2 Responses

1. Hi Clare – lots of ideas. A
   Hi Clare – lots of ideas. A few suggestions:
   1. Use an experiential learning activity (any team based task works) and set up half the group to do the activity and the other half to observe 1:1. After the activity, run a coaching session (give the observer/coaches guidelines to help them) in which the observers coach the participants through a process designed to explore their performance and identify a positive change to help them to achieve better or different results.
   2. Use a ‘coaching for innovation’ process. Work in pairs, one acting as designer, one as coach. The designer has a stimulus object or picture and is charged with developing a new product idea based upon the stimulus. The coach uses coaching methods (questions, summary, reflection but no input/advice) to encourage the designer to develop one idea.
   3. Use a metaphor of a journey ( a challenge that lies ahead) and provide imagery to support it eg. a road map might have traffic lights, junctions, petrol stations, crossroads, road signs etc. One person works on a personal journey ahead, to achieve a desired goal, and the other practises coaching to support the developing plan towards the chosen destination.

   I can give you much more information about any of these ideas if you are interested. Hope they trigger some ideas.
   Ann

2. Hi Clare – not sure what type
   Hi Clare – not sure what type of coaching you are thinking of but I’m assuming it’s about individuals overcoming barriers to achieve ‘goals’ using the GROW model, for example. First I would get the tutor or facilitator to coach one of the learners on a real issue so that the group can observe. This needs setting-up sensitively, ensuring that you select someone that doesn’t mind being coached and observed. By demonstrating what ‘good’ looks like gives the learners a good starting point. I ask people to think of real coaching issues prior to the workshop so they can think about it beforehand. I tend to ask them to think of one work-based coaching issue and one home-life based issue.

   Then I would say that when you ask your people to practice use ‘real plays’ rather than role plays. That means get them to be coached and then coach others on issues that are real to them – don’t get them to role play a scenario that is made up it just doesn’t have any impact.
   I would say set up your people in triads – one coach, one coachee and one observer – smaller groups help if you are using real scenarios. Everyone gets a go in each seat and they rotate.
   I think working on real scenarios gives it much more impact than made-up scenarios so people can experience the real impact. Hope that helps.