Yorkshire and North East Conference '13 - Coaching and Mentoring In HE, Bradley and Saint

Yorkshire and North East Conference '13 - Coaching and Mentoring In HE, Bradley and Saint

• 1.
  Melissa Bradley andRachel Saint Exploring the Use of Coaching and Mentoring in Higher Education
• 2.
  So who arewe? (1) • Melissa Bradley –Faculty Administration Manager, The University of Kent Formerly Reading and Chester AUA Member since 2004, Board of Trustee since 2008 and Fellow (since April 2011) Currently undertaking coaching with an external coach Act as a mentor for staff within the Faculty [email protected] – – – – –
• 3.
  So who arewe? (2) • Rachel Saint –Administration Coordinator, The University of Kent Formerly Director of Third Sector Coaching Organisation AUA Member since 2011, AUA Newcomer of the Year 2012 Delivered coaching to 6000 clients Member of mentoring development group [email protected] – – – – –
• 4.
  Learning outcomes • Coaching,mentoring or both in the HE workplace • Qualities of a great coach • GROW and CLEAR coaching models • Coaching and mentoring case studies • Opportunity to try it for yourself
• 5.
  Discussion Discuss in smallgroups how you would define coaching.
• 6.
  Coaching Definitions “Coaching isthe art of facilitating the performance, learning and development of another” (Myles Downey, 2003) “Coaching is a conversation, a dialogue, whereby the coach and individual interact in a dynamic exchange to achieve goals, enhance performance and move the individual forward” (Zeus and Skiffington, 2002)
• 7.
  What is coaching? •A conversation that starts the ball rolling • A tool for effective engagement • A framework to encourage goal setting • An opportunity for reflective practice • A way of showing what is possible
• 8.
  Discussion Discuss in smallgroups how you would define mentoring.
• 9.
  Mentoring Definitions “at itsheart, mentoring is a co-operative and nurturing relationship between a more experienced staff member and one who is less so.” (McCaffery, 2010) “a learning relationship which helps people to take charge of their own development, to release their potential and to achieve results which they value.” (Connor & Pokora, 2007) “off-line help by one person to another in making significant transitions in knowledge, work or thinking.” (Clutterbuck & Megginson, 1999) different things to different people: role model; guide; buddy; confidant(e); transitional figure; critical friend. University website on Mentoring provides more information: http://www.kent.ac.uk/hr-learninganddevelopment/mentoring/index.html
• 10.
  What is mentoring •A personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person • A process for the transmission of knowledge • Taking part in the learning process side-by-side with the learner • Using your own example to demonstrate a skill or activity
• 11.
  What are someof the qualities that make a great coach
• 12.
  Qualities of aGreat Coach Patient Impartial  Accountable Honest Seeks clarity  Influencer Supportive Encouraging  Leads by example Interested Self-aware  Trustworthy Good listener Credible  Practices equality Perceptive Challenging  Realistic Focused on the goal Knowledgeable  Committed
• 13.
  GROW model • GOAL •REALITY • OPTIONS • WAY FORWARD / WILL CLEAR model • CONTRACTING • LISTENING • EXPLORING • ACTION • REVIEW
• 14.
  Activity • In pairsdiscuss the scenario that you were sent in advance of this session. • Take it in turns to be the coach / coachee • You have 10 minutes in each role
• 15.
  Feedback on Activity •How was it? • How did it feel different to mentoring? • Where you tempted to give advice?
• 16.
  How coaching isused? Case Study – University of Kent • • • • Provides external and internal coaches for staff upon request Offering coaching taster sessions via the Academic Division’s Leadership & Supporting Management, Developing Leadership Programmes Focus upon linking coaching support as integral part of in-house Development Programmes Regular mentoring workshops and support available from Learning and Development
• 17.
  How mentoring isused? Case Study – University of Kent • • • • Staff are mentored through the PGCHE and ATAP where new academic staff are allocated a mentor automatically Mentors from other instiitutions mentor AUA PGCert students Mentoring now available to ALL staff at the University through either a formal matching process or through ad hoc relationships Developing coaching inventory for the University
• 18.
  Other resources