about 45 minutes for this module.

Aims:
• To assist job applicants in understanding what the employer is looking for when advertising a job.

Group Size:
This module can be used with groups of up to 15 participants.

Useful For:
Staff at all levels especially those returning to work after a career break or job seekers. This module may also be used as a framework for 1:1 coaching sessions.

You'll Need:
Nothing other than the materials provided.

Notes:
This is the second module in the Job Application series of short workshops taking participants through the whole job application process – from selecting the most appropriate jobs to preparing for interview. Alternatively it can be run as a stand-alone exercise.

Time:
The exercise in this module can be completed in about 30 minutes. In total, allowing for discussion, we recommend allowing about 50 minutes for this module.

Aims:
• To provide good practice advice in completing applications for employment.

Group Size:
This module can be used with groups of up to 25 participants.

Useful For:
Staff at all levels especially those returning to work after a career break or job seekers. This module may also be used as a framework for 1:1 coaching sessions.

You'll Need:
Nothing other than the materials provided.

Notes:
This is the third module in the Job Application series of short workshops taking participants through the whole job application process – from selecting the most appropriate jobs to preparing for interview. We recommend at least running the second module of this series (Job Application 2 – Understanding Job Adverts) prior to this one.

Time:
The exercise in this module can be completed in about 40 minutes. In total, allowing for discussion, we recommend allowing about 70 minutes for this module.

Aims:
• To help job applicants write a compelling CV.

Group Size:
This module can be used with groups of up to 25 participants

Useful For:
Staff at all levels especially those returning to work after a career break or job seekers. This module may also be used as a framework for 1:1 coaching sessions.

You'll Need:
Nothing other than the materials provided.

Notes:
This is the fourth module in the Job Application series of short workshops taking participants through the whole job application process – from selecting the most appropriate jobs to preparing for interview. It may also be used as a short, stand-alone session.

We’ve provided two alternative briefs for Exercise 1, one for more senior, experienced groups and one for less experienced candidates.

Time:
The exercises in this module will take about 30 minutes to complete. In total, allowing for discussion, we recommend allowing 45 minutes to complete this module.

Aims:
• To explore the benefits of different approaches to developing others.
• To help participants choose the most appropriate approach for developing others in a given situation.

Group Size:
This module is suitable for use with groups of up to 15 participants.

Useful For:
Team Leaders, supervisors and managers.

You'll Need:
Nothing other than the materials provided.

Notes:
This module is suitable for anyone who has responsibility for developing others in the workplace: Team leaders, supervisors or managers.

It is a useful addition to coaching skills courses and can help participants understand when a coaching approach might be appropriate and when it might not be.

Remote/Virtual Delivery:
There is a Remote Delivery version of this module available in Trainers’ Library.

Time:
The exercise in this module can be completed in about 45 minutes. In total, allowing for discussion, we recommend allowing about 60 minutes for this module.

Aims:
• To enable participants to be able to define mentoring and its purpose.
• To explain the key differences between coaching and mentoring.
• To identify the benefits of effective mentoring to organisations, mentors and protégés.

Group Size:
This module is suitable for use with groups of up to about 25 participants.

Useful For:
Anyone who wants to be a mentor and also those who are looking to use a mentor, but want to know more about the mentoring process.

You'll Need:
Nothing other than the materials provided.

Notes:
For the first part of the exercise you will need to pre-prepared a flip chart for each team.

Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Remote/Virtual Delivery:
There is a Remote Delivery version of this module available in Trainers’ Library.

Time:
The exercise in this module can be completed in about 75 minutes. In total, allowing for discussion, we recommend allowing about 120 minutes for this module.

Aims:
• To enable participants to define the 3 stages of the mentor-protégé relationship.
• To enable mentors and protégés to have clarity about their roles and responsibilities.
• To provide guidelines and templates for managing the relationship.

Group Size:
This module is suitable for use with groups of up to about 25 participants.

Useful For:
Both mentors and protégés at any level.

You'll Need:
Nothing other than the materials provided.

Remote/Virtual Delivery:
There is a Remote Delivery version of this module available in Trainers’ Library.

Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Time:
The exercise in this module can be completed in about 60 minutes. In total, allowing for discussion, we recommend allowing about 90 minutes for this module.

Aims:
• To recognise the key skills required of a mentor.
• To assess current skill levels.
• To identify key strengths and areas for development.
• To provide a structure for mentoring meetings.

Group Size:
This module is suitable for use with groups of up to about 25 participants.

Useful For:
Staff at all levels who want to become a mentor.

You'll Need:
Nothing other than the materials provided.

Notes:
Some of the skills discussed may need further and more specific development e.g. feedback and coaching. Trainers’ Library has a range of materials to support this development.

Remote/Virtual Delivery:
There is a Remote Delivery version of this module available in Trainers’ Library.

Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Time:
The exercises in this module will take about 20 minutes to complete. In total, allowing for discussion, we recommend allowing 40 minutes to complete this module.

Aims:
• To encourage participants to think about training methods.
• To help participants understand how adults learn and how to ensure training is learner led.

Group Size:
This module is suitable for use with groups of up to 25 participants.

Useful For:
Staff interested in developing training and coaching skills.

You'll Need:
• Lots of sheets of plain A4 paper.

Notes:
Before running this exercise practise making a paper boat (using the handout to help you) until you can do it confidently from memory.

Time:
The exercise in this module can be completed in about 35 minutes. In total, allowing for discussion, we recommend allowing about 50 minutes for this module.

Aims:
• To help participants understand the importance of prioritising the problems they face.
• To allow participants to plan their next steps in addressing problems based on both their ability AND desire to solve them.

Group Size:
This module can be used with groups of almost any size.

Useful For:
Staff at all levels.

You'll Need:
• The Problem Solving Quadrants grid pre-drawn on a flip chart.
• Pens and post it notes.

Notes:
It may help to facilitate the initial discussion if you have a workplace problem of your own to share.

Whilst designed as a group training session, this technique also works well for 1:1 coaching.

Remote/Virtual Delivery:
There is a Remote Delivery version of this module available in Trainers’ Library.

Time:
The exercise in this module can be completed within 30 minutes. In total, allowing for discussion, we recommend allowing about 50 minutes for this module.

Aims:
• To encourage participants to consider the art of feedback and to ensure their feedback is appropriate and objective.
• To enable participants to identify useful, helpful, constructive feedback.
• To clarify what makes useful, constructive feedback.
• To develop participants ability to give constructive feedback.
• To consider how it feels to be on the receiving end of destructive or unhelpful feedback.

Group Size:
This module is suitable for use with groups of up to 15 participants.

Useful For:
Staff at all levels.

You'll Need:
Nothing other than the materials provided.

Notes:
The suggested time for this module is based on the assumption that pre-work has covered the essential elements of positive feedback.

The activity is designed to help participants improve their ability to offer feedback in a way that is constructive and helpful and leads to positive performance. It works particularly well following the Introduction to Feedback module in Trainers’ Library.

Remote/Virtual Delivery:
There is a Remote Delivery version of this module available in Trainers’ Library.

Time:
The exercise in this module can be completed in about 50 minutes. In total, allowing for discussion, we recommend allowing at least 70 minutes for this module.

Aims:
• To help first time managers to recognise and discuss some of the things that they need to do to build awareness of the team and monitor its performance.
• To help first time managers understand the importance of spotting potential problems quickly and taking appropriate action to help the team overcome these.

Group Size:
This module is suitable for use with groups of up to about 18.

Useful For:
Teams, work groups and/or their leaders (especially first time managers) who wish to understand the elements of monitoring a team.

You'll Need:
Nothing other than the materials provided.

Notes:
This module can be usefully followed by any of the First Time Manager modules.

It can also be a useful inclusion in any training intervention around coaching teams.

Remote/Virtual Delivery:
There is a Remote Delivery version of this module available in Trainers’ Library.

Time:
This exercise will take about 25 minutes to complete. In total, allowing for discussion, we recommend allowing 50 minutes to complete this module.

Aims:
• To enable participants to understand what workplace coaching is.
• To agree a shared definition of workplace coaching.
• To explain the key differences between coaching and mentoring.

Group Size:
This module is suitable for use with groups of up to 15 participants.

Useful For:
Supervisors and managers.

You'll Need:
Nothing other than the materials provided.

Notes:
Coaching has a long history going right back to Socrates, who believed that individuals learn best when they have ownership of a situation and take some form of personal responsibility for the outcome that is produced.

In more recent times, coaching has played a crucial and effective role in sports, including tennis and football.

However, the potential for coaching as a professional and organisational development approach has only really been recognised in the last decade. Tim Gallwey was perhaps the first to document this movement of coaching from the sporting arena to business, presenting a method of coaching which could be readily applied to almost any situation. His innovative work has been very influential and underpins current approaches to coaching.

Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Time:
This exercise will take about 25 minutes to complete. In total, allowing for discussion, we recommend allowing 60 minutes to complete this module.

Aims:
• To identify the core skills required by effective coaches.
• To enable participants to describe the GROW coaching model.

Group Size:
This module is suitable for use with groups of up to 15 participants.

Useful For:
Supervisors and managers

You'll Need:
Nothing other than the materials provided.

Notes:
This is one of a series of modules that provide an in-depth introduction to workplace coaching. We recommend using these modules together.

Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Time:
This exercise will take about 45 minutes to complete. In total, allowing for discussion, we recommend allowing 75 minutes to complete this module.

Aims:
• To provide an opportunity for participants to practise their coaching skills.
• To provide an opportunity for participants to practise using the GROW model.
• To provide an opportunity for participants to practise questioning, listening and summarising.

Group Size:
This module is suitable for use with groups of up to 15 participants.

Useful For:
Supervisors and managers.

You'll Need:
• A room with sufficient space for participants to work in pairs and hold a coaching conversation.
• Copies of the coach and coachee briefings - one of each for each participant.

Notes:
This is one of a series of modules that provide an in-depth introduction to Workplace Coaching. We recommend these modules together.

If you have not already run the module called Workplace Coaching - The How, you will need to give participants the handout before running the exercise and explain the GROW model/process to them. If you need more information on this, please refer to "Workplace Coaching - The How".

Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Time:
The exercise in this module will take about 15 minutes to complete. In total, allowing for discussion, we recommend allowing 40 minutes to complete this module.

Aims:
• To provide an opportunity for participants to think about how they'll use the GROW model back in the workplace.
• To encourage participants to think about the questions they'll use to facilitate use of the GROW model.
• To review the GROW model.
• To review key learning points about workplace coaching.

Group Size:
This module is suitable for use with groups of up to 15 participants.

Useful For:
Supervisors and managers.

You'll Need:
Nothing other than the materials provided.

Notes:
Participants will need to be very familiar with the GROW coaching model before participating in this exercise. They should also have a sound understanding of when coaching is appropriate and when it is not. (Workplace Coaching 3 or Learning - Push or Pull? are both great options to do this).

Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Time:
The exercise in this module will take about 20 minutes to complete. In total, allowing for discussion, we recommend allowing 35 minutes to complete this module.

Aims:
• To explain the importance of keeping a record of coaching sessions that is both helpful to the coach and the person being coached.
• To introduce a simple plan that participants might like to use in their coaching sessions.

Group Size:
This module is suitable for use with groups of up to 15 participants.

Useful For:
Supervisors and managers.

You'll Need:
Nothing other than the materials provided.

Notes:
This module provides a simple plan for recording the key elements of a coaching session, which can be easily replaced by an organisation’s existing format, if required.

A slightly tweaked version of Patsy’s Pie Making Challenge would be a great precursor to this module, because it’s a really fun way to emphasise the importance of note taking to aid our recollection of conversations. To find out how to do this get in touch via email or send us a Design Coach request and we can explain what you’ll need to do.

Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Time:
The exercise in this module will take about 30 minutes to complete. In total, allowing for discussion, we recommend allowing 40 minutes to complete this module.

Aims:
• To remind participants of some of the key learning points about workplace coaching.
• To provide a fun but thorough review of learning.

Group Size:
This module is suitable for use with groups of up to 15 participants.

Useful For:
Supervisors and managers.

You'll Need:
Nothing other than the materials provided.

Notes:
A useful and fun conclusion to any training around workplace coaching.

Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Time:
This exercise will take about 10 minutes to complete. In total, allowing for discussion, we recommend allowing 15 minutes for completion.

Aims:
• To identify some of the key themes participants will be exploring in the forthcoming training around coaching.

Group Size:
This module is suitable for use with groups of almost any size.

Useful For:
Anyone attending a course or workshop that focuses on coaching skills.

You'll Need:
• A printed copy of the large (A3) Trainer version of the Word Search grid provided, affixed to a flipchart.

Notes:
A small prize for the winning team would be nice, though not essential.

Time:
This exercise will take about 10 minutes to complete. In total, allowing for discussion, we recommend allowing 15 minutes for completion.

Aims:
• To identify some of the key themes participants will be exploring in the forthcoming training around giving feedback.

Group Size:
This module is suitable for use with groups of almost any size.

Useful For:
Anyone attending a course or workshop that focuses on giving feedback.

You'll Need:
• A printed copy of the large (A3) Trainer version of the Word Search grid provided, affixed to a flipchart.

Notes:
A small prize for the winning team would be nice, though not essential.

Time:
This exercise will take about 15 minutes to complete. In total, allowing for discussion, we recommend allowing 20 minutes for completion.

Aims:
• To demonstrate the benefit of using open questions when gathering information.

Group Size:
This module is suitable for use with groups of up to 15 participants.

You'll Need:
Post its and pens.

Time:
This exercise will take about 15 minutes to complete. In total, allowing for discussion, we recommend allowing 25 minutes for completion.

Aims:
• To provide an opportunity for participants to share good and bad experiences.
• To gather real-life examples that can be referred to throughout the training.

Group Size:
This module is suitable for use with groups of up to 20 participants.

You'll Need:
• Nothing other than the materials provided.

Notes:
Our thanks to Buffy Sparks for her help in writing this icebreaker.

Time:
This exercise will take about 10 minutes to complete. In total, allowing for discussion, we recommend allowing 15 minutes for completion.

Aims:
• To encourage participants to share information about each other.
• To test participant's listening and recall skills.
• To briefly explore barriers to listening.

Group Size:
This module is suitable for use with groups of up to 25 participants.

You'll Need:
• Nothing other than the materials provided.

Time:
This exercise will take about 10 minutes to run. In total, allowing for discussion, we recommend allowing 25 minutes for completion.

Aims:
• To identify how participants are feeling.
• To explore their thoughts, fears and concerns in a comfortable way.
• To establish learning objectives for the course or programme.

Group Size:
This module is suitable for use with groups of up to 25 participants.

You'll Need:
Flipchart and pens.

Time:
The exercise in this module will take about 15 minutes to complete. In total, allowing for discussion, we recommend allowing 20 minutes to complete this module.

Aims:
• To encourage participants to share information about themselves.
• To build rapport among participants.

Group Size:
This module is suitable for use with groups of up to 15 participants.

You'll Need:
• Nothing other than the materials provided.

Time:
This exercise will take about 15 minutes to complete. In total, allowing for discussion, we recommend allowing 20 minutes for completion.

Aims:
• To encourage participants to gather information about each other.
• To illustrate the importance and benefit of open questions when gathering information.
• To illustrate the uses of closed questions.

Group Size:
This module is suitable for use with groups of up to 15 participants.

You'll Need:
• Nothing other than the materials provided.

Notes:
This exercise will take longer the larger the group.

Time:
This exercise will take about 10 minutes to complete. In total, allowing for discussion, we recommend allowing about 15 minutes for completion.

Aims:
• To explore and identify what positive language is.
• To understand why positive language matters.

Group Size:
This module can be used with groups of almost any size.

You'll Need:
• A selection of bells or buzzers, one for every 2-3 participants.

Notes:
Before the training, pre-prepare a flipchart with a blank bingo card. The card will need to have enough boxes so there is one for each participant.

Time:
This exercise will take about 10 minutes to complete. In total, allowing for discussion, we recommend allowing 15 minutes for completion.

Aims:
• To recall many of the key learning points at the end of a training session about coaching.

Group Size:
This module is suitable for use with groups of almost any size.

Useful For:
Anyone attending a course or workshop that focuses on coaching skills.

You'll Need:
• A printed copy of the large (A3) Trainer version of the Word Search grid provided, affixed to a flipchart.

Notes:
A small prize for the winning team would be nice, though not essential.

Time:
This exercise will take about 20 minutes to complete. In total, allowing for discussion, we recommend allowing 30 minutes for completion.

Aims:
• To remind participants of the GROW model and what each letter stands for.
• To encourage participants to reflect upon how they’ll continue to develop their coaching skills and create an action plan using the GROW model.

Group Size:
This module is suitable for use with groups of up to 15 participants.

Useful For:
Staff at all levels.

You'll Need:
Nothing other than the materials provided.

Remote/Virtual Delivery:
There is a Remote Delivery version of this module available in Trainers’ Library.

Time:
This exercise will take about 10 minutes to complete. In total, allowing for discussion, we recommend allowing 15 minutes for completion.

Aims:
• To recall many of the key learning points at the end of a training session about feedback.

Group Size:
This module is suitable for use with groups of almost any size.

Useful For:
Anyone attending a course or workshop that focuses on giving feedback.

You'll Need:
• A printed copy of the large (A3) Trainer version of the Word Search grid provided, affixed to a flipchart.

Notes:
A small prize for the winning team would be nice, though not essential.

Time:
This exercise will take about 15 minutes to complete. In total, allowing for discussion, we recommend allowing 20 minutes for completion.

Aims:
• To demonstrate an understanding of the key concepts of Train the Trainer.

Group Size:
This module is suitable for use with groups of any size.

You'll Need:
• A hat/bag to hold the keywords/phrases slips of paper.
• A small prize.

Notes:
You will need to cut out the keywords and phrases provided before the training session. You may wish to adjust the suggested words/phrases to meet the exact needs of your participants. You need 30 words in total.

Using the Colin Breaks the Rules Case Study
There are many ways in which you could use this case study and many topics for which it could provide a useful springboard for learning. We suggest some of them here. This is not a prescriptive list but obvious areas would be:
• Delegation.
• Leadership style.
• Becoming a manager.
• Coaching.
• Discipline.
• Managing challenging people.
• Motivating others.
• Building relationships.
• Influence.

Notes:
In this case study, Colin finds the transition from Team Leader to Transport Manager frustrating, partly due to the senior managers' reluctance to consider new ideas for changing processes and procedures that Colin feels are pointless and time-consuming. So, Colin finds an unorthodox way of being heard!

Activity Example:
Use these questions in small teams, pairs or with individuals. The case study could also form the basis of a written assignment or be used simply to spark a whole group discussion.
• How would you manage and motivate Colin if you were Julie?
• What advice would you offer Colin to help him adjust to his new role?
• What do you think of Colin's 'offence'? If you were the CEO would you have done things differently? If so, how and why?
• What are the advantages and disadvantages of DTU's command and control approach to the recession they are experiencing?

Other Areas for Learning:
You could also use the case study to allow participants to practice many techniques or to learn about specific theories and approaches. For example:
• First Time Management.
• Leadership Styles.
• Effective Delegation.
• Managing Conflict.

Using the Evie Takes a Chance Case Study
There are many ways in which you could use this case study and many topics for which it could provide a useful springboard for learning. We suggest some of them here. This is not a prescriptive list but obvious areas would be:
• Delegation.
• Leadership.
• Becoming a leader.
• Coaching.

Notes:
In this case study, Evie sees delegation as a way out of a dilemma caused by her own lack of time management and procrastination. It powerfully illustrates how not to delegate and the dangers of unplanned delegation.

Activity Example:
Use these questions in small teams, with pairs or with individuals. The case study could also form the basis of a written assignment or be used simply as a tool to spark a whole group discussion.
• How effectively do you think Evie handled the situation?
• What do you think of Evie's approach to delegation? Would you have done things differently?
• What problems might you expect Bryn to experience in carrying out the task?
• Why do you think Evie behaves like this?
• What do you think Jennifer could do to help Evie?

Other Areas for Learning:
You could also use the case study to allow participants to practice many techniques or to learn about specific theories and approaches. For example:
• Effective Delegation.
• Leadership vs Management.
• Coaching.
• Time Management.

Time:
• First Coaching Session: 45minutes.
• Work Based Activity: 2-4 hours.
• Follow-up Coaching Session: 45 minutes.

Aims:
• This module looks at change from the employee’s perspective and seeks to support those that struggle to adapt to new situations or appreciate the need for change. It helps them explore what they need to do in order to feel more comfortable about the alterations proposed.

Group Size:
This module is designed for a one to one coaching session.

Useful For:
Any employee who is currently on the receiving end of a change initiative, who is showing some resistance to that change and generally finds difficulty adapting to change.

Notes:
Influencing employees to buy in to change often means highlighting what is wrong with the current situation in order to promote the benefits of change. For employees who are quite happy with the status quo, this may not be easy and, for them, the challenge to their current reality can feel very uncomfortable. Persuading the cynical or reluctant employee of the virtues of a change programme will likely have little effect. Instead, a different and more personal approach is required and coaching on a 1-1 basis will allow this individual the space and time to be listened to and to have a ‘voice’.

Usually, we expect our coachee to come to their first session ready to change and clear that their actions or behaviour needs to be different. Clearly, where you are coaching someone who is cynical about change, this will not be the case and this can make effective coaching more difficult. This module is therefore not geared around the GROW model but instead uses a more exploratory form of coaching. It is advisable to pitch this session not so much as a coaching session for the employee, but as a conversation to discuss the change initiative and their reaction to it.

Time:
• First Coaching Session: 60-90 minutes.
• Work Based Activity: 1-2 hours.
• Follow-up Coaching Session: 60 minutes.

Aims:
• To develop both the skill and confidence to deliver effective presentations.

Group Size:
This module is designed for a one to one coaching session.

Useful For:
Employees who need to be able to stand up and speak confidently and effectively to groups of people – large or small. Ideal for either staff members who need to present to groups on a regular basis, or to employees who have a one-off presentation they need to prepare and deliver.

Notes:
It is important to differentiate between lack of skill and lack of confidence for speaking in public. There is a need to develop both, because as skill develops confidence will flourish.

The skill required for presenting is developed largely by coaching the employee around preparing for a presentation. Preparation is absolutely critical on so many levels and with good preparation and practise comes confidence.

A lot of people find the prospect of standing up to talk in public very daunting and this can cause them a huge amount of stress.

So, why is this? Many people’s self-belief in their ability to deliver a talk has been destroyed by one incident in their past when they spoke in public and were left feeling humiliated or embarrassed by the whole experience. This could have been a presentation they delivered at work, a college presentation or sometimes can even be traced right back to school days when an impressionable child was made to feel foolish by a teacher when speaking in front of the rest of the class. Don’t underestimate the significant negative emotional impact that a one-time event like this can have on an individual’s confidence to deliver a talk again, and please tread carefully, being empathetic and understanding of how your coachee might be feeling.

Time:
• First Coaching Session: 45minutes.
• Work Based Activity: 2-4 hours.
• Follow-up Coaching Session: 45 minutes.

Aims:
• To develop the skills required to be sensitive to other people’s needs and feelings, and to better understand a colleague’s perspective.

Group Size:
This module is designed for a one to one coaching session.

Useful For:
Employees who appear to lack ‘people skills’ and don’t have the ability or the inclination to empathise with work colleagues. These employees are likely to be more task orientated in their working style and their first priority is getting the job done. They may be high performers but, as a consequence of always putting the needs of the task before the needs of the people, these employees have compromised working relationships with their colleagues.

Notes:
Understanding other people requires the ability to empathise. So what is empathy? Empathy is about being sensitive to other people’s needs and, importantly, it’s about being able to see their perspective. It’s not necessarily about agreeing, it’s about having the ability to understand the other person’s position.

Empathic people are more approachable; they get on better with others. They are also aware of the impact their own behaviour has on other people, which further enhances their interpersonal abilities. Empathy is a skill that is becoming increasingly recognised in business and forms a key part of the emotional intelligence tool kit.

Time:
• First Coaching Session: 45minutes.
• Work Based Activity: 2-4 hours.
• Follow-up Coaching Session: 45 minutes.

Aims:
• To educate the coachee as to what assertiveness really means and the behaviours associated with passive, assertive and aggressive styles.
• To raise the coachee’s awareness of their own style and enable them to create an action plan that will help them develop their assertiveness skills.

Group Size:
This module is designed for a one to one coaching session.

Useful For:
Any member of staff who is failing to assert their own needs, whilst respecting the needs of others. This module is equally suitable for employees who are too passive in their behaviour and those who inappropriately use an aggressive style to assert their needs. It is important that the coachee comes to the first session having already agreed, perhaps as part of a performance review, that assertiveness is a skill they need and want to develop.

Notes:
The coach should be sensitive when discussing assertiveness with their coachee as a failure to be assertive can be caused by low self-esteem. Be very aware of your boundaries as a coach and do not enter into a counselling conversation.

Article Overview:
Here's an article I wish I'd seen 10 years ago - it might have help me avoid some of the pitfalls I fell into!

Anecdotal evidence suggests that there is a lot of fluidity within the training industry at the moment, with many people considering becoming self-employed consultants at the same time (and conversely many returning to 'regular' employment).

If you've ever wondered about becoming a freelance trainer, this article really does provide some great advice and tips.

Opening Words:
1. The importance of having a business model.
For example, do you want to work as an associate only, direct only or a mixture of both? How much money do you need to earn to pay the bills? How many delivery days are realistically available once you take out time for holidays, marketing, networking, admin, self development, planning and preparation of course materials? What do you need to charge to ensure you get this? And is it realistic?

Knowing the answers to these questions right from the start saves a lot of heartache later on.

2. It is incredibly easy to waste money when you first start out.
Business cards, graphics, website, search engine ranking expert, brochures, networking events, business coaching – must haves or nice-to-haves?

It can be very easy to get carried away by everything, yet not everything needs deciding upon and investing in right at the beginning. For example, although a website is an incredibly effective way of marketing yourself, some of the most successful training consultants we know don’t even have a website! So, only buy the essentials you need to run your business – and save the rest for when you have more cash.

Suitable Reading For:
Anyone considering becoming a freelance trainer.

About this Article:
Carol Wilson identifies the tools and models frequently used during coaching projects. In this article she looks at 360 degree feedback.

Opening Words:
360 degree feedback is a process used by many organisations today to provide managers with information about how they are viewed by the different categories of people they come into contact with in the course of their work, for example, the managers they report to, the staff who report to them, and their colleagues, customers and clients.

The feedback is usually delivered anonymously and participants are asked to fill in a series of tick-boxes (often on-line) and to provide individual comments about various aspects of the subject’s performance, typically around their skills, abilities, attitudes and behaviours.

Useful Reading For:
Anyone who is thinking of using 360 degree feedback or upward appraisal mechanisms for their own or others' development.

About this Article:
In this article Tony Atherton explains why good listening is such hard work and discusses the characteristics and techniques used in Active Listening.

Opening Words:
Good listening is hard work! Very often when we listen to someone we only half pay attention; talking is much more fun than listening so we start thinking about what we will say when it’s our turn. What we want is a conversation where we put in at least half of what is said, if not more. We are not looking for hard work.

The phrase active listening has crept into management jargon. It is a good phrase though because good listening is not the passive action it is sometimes thought to be. Good listening requires active participation by the listener.

Useful Reading For:
Anyone who needs to listen. Especially useful for those in a coaching or sales role.

About this Article:
Jeremy Thorn takes a look at Executive Coaching, who it applies to and who may be missing out on the benefits of said coaching.

Opening Words: 
Whom do you think might benefit the most from an opportunity for Executive Coaching? Would it be just for those who show promising career potential, do you think, or could there be others? And although coaching has become increasingly popular over the last 10 years, is this the only alternative to a more formal programme of management development? It doesn’t have to be!

Useful Reading For:
Anyone interested in introducing executive coaching to their organisation or in being coached.

About this Article:
In this article, Carol Wilson, looks at:
1) How the workplace is changing from authoritarian bosses and jobs for life towards self-directed learning and portfolio careers.
2) How the Virgin empire was built using a coaching culture..

Opening Words:
Over the last fifty years the world has moved from an authoritarian society – where figures such as priests, fathers and bosses were obeyed without question – towards self directed learning. Society has seen rebellious teenagers, the debunking of religion, and an end to jobs for life. People are making their own decisions, portfolio careers are becoming more common, and companies are moving away from consultancy towards coaching.

Coaching at work is sometimes regarded as the latest fad. Companies are falling over themselves to provide their senior and middle managers with personal coaches, and to train them in coaching skills.

Useful Reading For:
Anyone involved in providing or receiving coaching in the workplace.

Article Overview:
In this lengthy article, Graham Guest looks at the need for learning organisations in the modern world, and what defines a learning organisation. He goes on to look at the importance of mentoring and learning in learning organisations and provides a clear and interesting distinction between the two.

Opening Words:
The world is witnessing rapid changes in the way we work and learn. The effectiveness of traditional organisational structures is being questioned and new ‘buzz-words’ are entering our vocabulary. We talk about the global economy, the knowledge-society, and the networked company.

One approach to dealing with change is that of the learning organisation, where learning holds the key to both economic prosperity for the organisation and personal well-being for the individual. The traditional, and somewhat mechanistic, techniques of management and supervision are being supplemented with, and in many cases replaced by, a more holistic approach involving the processes of coaching and mentoring.

In this paper I describe the features and benefits of a learning organisation and explore how coaching and mentoring form an integral part of the model.

Useful Reading For:
Trainers and anyone interested in developing a learning organisation.

Article Overview:
In this article, Carol Wilson looks at four key areas of feedback: Positive feedback, negative feedback, receiving feedback and coaching feedback.

Opening Words:
Feedback is often regarded as the most difficult part of a manager’s job. However, in a coaching culture, negative feedback is experienced in a positive way; as an opportunity for making new discoveries rather than blame.

Positive feedback is an energy raiser for the giver as well as the receiver. However, it must be authentic and genuine or it will be dismissed as worthless.

People often say that they only hear feedback when something is wrong. However, it costs nothing to tell people when they have done well, or give a simple thank you. Both will make the recipient feel more valuable and raise their confidence. Self-belief is vital for success, and praise, when it is deserved, builds confidence and motivation to achieve more.

It is great to give positive feedback in public; it gives people a real boost to be singled out and admired for what they have achieved. There are also two possible areas for caution here:

Useful Reading For:
Managers, including first time managers, and anyone who wants to develop their ability to give, or receive, constructive feedback.

Article Overview:
In this article, Graham Guest looks at the importance of coaching as a holistic method of managing performance. He explains the role of the coach and the coaching relationship.

Opening Words:
Many businesses proclaim that their people are their greatest asset. This is an attractive idea, particularly to the assets themselves. Some of the businesses making this statement actually believe it. Of those that believe it some will try to put the philosophy into practice.

This might seem like a cynical opening to an article, but it is true that if we observe businesses closely we see that manipulation and control are still the favoured tools of management. Kofman and Senge (1995) ask, 'Why do we confront learning opportunities with fear rather than wonder? [...] Why do we create controlling bureaucracies when we attempt to form visionary enterprises?' They suggest that the main dysfunctions in our institutions - fragmentation, competition, and reactiveness - are actually by-products of our success over thousands of years in conquering the physical world and in developing our scientific, industrial culture.

Useful Reading For:
Anyone involved in providing or receiving coaching in the workplace.

Article Overview:
This article from Mike Bagshaw, considers the changing business culture. He argues that the paternalistic approach has gone, replaced by a sibling stage in organisational development - a sort of half-way house to full alignment between individual and organisation needs.

Opening Words:
The sibling organisation is a stage in the development of organisations following the uncertainty created by downsizing and restructuring. People feel the need to invest in self-preservation, perhaps at the expense of collaborative effort, risk-taking and shared learning. Organisational defensive routines limit growth and creativity. Morale is depressed, job satisfaction is reduced and performance goes down. To counter this post-change depressive effect, a new contract of mutual investment and respect needs to be created between the employee and the organisation. A coaching style of management combined with independent mentoring support can provide the vehicle for a climate of two stranded development where both the needs of the individual and the needs of the organisation are aligned.

The concept of the sibling organisation is a new one. It's a stage of evolution in business ethos, and it seems to me it's the stage we're at now. We have moved past the old paternalistic ethos, where we were looked after in exchange for loyalty. That move has been forced on us by the changing market demands and shareholder power. The drive has been to cut costs. The highest cost is people, so it has been uneconomic for the bosses to go on looking after people. There has had to be downsizing. "Lean and Mean" has become the cry. All too soon that has meant "Sad and Mad".

Useful Reading For:
Anyone involved in coaching and mentoring.

Article Overview:
In this article Carol Wilson looks at what coaching is, how organisations can integrate it, and what the pitfalls might be.

Opening Words:
Many organisations across the world today are putting coaching programmes in place, either hiring external coaches or training their own managers. The word is out that a ‘coaching culture’ is the goal to pursue, although there is some confusion about what the term actually means and even more about how to achieve it. In this article we will look at what coaching is, how organisations can integrate it, and what the pitfalls might be.

I have identified that there are three principles underlying a coaching culture:

Useful Reading For:
Managers and anyone else wishing to increase the use of coaching skills within their organisations.

Article Overview:
In this article, Rod Webb wonders why he's not motivated to return to the gym after Christmas this year, and considers the lessons here for organisations and managers. The article outlines key thoughts and ideas about motivating people at work and managing change.

Opening Words:
I had one of those moments this morning, which seem to come with increasing frequency once you reach your forties. The image in the bathroom mirror just seemed to be a little more out of shape than normal – the sagging more noticeable, the posture a little worse. On really bad days I see my father in the mirror. Nothing against my father, you understand, but when he was my age (and I wasn’t) I thought he looked old, whilst I of course know that I’m still very much in my youth.

Anyway, this unfortunate revelation got me thinking and wondering whether once again I should try and lose some of the post Christmas excess via lots of exercise at the gym.

I’ve tried the gym before – many, many times, without any discernible difference being achieved in the few weeks my commitment lasted before the excruciating boredom became unbearable and I was driven back to the sofa - and chocolate.

Useful Reading For:
Managers and team leaders who need to motivate others.

Article Overview:
This excellent article from Mike Bagshaw explains what Emotional Intelligence is, and explains what to consider if planning Emotional Intelligence training.

Opening Words:
When people in the workplace do not act with emotional intelligence the costs can be great: Low morale, bitter conflict and stress all limit business effectiveness. There is also the financial cost of litigation when people complain of being bullied, intimidated, and exploited. Emotional intelligence also contributes in a positive business enhancing way, improving teamwork, customer service and the managing of diversity. Fortunately this critical personal resource can be improved through appropriate coaching and training.

Stability makes us feel secure. It gives a firm and safe base on which to build. Stability means we know what is going on, and what is likely to go on in the future, and stability is something we have not got. Instead, we have one dramatic change after another. It feels frightening and out of control, and it's a natural reaction to keep things the same as much as we can, even when we acknowledge that that is going backwards. What we need to do is build, but we can not have the firm base of stability. We need to draw on inner resources to help us move forward.

Useful Reading For:
Managers and trainers.

Opening Words:
Feedback offers us an opportunity to gain insight into how others perceive and experience us and yet, on occasions we resolutely refuse to hear it. This can happen when we have a knee-jerk response to something that hurts us. Yet, given time, we may bring ourselves to consider the view put forward. However, outright refusal to listen and reflect on feedback also occurs when it contradicts or is not consistent with strongly held beliefs we hold about ourselves, about others or about our view of the world.

This was the case for Richard who was unsuccessful in his application to go on his organisation’s leadership development programme. After the selection process, he was given feedback that suggested he needed to focus on developing his communication and inter-personal skills. A specific comment related to the dismissive way he dealt with ideas and contributions from colleagues. When talking this through with him he was quite scornful about the feedback, seeing it as carping criticism. He felt that his organisation did not want “charismatic leaders” as he considered himself to be.

Useful Reading For:
Everyone - whether giving or receiving feedback.

Article Overview:
Martin Haworth explains how getting someone else out of their 'frying pan' can get you into a 'fire' and explores a better way of helping your team members when they are struggling.

Opening Words:
How tempting is it to fix things? You know, you are passing by one of your teams’ cubicles and they are doing something you know all about. So you give a hand...

And then it's fixed, and you feel a rosy glow all about how you've 'helped'. But who is this about, you or them?

You see, it can be so frustrating, for someone already frustrated, when some smart-ass boss comes along to show their superiority. In fact, after it's fixed, all they get is a general feeling of inadequacy. And more frustration.

Useful Reading For:
Everyone, especially managers, team leaders and experienced staff.

Article Overview:
In this article, Steve Marriott looks at how we can break away from the conventional coaching techniques to transform the world of coaching.

Opening Words:
The world of coaching is changing. Successful people the world over will at some point talk about a great coach or mentor who has helped and inspired them on their way to fame. So why is it that ‘coaching’ is still seen in many organisations as something to be avoided? Do you work in an organisation where to be ‘coached’ means to be ‘performance managed’?

We all want to be better at something in our lives; perhaps you want more of (maybe less of) something in your life, but from time to time we find ourselves ‘stuck’, procrastinating or simply unable to move forward with our dreams and desires.

Useful Reading For:
Anyone who wants to develop their coaching skills, or better understand the role of the coach.

Article Overview:
In this article Jennifer looks at some suggestions for getting people to take responsibility for themselves and show initiative.

Opening Words:
Do you ever get asked for your advice, opinion or assistance? In fact, do you seem to spend most of your time responding to people’s queries and telling them what they should be doing? And do you feel that you are repeatedly asked the same questions by the same people?

It’s frustrating, isn’t it? You have a job to do, a team to manage, results to achieve and deadlines to meet. You could do without these distractions because that’s what they feel like. Why can’t people just use their initiative and get on with the job?

Useful Reading For:
Managers and in particular first time managers.

Article Overview:
This article from Carol Wilson, looks at: What is a coach? Who can train as a coach? Keys to successful training of workplace coaches. Certification for workplace coaches. Who can be coached in the workplace? How to measure the benefits of coaching.

Opening Words:
Some people are born to be great coaches: the good news is that it is possible to make great coaches too.

There is nothing new or mystifying about coaching – it is simply a style of communication which engenders trust, mutual support, personal growth and great leadership. Some natural coaches learn their skills through the good fortune of being born to parents who are natural coaches. Others have teachers, or later mentors, as their role models.

For many years I worked with one of the world’s most famous natural coaches while helping Richard Branson set up the Virgin Empire and going on to run some of his companies. The coaching principles of openness, positive feedback, ownership and a blame-free culture were core values at Virgin, decades before the word ‘coaching’ was applied in its current sense. A few years earlier, Socrates also recommended coaching skills – although I don’t believe the words ‘executive coach’ are specifically mentioned in his writings! References to the skills have popped up in various forms many times since.

Useful Reading For:
Managers wishing to develop workplace coaches and anyone involved in coaching in the workplace.

Article Overview:
You have attended the coaching skills workshop. You feel inspired. How do you introduce your new skills into the workplace? Jennifer Hampson discusses the way forward.

Opening Words:
You’ve attended a coaching skills workshop. You feel inspired. You’ve been coached and found it thoroughly beneficial. Now you’re wondering how you can use coaching in real life with your team. You start pondering your options:
• I could just start asking more open questions.
• I could build coaching into regular meetings.
• I could look out for ‘Coachable Moments’.
• I could find other ways just to build it in without them really noticing.
• I could tell my team I’ve been on a course and I’m going to be coaching them from now on.

Useful Reading For:
Managers and anyone else wishing to increase their use of coaching skills.

Article Overview:
In this article, Sir John Whitmore explains his belief that each and every one of us can be a leader, and indeed, has the qualities and the capabilities to be one if we can only figure out how to unleash them.

Opening Words:

Overview
Each and every one of us can be a leader, and indeed, has the qualities and the capabilities to be one if we can only figure out how to unleash them.

Our own ‘inner authority’ is the key to unlocking that leadership potential.

Look for The Leader Within
The essence of John Whitmore’s philosophy is that each and every one of us can be a leader, and indeed, has the qualities and capabilities to be one if we can only figure out how to unleash them.

“If you say, ‘Prove it’, you look, when there’s a real crisis – such as the tsunami – perfectly ordinary people do absolutely outstanding things in that moment to selflessly help others”, he says.

Useful Reading For:
Anyone in a leadership role.

Article Overview:
This article from carol Wilson looks at:

1) What is coaching?
2) What coaching does.
3) What coaching managers do.
4) Where did coaching come from?
5) What is a coaching culture?

Opening Words:
A sea of confusion surrounds the term ‘coaching’ in business today. The expression has not even made its way into dictionaries yet, where ‘coach’ is defined simply as ‘tutor’ and yet there is nothing new about the practice other than its name. Socrates was the earliest identified exponent, when he wrote:

“I cannot teach anybody anything – I can only make them think.”

This quote relates to the underlying principle of coaching, termed self-directed learning, sometimes described as self-managed learning.

Coaching helps people to communicate more clearly and in a way that is simply more comfortable. In this modern world of change – the seemingly constant buying, selling and merging of global corporations – and virtuality – teams working together while spread over different parts of the country or indeed the world – communication can be the oil in the wheels or the rust that stops them from turning.

Useful Reading For:
Anyone interested in developing their understanding of performance coaching or wishing to implement a coaching culture within their organisation.

Article Overview:
In this article, Martin Shovel, looks at the value of using pictures in coaching. He argues that using pictures, an abstract word such as 'leadership' can be transformed into something palpable and rich.

Opening Words:
Imagine being asked to conduct a coaching session in total silence. Would it be possible to make it meaningful, or would it feel as pointless as listening to a switched off radio?

Conventionally, words are the medium that support the coaching experience and make it possible. To most of us, the idea of a silent coaching session is about as useful as a waterless swimming pool.

Now let's imagine the same situation again, but this time you're given pencils and paper and told that you and your client can communicate using drawing, as long as you both agree not to supplement your drawings with written words. A film with no soundtrack is a much more familiar, and attractive, proposition than a soundless radio. /p>

Useful Reading For:
All trainers and coaches.

Article Overview:
This interesting article from Sheila Williams, looks at personal conflict in the workplace and looks at how our preferred behaviours can bring us into conflict with others who have different preferences.

Opening Words:
In a week of battling against the winter elements I have also been exploring conflict of a different nature – person to person. The type of interpersonal conflict that can for no apparent reason (at least to the warring parties), spring up in the workplace. Part of this has led to an exploration of how we deploy our personal strengths and whether over-use of these, in certain circumstances, can tip them over into becoming weaknesses.

We develop behaviours that, when used to good effect, over time, become our preferred way of doing things. We consider them as our personal strengths. However, the more we use them and the more success we have with their use then the more we can slip into auto-pilot mode, with an expectation that their use will always produce success. In this way, we sometimes overlook the fact that using a particular personal strength may be inappropriate to the context or situation in which we find ourselves.

Useful Reading For:
Line managers and trainers.

Article Overview:
In this article Jennifer introduces the GROW model and explains the fundamentals of coaching. It provides an outstanding introduction to coaching skills.

Opening Words:
Let's start with an assumption. You really do want to coach. In other words, I don't have to convince you of the benefits of coaching for yourself, your coachees, and your organisation. You're already motivated and raring to go.

So, how exactly do you get started?

1. It's OK to Start Small:

Sometimes we worry about how people might react if we suddenly do things differently. Don't let this put you off. How about starting small and building up from there? For example:
• Start asking more open questions.
• Practise listening much better to people.
• Summarise what you're hearing.
• Keep your opinions out of it.
• Keep the conversation focused and constructive.
• Base conversations on the GROW Model, i.e.:
G(oal) - What do you want or need to achieve?
R(eality) - What's the situation right now?
O(ptions) - What could you do to get there?
W(rap-up) - What have you decided to do? When exactly?

Useful Reading For:
Anyone who wants to increase their understanding of coaching and the GROW model.

Article Overview:
In this excellent article, Sheila Williams looks at the challenges of coaching a team using her own experiences. The article includes a helpful list of questions to ask before undertaking team coaching.

Opening Words:
How many teams do you belong to at work – three, four, five? Research from Clutterbuck Associates suggests we may be members of as many as six or more different teams at any one time. When team members have clarity about their roles and contributions, team performance in key results areas is measurably improved - creating a positive impact in the organisation as a whole, in terms of service quality, organisational performance, motivation and morale.

Team coaching can be particularly challenging, whether the coach is the team leader or an external coach. It is a complex activity involving the facilitation of 1:1 and team interactions, observing and giving feedback on team processes and behaviours, and dealing with tensions and conflict which are often hidden beneath the surface.

Useful Reading For:
Trainers and line managers.

Article Overview:
This is a superb article from Carol Wilson, Head of Accreditation at the Association for Coaching and essential reading for anyone interested in coaching and performance coaching.

Opening Words:
Carol Wilson, Head of Accreditation at the Association for Coaching, and Gladeana McMahon, Fellow of the Association for Coaching, explore the differences between coaching and the related disciplines of counselling, psychotherapy, mentoring and consulting. Coaching draws its influences from and stands on the shoulders of a wide range of disciplines, including counselling, management consultancy, personal development, and psychology. However, there are a number of core differences which distinguish coaching from its related fields. This article is based on a chapter of the book ‘The Handbook of Best Coaching’, produced by the Association for Coaching and available at a reduced price of £20 on www.associationforcoaching.com.

Useful Reading For:
Anyone involved in coaching who wishes to explore the origins and influences of coaching.

Article Overview:
This article looks at how coaching can help people achieve a healthy work life balance. Apparently, a survey by CIPD found that professionals in the UK would sacrifice up to 40% of their annual salary in order to achieve a better work life balance.

Opening Words:
A survey by the CIPD claimed that professionals in the UK would sacrifice up to 40% of their annual salary – an average £13,253 a year - if it meant achieving better work-life balance.

Why has work-life balance become such a hot topic in recent years? The sheer number of choices available today can leave the average professional sinking under a mountain of obligations, leisure activities and family commitments.

Entertainment for our grandparents was limited to a sing-song round the piano and, for their children, a game of hop scotch in the car-free street outside. They didn’t have to spend their weekends searching for the elusive best deal on new cars, fridges or the bewildering array of media technology available today; and two weeks in Yarmouth provided an annual treat, without hours of net-surfing for that last-minute, dream holiday.

Useful Reading For:
Anyone involved in coaching or looking at how coaching can affect our lives.

Article Overview:
In this article, Carol traces the development of coaching since the psychology of Freud and Jung, through Maslow, Perlz, Gestalt Therapy, Solution Focused Belief Therapy, Gallwey and Whitmore.

Opening Words:
The principles of coaching have been identified for thousands of years, as far back as in the works of Socrates, who famously wrote:

"I cannot teach anybody anything - I can only make them think".

The twentieth century saw rapid developments in the field of psychology and, towards the end of it, the foundations of modern coaching emerged. Until the 1940s, psychology focussed on identifying problems and fixing what was wrong, notably through the work of Freud and Jung. A major shift then occurred through the work of psychologists such as Abraham Maslow and Fritz Perlz.

Useful Reading For:
Anyone involved in providing coaching who wishes to explore history of coaching.

Article Overview:
The Trainer's Lament, providing a humorous and insightful view of the changes that have occurred in training, was delivered in Peter Honey’s inimitable psalm-like style at the TJ Awards in June 2006. Everyone joins in with the ‘chorus’!

Opening Words:
Oh, I used to love doing my own thing. Now I’m expected to identify performance gaps and carry out learning needs analyses to ensure I deliver high value learning that supports key business needs.

Oh, it’s a shame, it just isn’t the same.

Oh, I used to love it when running a course was the answer to absolutely everything. Now I’m expected to question this and consider alternative solutions such as work-based learning, coaching and e-learning.

Oh, it’s a shame, it just isn’t the same.

Useful Reading For:
All trainers.

Article Overview:
This article was first published in Training Journal in September 2007. In it, Carol Wilson considers the need for coaches to add new tools to their toolbox and gives an overview of models like Situational Leadership and Myers Briggs.

Opening Words:
Coaching is fundamentally a simple process: A way of being and communicating that is aided by a small number of guidelines and rules. It is perfectly possible, and indeed quite common, to deliver a session which can literally change the course of someone’s life or business using no more than the foundation coaching skills of listening, questioning and clarifying, supported by structured coaching models like GROW and EXACT for goal setting.

After mastering the basics, coaches usually start to discover other tools, which may be nearer or further away from pure coaching but which can be useful when applied in conjunction with it.

How this often happens is that new coaches come up against various challenges in their first few months of sessions, so they research, read or talk to other coaches and hear of methods and techniques which have helped others in the same position. Extra training seems called for but it is not cheap, and few of us have an abundance of time these days to do courses, never mind practise to become proficient, in which case the new learning will soon be all forgotten. So how do we decide which of the many tools available we should choose to follow up?

Useful Reading For:
Coaches and anyone wishing to develop their coaching skills further.

Article Overview:
To succeed in today’s world, Mike and Caroline Baghsaw argue that an organisation has to become a complex adaptive system, operating through core principles that nurture flexibility and innovation.

Opening Words:
At the dawn of the twentieth century, most organisations relied on large numbers of people working together in the same building. The young started at the bottom, and the most able would, with experience, become the leaders. It worked well in the context of stable technology. The bosses could predict future needs well enough to make quite detailed plans, including the duties of employees. These could be structured into career ladders, plus a pension, to reward good workers. "Good" meant co-operative. They didn't want bright ideas from low down the ladder. The boss looked after good workers, and the workers obeyed the bosses.

At the dawn of the twenty-first century, all this has metamorphosed. Constant innovation makes experience, not irrelevant, but in need of constant adjustment. The good workers are no longer the quiet, co-operative ones, but those who look ahead, spot what's coming, and adapt. This applies to organisations as well as individuals. The static ones will be left behind. To succeed, an organisation has to become a complex adaptive system, operating through core principles that nurture flexibility and innovation.

Useful Reading For:
Managers and trainers.

Article Overview:
This is an interesting article from Olivia Stefanino which considers the opportunities coaches have for learning from their clients. Does coaching also provide an opportunity for coaches to 'look in the mirror'?

Opening Words:
One of the characteristics that sets great coaches apart from their more average colleagues is an attitude of open-mindedness, curiosity and a willingness for self-examination. And one of the quickest places to discover more about you, your attitudes and your hidden strategies is to look at the kind of clients you tend to attract.

While you might be forgiven for thinking that you’re there to help your clients, there’s always some kind of “energy exchange” (beyond money), that can offer you some rich insights into what’s going on in your own life.

Of course, it goes without saying that when you’re working with a client, it’s only right and proper that you focus all of your time, energy and attention on him or her.

Useful Reading For:
Coaches and coaching managers.

Article Overview
In this article Carol Wilson explains the essential coaching skills and the five levels of listening. This is a really good introduction to performance coaching from a well-respected author.

Opening Words:
Although the use of the term ‘performance coaching’ is a relatively new development over the last 20 years, there is nothing new about the skills themselves and they can be identified as far back as in the writings of Socrates, who said, “I cannot teach anybody anything; I can only make them think”.

Performance coaching (which expression includes life, career, fitness, business, executive, finance and any other category of coaching in the modern sense of the word) is about communicating in a way that enhances understanding, clarity, awareness, responsibility, self-belief and productive relationships.

The essential coaching skills are:
• Active listening.
• Questions that enhance self-directed learning.
• Clarifying.
• Goal setting.
• Shifting perspective.
• Holding the coachee accountable.
• Effective feedback.
• Creating trust and empathy....

Useful Reading For:
Anyone who wants to learn about using performance coaching in a work environment for the first time.

Article Overview:
Ever wondered what a ‘Business Coach’ actually does? This article from Sheila Williams will help you understand what they do and what they can do for you.

Opening Words:
There I am, sitting around a table at a breakfast networking meeting for owners of small businesses. The other seven are looking earnestly at me.

“So, Sheila, what’s your line of business then?”

“I’m a business coach.”

There’s a pause.

“Is that like you give advice to people, tell them how to run the business better?”

“Er no…” I start to say.

Useful Reading For:
Anyone who'd like to have a better understanding of the role of a business coach.