Understanding the Skills, Principles and Practice of Effective Coaching and Mentoring within an Organisational Context The first of three unit submissions, Unit 500 requires learners demonstrate an understanding of the skills, principles and practice required for effective coaching or mentoring within an organisational context. The unit guidance highlights 20 guided learning hours, however, if you…
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This is the third in a series of posts co-written by myself and Amy Illingworth, an educator from the U. with whom I connected on Twitter. You will learn more about each of us and why we connected as you read the posts. Amy is cross posting over at Reflections on Leadership and Learning In…
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This afternoon I have been considering the role of feedback in the coach-client relationship. The importance of feedback is central to coaching. It is outlined in the contract and central to the process, closing and evaluation of the coaching relationship. It may be used during a session, to close a session or at a suitable…
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Following on from the post on Team Coaching, here is a short follow-up on the 60-30-10 rule as applied to team. It is particularly relevant to education – and I will explain why after you have a handle on it. The 60-30-10 rule places the major part of your team leadership energy, 60%, where it…
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Seeing education from an organisational design (OD) perspective is a relatively recent shift in my leadership thinking. Add coaching to that mix and you can see how I myself at this fascinating junction. Coaching and mentoring for education has been my area of professional learning for approaching a year now. After reading Dr Peter Hawkins…
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This is the second in a series of posts co-written by myself and Amy Illingsworth, an educator from the US with whom I connected on Twitter. You will learn more about each of us and why we connected as you read the posts. Amy (@AmyLIllingworth) is posting over on her blog too. You can read…
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