Workshop Syllabus
W308 Think Like a Coach
Level
Format
Delivery
Learning Activity
Overview
This workshop is currently only available for institutional registration. Institutions interested in having this workshop delivered should contact curriculum@ukat.ac.uk for more information.
Participants engage in a session designed to actively challenge and support them as they uncover the unique mindset and perspective of a coach and how to apply that in practice. Grit works with a unique coaching framework which is designed to shed light – not just on our coaching techniques – but on the ethos and commitments of coaching and how to challenge our own thinking to create the space to coach more effectively. Once we develop the self-awareness to ‘think like a coach’ the techniques we use and conversations we have create more clarity and impact.
What will you learn from engaging in this activity?
1. Participants will gain a new awareness of the commitments, perspective and values of a coaching mindset and an ability to recognise when they are inhabiting a coaching space and when they are ‘off track’.
2. Participants will have an increased ability to identify their inner critic and limit the impact it has on their effectiveness in making a difference with others.
3. Participants will gain skill in using a ‘coaching wheel’ as a means to stimulate a meaningful coaching conversation and will practice non-directive approaches and skilful questioning.
What key concepts will you understand as a result of engaging in this activity?
- Coaching is a unique mindset, ethos and commitment that must be pro-actively generated.
- Most of us gravitate towards directive interventions and in order to create more impact we need to facilitate non-directive spaces
What essential questions will this activity address?
- What is the coach committed to? How is the coach different to the ‘journalist’ i.e. the part of you that has an opinion or judgement about everything?
- Which part of you gets in the way when it comes to seeing human beings as:
- Holding the answers to their own problems
- Not needing fixing
- Wanting the best for themselves
Framework Competencies Addressed
Conceptual:
C3 Academic advising and tutoring approaches and strategies
Relational:
R1 Build advising and tutoring relationships through empathetic listening and compassion for students, and be accessible in ways that challenge, support, nurture, and teach
R3 Motivate, encourage and support students to recognise their potential, meet challenges, and respect individuality
R4 Plan and conduct successful advising and tutoring interactions
R6 Facilitate problem solving, decision-making, meaning-making, planning, and goal setting