The value of coaching

In the world of work there are various models of coaching, they all have benefits for the workplace and the employee. Sue Birchall explains why good coaching programmes encourage collaboration, better working practices and a sense of belonging

Coaching has many connotations in education, all valid and with purpose and value. So how do you decide which coaching is needed in your context and what support can it offer you and your staff?

The first place to start is to look at the types of coaching and put together a coaching model which outlines the aims of the programme, how everyone will benefit and an agreement as to how this will be accessible and useful for your staff body. All coaching should be carried out only with full agreement and commitment from those involved and the process and expected outcomes should be agreed upon at the outset. This should be part of the coaching model framework and include details of the process and outcomes.

Instructional coaching

Instructional coaching is probably one of the most common forms of coaching in education and tends is commonly used for teaching staff, maybe as be part of a cpd offer in a school or academy. The definition of instructional coaching is that it is a type of coach mentor programme, usually carried out by someone of the same profession to make improvements to practise and pedagogy. It helps practising professionals to develop their skills in the workplace and to develop to greater roles of leadership. The effectiveness of this, particularly in the teaching profession contributes to whole school pedagogy and practise. It is a form of directional coaching and is very much coach led.

It can and is used for all staff and is beneficial in that it allows the coach to adapt their approach to the individual, building a relationship with the coachee that is supportive and direct with an element of training.

Non-directive coaching

In a non-directive coaching model, the coaching is led by the coachee who identifies the areas that need to be improved and is happy to problem solve and work to identify solutions. The coach’s role in this is to listen, probe and ask thought provoking questions which support the coachee to solution focus and find their own outcome. This model is not for the coach to share knowledge and experience, rather to support the coachee to strengthen the skills that they already possess.

This can then lead to a collaborative model where the coach and coachee develop a partnership where expertise is shared between them, and the coach uses experience and knowledge to support the coachee on their journey.

People management approach

Coaching can also be used as an approach for people management. In some workplaces it is used in line management to improve performance and help staff to meet organisation expectations. There is some discussion as to whether this is true coaching, part of coaching is the ability to be honest and share true reflection on where you are. This can be difficult to do if the person that is coaching you is also your line manager, indeed it can be the line management that develops the need for the coaching.

If you are intending to use it for people management, consider the impartiality of the coach, it can be that an external coach is a better fit. In either instance, having a coaching contract in place in advance of the programme starting ensures that the outcomes are reachable and achievable. There is no doubt that a good coaching model can improve staff morale, improve retention and even aid recruitment, definitely worth considering.