Working coaches, mentors, supervisors; mid-career
Spiral Dynamics1 is a concept many team coaches apply to help a team explore and become more aware of its internal dynamics. Unlike most stage models of human development, Spiral Dynamics assumes that the values people and groups apply vary with the situations in which they find themselves. It identifies eight v-Memes (short for values-attracting...
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A team’s readiness for learning and achieving Having the right environment for learning together is critical for any team. One useful way of looking at this is by using the matrix below. Read the description and consider: The reality of teams is that you have to work hard to maintain both trust and clarity of (more…)
Giving feedback is tough for both parties. Most people prefer not to cause others pain, so we tend either not to give them feedback at all, or to soften it. Feedback givers may also be concerned that the feedback receiver will react with aggression. Making it safe for other people to give you feedback is (more…)
Because mentoring is a learning relationship, it’s important to find the right mentor for your needs, at the right time. The following questions will help you make a good choice. What do I want a mentor for? People want mentors for a variety of reasons. The most common are: A potential mentor will expect you...
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The acronym of this model , developed in Hungary by Judit Abri von Bartheld, stands for: Listening. Active listening leads to a high level of presence and intuitive questioning. According to Dave Ulrich: “Listening is not that I understand but that the other person feels understood.” Awareness and Ambiguity. Suspending judgement, allowing alternative scenarios and...
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In recent months, there has been a spate of articles and webinars extolling the virtues of “speed mentoring”, “flash mentoring” or similar means of fast knowledge transfer (FKT). We have also seen the rise of “Mentoring Lite” from major dot-com providers, providing rapid matching between people with a problem and an expert. In an era...
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Although mentors and coaches aim to be non-directive – listening and questioning, not telling – there are times, when a more direct, directive intervention may be needed. For example: Normally, we can make them aware of what they are doing by asking them to pause a moment and then using questions, such as: If that...
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Triple loop learning – helping the coachee think more deeply Finding time to think is a luxury for many people – and the more senior they are, the more essential it is for their performance. The problem is that we are so used to shallow, instinctive thinking that we have to work at thinking more (more…)
This coaching framework comes from Cognitive-Based Therapy. Developed by psychologist Albert Ellis, it helps the client understand how they approach a situation and develop new and more functional patterns of thinking, by reinforcing positive patterns of thinking and behaviour and by inhibiting negative patterns. There are five stages: Ellis, A., 1989. Inside Rational Emotive Therapy: (more…)
Textbooks on coaching, in particular, talk about “presence” as a key characteristic of effective developmental conversations. Normally, when people talk of presence, they mean the way some people naturally command attention and respect – hence presence, in this interpretation, is a leadership competence. In coaching and mentoring, however, presence has a different meaning. It refers (more…)
