Development of Coaching Practice through Experiential Learning - Essay Example

LIFE COACHING Name Institution Professor Course Date Life Coaching A Reflective Report on the Development of Coaching Practice through Experiential Learning in Class Sessions Introduction The term coaching emanates from the word stagecoach. From its core, coaching relates to the practices and activities of helping people get from where they are to where they want to go. Coaching process is essential in empowering clients: individuals and groups while increasing their self-awareness, as well as conscious decision-making. From this perspective, coaching is vital in enabling people to move forward into the focused and organized actions, thus, creation of accountability in the course of measuring progress. The purpose of this reflective essay is to elaborate on my journey towards adopting and incorporating coaching practice through integration of experiential learning in three critical class sessions out of the ten sessions I have had. In the course of achieving this goal, the reflective essay will consider exploitation or maximization of the Kolb’s model for self-development. The model incorporates experience, reflection, making sense of the experience, and performing differently. Experience: What did you do as a coach? As a coach, I was able to engage in three critical encounters or practices, which I will be able to highlight in this reflective essay. In the first instance, I was able to coach a client on the business context. During this session, I had the opportunity to speak and interact with the client who had a problem of managing time well in pursuit of effective work-life balance. Additionally, the client had the desire to gain expertise and competence in handling assignments early. As a coach, I was able to have a chat with the client on the need to adopt and incorporate his schedule effectively. In pursuit of this goal, I had the opportunity to utilize the GROW model, which associates with goal, current reality, options, and will or way forward. During the discussion, the client and I were able to establish the goal, which relates to the assessment of the behavior to change before structuring the change as a goal to achieve. I told the client to note documentation of the goals, which are measurable, realistic, and time-bound. Secondly, I was able to examine the current situation or reality through close interaction. I asked the client to engage in describing the current reality as the starting point on changing the behavior. In this element, I was able to ask diverse questions such as what was happening then, steps toward achievement of the client’s goal, and potentiality of conflicts among the goals or objectives. In the third element, I had the opportunity to talk to the client about potential solutions to the problem at hand. The discussion was critical in the generation of various alternative courses of action. Some of the proposed solutions during this discussion did include prioritization, quality time management, engagement, and effective job description among other solutions. Finally, as a coach, I had the opportunity to interact with the client on the establishment of the way forward. This is through asking questions on what actions the client will execute in pursuit of the goal. The encounter did conclude through decisions on reviewing the progress of the client regarding improvement of the time management, as well as work-life balance. The approach was critical in the provision of certain accountability to allow change in approach in case the solution becomes ineffective. Secondly, I had a client who sought to improve time management regarding effective planning for studying and playing video games. In this encounter, I also had the platform to incorporate GROW model as a coach for the achievement of the goals and targets. For instance, in the course of framing the discussion with the client, I focused on the establishment of the issue, thus, critical understanding of the conflict between studying and playing video games. Second, I sought to understand the current state, thus, establishment of the current reality. In this aspect, I asked the client to elaborate on the potential aspects of this conflict, thus, the opportunity to oversee the situation from the client’s perspective. The approach was vital in the expansion of the awareness of the client of the situation with the intention of determining the real coaching issue. Categorically, the approach was ideal in enabling the client to document potential solutions from the top-of-mind discussion. One of the solutions, which did come up during this discussion was the essence of prioritization in which the client would have the need to prioritize studying over playing of the video games. Finally, the establishment of the way forward was ideal in enabling the client and I to set a deadline on the assessment of the progress and examination of the effectiveness of the solution. Thirdly, as a coach, I had the opportunity to engage in a valuable discussion with the client on the concept of ‘rich picture’ in accordance with the daily routine. A ‘rich picture’ is critical in the provision of the quality avenues to explore, acknowledge, and define diverse situations while expressing them through integration of diagrams, thus, the platform for the creation of the preliminary mental model. Categorically, the approach was critical in opening substantive discussion in pursuit of a shared understanding of the situation at hand. In this encounter, I was trying to show the client to influence or importance of diagrams in understanding diverse situations. Reflection: What are your reflections about what you did? In this category, I tend to have diverse reflections on the activities and actions I did execute as a coach. In the first instance, the coaching relationship was tremendous based on the responses of the clients I had in the aforementioned situations. Evidently, I was able to demonstrate openness in the interaction with the clients, thus, the opportunity to understand the issues from their perspective in pursuit of the valuable solution to their problems. Secondly, the coaching relationship was superb because of the environment I was able to create, thus, making the client the focus of discussion rather than how I was able to help in overcoming issues at hand (Cox, 2013). Critically, the coaching relationship was vital in enhancing the awareness of the clients on how they can overcome their issues or problems. During these encounters, I have the opportunity to understand the role and influence of directive and non-directive coaching approaches in pursuit of the shared solutions. Directive approach involves the transfer of wisdom through provision of advice or direction based on experience and expertise. On the other hand, non-directive coaching aims at allowing the client to formulate their own solutions, as well as actions based on skilled listening and questioning from the coach. Evidently, I was able to utilize and exploit non-directive coaching approach with the intention of enabling my clients to come up with their solutions based on the assessment of the current reality. Thirdly, I was able to understand the importance of contracting and ethical considerations during the encounters. For instance, ethical considerations were critical in the creation of harmonious interactions with the target audiences, thus, the platform to oversee and evaluate the problems from the client’s perspective (Hawkins, 2013; Stokes and Merrick, 2013). Additionally, contracting was ideal in enabling the clients to come up with workable solutions based on their situations. These elements were critical in pursuit of the goals and targets of the coaching practice, thus, the platform for the identification of appropriate solutions to my clients’ issues or problems. Fourthly, I was able to integrate effective listening and questioning or clean language. This is through consistent questioning of the clients on the current reality or situation relating to their problem. Additionally, I was able to listen to the problems of the clients with the intention of enabling them to come up with solutions. Based on their responses, I believe that I did well to listen and react to their issues while exploiting non-directive approaches in overcoming the problems (Van and Kram, 2014). Making Sense of the Experience: What did you learn/conclude? In the execution of the three practices as a coach, I was able to learn on diverse issues and elements, which I believe will improve my effectiveness and efficiency as a life coach in future experiences or encounters. In the first instance, I had the opportunity to experience the value and importance of non-directive coaching, as well as use of language in the coaching practice. One of the benefits of non-directive approach, which did come out in this encounter is the ownership of the solution by the client or coachee, thus, the platform to implement the solution effectively. Additionally, the solution was more likely to be right and workable because of the role of the client in the documentation of these positions based on the current situation or reality. Other than learning on the importance and significance of non-directive coaching, I have the opportunity to evaluate and experience the usefulness of the coaching tools and models. For instance, I had the opportunity to experience the role and importance of GROW model in enabling the client to document the solutions to the stated problems. Categorically, the model was ideal in enabling establishment of the problem, determination of the current situation, explore the potential solutions, and generation of the way forward. Other than this model, I had the opportunity to understand the role and influence of the ‘rich picture’ technique in understanding our problems and situations through diagrams. Similarly, I was able to learn the role and influence of contracts and ethics in the practice of coaching through creation of valuable relationship with the client in the establishment of the solutions for the existing problems. I believe that the coaching practice experience was able to improve my transformation as a coach. Critically, I was able to experience diverse problems in three contexts, thus, the platform to enhance my awareness on how to overcome the issues through integration of coaching models and theories. Performing Differently: How will you use or apply your learning in your future? From the experience, I would engage in the incorporations of the lessons learnt on future coaching practices. I believe that coaching has a place in my future work life. Evidently, I will have numerous opportunities where I will act as coach to help friends, colleagues, and families, as well as other clients to overcome their problems. In the course of achieving these goals, I will be able to integrate non-directive coaching approach, as well as directive coaching practice with the intention of demonstrating flexibility in the documentation of solutions to diverse problems (Thompson, 2013; Othman and Yee, 2015). Additionally, I will incorporate knowledge concerning GROW model, as well as ‘rich picture’ in enabling assessment of the life issues and problems. In the recent years, organizations have focused on the integration or introduction of the coaching schemes. This demonstrates the high level of usage and belief in the power of coaching in the delivery of benefits to both individuals and organizations. Additionally, coaching promotes learning in the organizations, thus, the platform for transferring learning from training courses to the workplace (Rolfe, 2015). In the course of achieving success in such schemes, there is critical need for the quality coaching models, desire by the organization to transfer learning, and appropriate strategies in the delivery of benefits to individuals and organizations. In future, I will consider using diverse elements of coaching. For instance, I will integrate models of coaching such GROW model in accordance with the situation or incidences at hand. The knowledge of coaching has been critical in transforming my personal and professional behavior through improvement of how I perceive and tackle issues or problems. I believe that coaching enhances the ability of an individual to establish in-built solutions, which are right in tackling the problem. Additionally, I have been able to learn about the concept of ‘empty chair,’ which I will be able to use in future. Each chair in this context tends to represent another perspective. Evidently, the ‘empty chair’ concept implies three factors facilitating the change of the perspective of the client. These include particular localization of the new perspective, understanding of the new perspective’s emotional side, and limited experience of the new perspective. I will be able to use this approach in outlining and specifying the situation, as well as issues, which clients would want to address for effectiveness and efficiency in addressing his or her problems. Conclusion Conclusively, the reflective essay sought to elaborate on my journey towards adopting and incorporating coaching practice through integration of experiential learning in three critical class sessions. In the course of achieving this goal, the essay sought to engage in exploitation or maximization of the Kolb’s model for self-development. The model incorporates experience, reflection, making sense of the experience, and performing differently. According to the findings of the reflective essay, I have been able to improve my understanding and knowledge on non-directive approach, GROW model, contracting, and ethical considerations, which are vital for effectiveness of coaching. List of References Cox, E., 2012, Individual and organizational trust in a reciprocal peer coaching context, Mentoring & Tutoring: Partnership in Learning, 20(3), pp.427-443. Hawkins, P., 2013, Coaching, mentoring and organizational consultancy: Supervision, skills and development, McGraw-Hill Education (UK). Othman, N. and Yee, C.S., 2015, Empowering teaching, learning, and supervision through coaching in action research, Journal of Management Research, 7(2), p.98. Rolfe, A., 2015, Coaching and mentoring-What is the difference? Training & Development, 42(5), p.12 Stokes, P. and Merrick, L., 2013, Designing Mentoring Schemes for Organizations, The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring, pp.195-216. Thomson, B., 2013, First steps in coaching, SAGE. Thomson, B., 2013, Non-directive coaching: attitudes, approaches and applications. Critical Publishing Van Oosten, E. and Kram, K.E., 2014, “Coaching for change,” Academy of Management Learning & Education, 13(2), pp.295-298 Read More