Index IntroductionWhat is CoachingWhat does Coaching mean to me?The Journey – Key Insights and LearningIntroductionAlexander (2005: 15) notes that "Coaching is an enabling process for increasing performance, development and fulfillment'. The purpose of this essay is to explore my understanding and application of non-directive coaching. This will be achieved through a combination of personal reflection and literature review shouldn't violent video games be banned"? Get an original essay Additionally, we will examine Alexander's (2005) idea that a "SuperCoach" pushes people to go beyond what they thought was possible. First, a definition will be discussed coaching practice before exploring how it relates to me in my professional development. Specifically, my key insights and learning will be considered alongside my journey through the Coaching in Leadership (CIL) course. Secondly, sessions with my coaching partner will be reviewed along with the tools used for non-directive coaching. Finally, I will reflect on how I will apply (CIL) in my practice as I undergo self-evaluation to conclude with my personal development needs. What is Coaching A key part of my journey through (CIL) has been understanding what the term "Coaching" means in this professional context. For me, a coach was someone who throughout my childhood and professional life was someone who directed physical activity with a whistle. Alexander (2005) notes that there are numerous definitions of coaching. For example, Whitmore (1996) describes coaching as unlocking a person's potential to maximize their performance. Connor (2012) adds to this by emphasizing that coaching is a learning relationship that supports someone taking responsibility for their own development. A coach is a collaborative partner who works with the student to help them achieve their goals. Together with Alexander (2005) I understood that coaching in a professional context means enabling, helping and supporting others to reach their true potential. “A coach trusts that people have their own solutions and that they have innate talents.” Even though I didn't take out (CIL) with this logic, I definitely left it. The main part of my development in this course came with understanding the logic of non-directive coaching. Alexander (2005: 13) notes that "coaching was predominantly a non-directive method of working with people to enable them to tap into their own interests". capabilities and, in the process, find ways to operate more effectively, solve problems and learn to grow.” Connor (2012) adds that clients must be empowered to take charge of their own development, thus realizing their potential. Alexander (2005) explains that a SuperCoach will use non-directive methods such as open-ended questions and comments rather than offering his or her opinion. My understanding of this is that you are creating a relationship with your customer, to go on a journey, rather than simply suggesting solutions to their problems. This makes the process more authentic and helpful since you have attracted them rather than pushing them towards solutions. Without imparting any wisdom, simply listening and questioning. By understanding this process, I eventually realized that while I have many opinions, I don't have the answer for everyone, they have to decide what their success is. What does coaching mean to me? Simply put, I believe in following Alexander (2015) advice to be the best version of me that I can be. As coordinator of active schoolswho works in Fife, I have huge variations in the type of work I am involved in. It is a very difficult role to explain and can range from being involved in high level strategy meetings, to working with schools, clubs, communities, young people and various partners at both local, regional and national levels. A big part of the role is working with different people, which involves wearing many different hats. I chose to attend (CIL) because I am at a point in my professional development where I am influencing and making decisions at a more strategic level. A colleague had recommended that I look into “SuperCoaching” as a way to improve my leadership skills and, as a result, get more out of partnership work. Leadership Coaching would help me develop skills in the people I work with, as well as allow me to know my own strengths and weaknesses. My main strengths in a professional context are that I am a very proactive person who genuinely enjoys the work I do and who cares about the clients I work with. While this falls under Covey's (2015) description of highly successful people; I have trouble keeping an ending in mind. I found myself doing a good job in everything rather than a great job in a select few specific projects. This did not give me job satisfaction where I had become caught up in what Holden (2005) describes as the busy generation. I spent little time following Connor's (2012) principle of reflecting and evaluating, while all time was spent doing, then jumping from task to task without feeling success. My weakness was enabling and allowing my colleagues to support me with projects. Through (CIL) I began to understand the value of coaching and for me the success of the whole thing was underpinned by relationships. Socrates' quote that “I cannot teach anyone anything, I can only make them think” was really significant during the course. I learned very quickly that I needed to spend more time listening, reflecting, and learning rather than simply taking action. I already possessed values ​​such as being supportive, honesty and being self-aware. Although, as explained in Covey (2015), I had not spent enough time just listening, rather I only listened to respond. Thankfully, this is something that really stuck with me once I understood the concept of non-directive coaching. The Journey – Key Insights and Learning An important part of the journey through (CIL) was the couple coaching sessions. This allowed me to put into practice the things I was beginning to understand. As a believer in John Dewey's "Learning by Doing" principle, I have found this process essential. My coaching partner was like me initially cautious and a little skeptical about the idea of ​​listening, asking questions and reflecting rather than offering advice. Other than that, it had very similar issues that my wife (teacher) was experiencing at her school, allowing me to practice both during coaching sessions and at home. Reflecting on the first coaching session we had, I can just imagine Graham Alexander covering his ears. It's clear that our proactive “this is what you need to do” mentality was actually inhibiting the process. I thought about what Alexander (2005: 123) tells us: “Why, within 10 minutes of meeting a coach, someone should reveal aspects of themselves, their worries, hopes and dreams that they may not have previously shared with anyone ? Over the years, we have come to recognize that one of the main factors that allows this to happen is the absence of judgment. ” After thinking about it and gaining a better understanding of non-directiveness, I began topractice listening. Covey's (2004) work was very helpful in teaching me the importance of empathic listening, which led to my coachee becoming much more open and trusting of me. We started delving into my coaching partner's issues, which I interpreted as a successful session. During the coaching process we had a number of tools shown to us along with the outlined coaching skills needed for success. The one I found most useful was the GROW model. Whitmore (1996) notes that the GROW model was formulated based on himself and Graham Alexander's task of creating a support structure for coaching. Alexander (2005) explains the model as the following 4 stages; Objective, reality, options and conclusion. Alexander (2005: 229) observes that “Grow captures a key aspect of what coaching is and does: enabling people to grow, develop their skills, achieve high performance and achieve fulfilment”. Alexander (2005) comments that the model GROW, when applied to coaching, involves agreeing on a 'Goal', looking at the 'Reality' of the situation, looking at the 'Options' available before finally outlining a way forward "Conclusion". Although my coaching partner and I used this tool, it was very interesting to notice that as we progressed our initial goal changed. Alexander (2005) explains this well by noting that when we finally begin to truly reflect, we are able to look objectively at our problems rather than making quick judgments about them. Our realities were not as we first imagined them, nor were our goals and success criteria. As my coaching skills improved and our relationship developed, I began to understand that most of my coaching partner's frustrations came from a need for control. He also couldn't understand that others didn't have the same work ethic and emotional attachment to their work as him. In her own words "they didn't do the job to the level she wanted, so it's better for her to do it herself." Evidently, this was not a productive way for her to lead. I read about Alexander's (2005) point regarding the need for a coachee to have a mission statement that captures his reason for being. I then used the 3 chairs role play tool outlined by Alexander (2005). The coach took a turn to formulate his mission statement which, as expected, related to emotional attachment to his work and the drive to do his absolute best. Then we switched to her playing the role of one of his employees. While playing the difficult employee, he noticed that the job was just a job for them, but they were not as emotionally attached and did the job in different ways. Finally, by moving her into the observer's chair, the coachee realized that not everyone is like her. Other people have their own measures of success and ways of working. At this point my coachee burst into tears, which I found very unnerving for a coaching session, worried that I had pushed her too far and upset her. However, after comforting her, she admitted that we found a eureka moment where she realized that not everyone shares her mission statement and the measure of her success. Through my nondirective questions we agreed that she would think more about how her employees feel and view tasks rather than expecting others to be as awesome as she clearly was. Alexander (2005) comments that one of the main benefits of coaching is having time to think. Our way forward was simply a)..