all clients during the supervision process, and the learning emanating from these discussions is transferred by the coach into those relationships and processes to encourage the transfer and sustainability of learning. This indirect link relies on a transfer and sustainability of learning by the coach from supervision into the coaching sessions. The study does not include any analysis of the coach’s transfer and sustainability of learning but acknowledges the contribution this learning makes to enable the transfer and sustainability of learning for the clients. CATEGORIES COACH CLIENT COACH AND CLIENT RESPONSIBILITIES RESPONSIBILITIES RESPONSIBILITIES CLIENT ENABLING/ SESSION ACTIVE COACHING REFLECTIVE CENTRED FACILITATING CONTENT LEARNING RELATIONSHIP LEARNING PROCESS LEARNING THEMES Coach In Encourage Contracting: Colleague Comfort Reflective Charge Of Practice Point Feedback Diaries The Process Back In The Workplace Tailored Share Client Transfer Of Safety/ Feedback Tools/ Experience Bringing Learning Confidentiality/ Provider Techniques To Facilitate Content Measures Sessions Learning Identified Challenge/ Suspend Being Open Coach And Support Judgement To Learning Client Match Keeping Client Not Therapy Client Takes Face-To-Face Coaching Context Responsibility Supervision For Their Learning Physical Lasting Reflective External Environment Impact Of Practitioner Coach Coach Setting Coaching Honest Goals Consultancy Dialogue Sounding Primary Role Board As Coach Friendly In Support Touch Outside Coaching Sessions Figure 2: Collaborative Action Coaching for Leaders model identified – categories (6) and themes (33) (Cook, 2011)
all clients during the supervision process, and the learning emanating from these discussions is transferred by the coach into those relationships and processes to encourage the transfer and sustainability of learning. This indirect link relies on a transfer and sustainability of learning by the coach from supervision into the coaching sessions. The study does not include any analysis of the coach’s transfer and sustainability of learning but acknowledges the contribution this learning makes to enable the transfer and sustainability of learning for the clients. CATEGORIES COACH RESPONSIBILITIES CLIENT RESPONSIBILITIES COACH AND CLIENT RESPONSIBILITIES CLIENT CENTRED PROCESS ENABLING/ FACILITATING LEARNING SESSION CONTENT ACTIVE LEARNING COACHING RELATIONSHIP REFLECTIVE LEARNING THEMES Coach In Charge Of The Process Encourage Practice Back In The Workplace Contracting: Point Colleague Feedback Comfort Reflective Diaries Tailored Tools/ Techniques Share Experience To Facilitate Learning Client Bringing Content Transfer Of Learning Measures Identified Safety/ Confidentiality/ Feedback Provider Sessions Challenge/ Support Suspend Judgement Being Open To Learning Coach And Client Match Client Context Not Therapy Client Takes Responsibility For Their Learning Face-To-Face Coaching Supervision Physical Environment Lasting Impact Of Coach Reflective Practitioner External Coach Setting Goals Coaching Consultancy Honest Dialogue Sounding Board Primary Role As Coach Friendly Support Keeping In Touch Outside Coaching Sessions Figure 2: Collaborative Action Coaching for Leaders model – identified categories (6) and themes (33) (Cook, 2011)
UFHRD2012Leadership21.docx