Individual Co-Active Coaching

Participants have stated they have: - taken challenging steps at work (eg successfully negotiated terms of new contract) - performed better than anticipated - improved personal effectiveness and wellbeing - become better able to analyse oneself and one's work situation, and thus manage oneself and one's work better

What is the rationale for doing this?

How does it fit with institutional strategy?

What are the main features of the provision?

What are the aims and expected outcomes?

Research staff have many challenges which are complex and individual. They appreciate and benefit from support provided at an individual level. Co-Active Coaching provides a format to improve personal focus and awareness of choice, to deepen learning and improve performance.

[From our website:]

How it works:
You have a series of individual appointments with your coach. You choose the focus of the conversation, while the coach listens and contributes questions and observations. In Co-Active Coaching you work with your coach to create real change in your life - you already have the answers for yourself (or the means to find them out), the coaching helps you work out what they are, what changes you really want to make and how to make them happen. It can help you access the commitment you need to act on your decisions.

Logistics:
You have an initial 30-minute sample session for you to try it out, then six further 30-minute sessions each about a fortnight apart. Coaching sessions can be in person or by telephone. This is free of charge.

To provide individual and bespoke support for research staff in all areas of their working life, to encourage and motivate, to deepen personal understanding and create real postitive change.

Are there any pre-requisites for engagement, e.g. levels of skill, years of experience, essential pre-activities?

How many participate in each 'activity'?

Any research staff within the Faculty can apply. Small numbers have participated in the pilot run through 2009, each individual attending a series of sessions.

How do you monitor effectiveness?

Who do you seek feedback from?

Do you have benchmarks?

Previous participants say this scheme has resulted in improved confidence in networking, better management of  time and projects, have better working relationships, they have taken key steps towards developing their careers, and managed difficult negotiations positively and confidently.

This provision will link with a new institutional project on mentoring and mentoring skills, which will seek to increase numbers of early-career research and academic staff who engage with individual mentoring and coaching (both with experienced colleagues and with peers).