EMCC Conference Initial Thoughts

I’ve just returned from the EMCC (European Mentoring & Coaching Council) at Ashridge. It was a great learning opportunity. Instant highlights for me included; ‘Creativity in coaching supervision by Alison Hodge, ‘Coaching with the brain in mind’ by David Rock and ‘Virtual Coach/Virtual Mentor by Zulfi Hussain & David Clutterbuck.

I’m just in the process of trying to work up a research proposal for my MA (Coaching & Mentoring) and want to focus on the latter area. It seems to me that there is so much scope now for virtual & remote coaching as part of a rich multi-media approach (that includes social networking). It appears that there is limited empirical research that has been done in this area & I’d really like to make a difference.

My challenge now is to decide;where should I focus, how can I narrow this down & what can I refer to in my lit review?

Any thoughts would be welcome

I’ll share more detailed thoughts re the conference once I’ve had a chance to reflect (as always!) 

Self efficacy & coaching (part 2)

If self efficacy is accepted as a valid concept, here are some ideas & considerations of how it could influence our coaching practice;  

  • Focus on building specific self efficacy perceptions rather than outcome expectations
  • Influence the building of high self-efficacy by   providing feedback on coachees capabilities and performance (including challenge),
  • Give and encourage the coachee to consider positive vicarious experiences,
  • Give coachees feedback and encourage them to value others feedback regarding their capabilities
  • Encourage learners to reflect & judge their own ability in the task at hand (including physiological factors)
  • Encourage self-observation of specific behaviour, self-judgement of progress towards a specific goal and self-reaction of evaluative judgements of performance
  • Discuss self-efficacy with the coachee
  • Consider how coachees self efficacy beliefs may affect the goals that they set for themselves
  • Consider using anchoring as a technique to increase expectancy of specific task performance
  • Encourage the coachee to set themselves (culturally appropriate) challenging goals
  • Combine goals & feedback for optimal performance
  • Help coachees identify areas in which they are dissatisfied with their performance and also have a high self efficacy for optimal effort towards chosen goals
  • Support coachees in breaking down tasks into sub-goals, encourage them to monitor their own performance and give feedback to enhance performance
  • Consider how personal evaluative standards and self efficacy can synthesize in order to increase intrinsic interest in meeting goals
  • During assessment with a coachee use specific measures to determine benchmarks
  • When agreeing goals or discussing change or performance use specific & detail focussed questions
  • Listen for statements made by the coachee that would indicate high or low self-efficacy perceptions and construct questions designed to increase self-efficacy.   
  • Encourage coachees to understand how failure can affect perceived self efficacy in order that future negative repercussions on performance can be combated
  • Ensure the coachee has a specific understanding of the task/goal
  • Suggest exploring additional development options in areas that may increase self efficacy (e.g. technology, complexity)
  • Consider levels of optimal perceived self efficacy differences that may exist in an individualist or collective culture.
  • Consider the influences of collective self efficacy in collective cultures

EMCC 14th Conference

The EMCC 14th Conference is taking place in Sweden on 11th-13th October 2007.

Sessions include;

On-line coaching to aid retention

Measuring and maximising the ROI of executive coaching

Coaching men & women-does gender make a difference

Coaching to accelerate learning in complex environments

Speakers include; David Clutterbuck, Jenny Rogers, Erik de Haan, Bob Garvey and David Megginson.

EMCC Coach Mentoring Standards

EMCC’s Coach Mentoring standards can be downloaded here.

“The growth and development of coaching and mentoring in Europe is dynamic and evolving and these standards provide the start point. The standards are operating inthe UK and are now being piloted across Europe.The competence framework and competence standards element of these standards are part of a two year consultation process in the UK during which time feedback will be welcomed and invited from all coach mentoring organisations, purchasers of coaching and mentoring services, developers of coach mentoring programmes and individuals practising coaching and mentoring. A similar two year consultation process is due to start in Europe.”


Learning, Coaching & Mentoring; The Future

Looking to the future, the world of learning is changing and since coaching and mentoring has learning at their core it follows that they too will change. Developments in technology, elearning & web 2.0 have the potential to significantly change the way in which we learn, coach and mentor.  All of this is set within an array of external factors such as;  

  • A potential change of government,
  • The Leitch report,
  • The rise of talent management,
  • Pressure for increasing return on investment & value from learning interventions,
  • A potential new learning theory (connectivism),
  • The increase in social networking,
  • The changing nature of knowledge management based on the impact of the internet
  • A growing generation of learners who are ‘digital natives.

Information, literature, networks and journals in the areas of coaching & mentoring as well as learning is also growing. Recently Newly published journals include e.learning age, Human Capital Management, Training & Coaching today, and The Journal of the Oxford School of Coaching & Mentoring  as well as a new on-line channel for ‘electronic publishing for coach-mentor excellence’ (OCMC)  Many other sources support the fact that technology will have a major influence on the way in which learning, coaching & mentoring are conducted in the future. A few examples include;  

  • 50% of the articles planned for training zone are technology based,
  • The results shown in the research paper (Towards Maturity 2007),
  • The growing use of blogs,& social networking
  • The recent results of a poll of senior HR professionals (Training Zone 2006).

 In addition changes emerging in education such as;   

  • Funding being allocated to the development of pilot virtual schools
  • The governments target of every pupil having a mentor by 2020
  • The drive towards personal and mobile learning 

All add weight to the way in which learning will take place in the future. The explosion of the 3D world second life in the US perhaps gives us an insight into the way that training, coaching & mentoring could take place in the future.