Kingstown College Coaching Magazine vol.5 2019/2020
Welcome to another information filled publication of our Coaching Magazine!
Welcome to another information filled publication of our Coaching Magazine!
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COACHING
MAGAZINE
PRICE £5.95 / €7.20
Is coaching
good
for the planet?
The 5 States
of Team Success
Is Artificial Intelligence
your new coach?
Cognitive Behaviour
Therapy
Setting
Boundaries
at work
Keith Barry
on Coaching
Coaching
and Mentoring
in An Garda Síochána
Finding your
coaching niche
the tree of life and core concept • Coaching model on a sales team • The Legend of
zelda • transformational coaching • the world of a financial coach • recovery
framework in mental health practice • Mentoring in the charity sector
www.kingstowncollege.ie
3
A message from the Directors
Welcome to another information filled
publication of our Coaching Magazine!
It is truly an exciting time for Coaching
and Mentoring. Once again, this year, we
have experienced a record number of
applications for our courses in Coaching
and Mentoring. We are seeing the
professions and skill sets being adopted
by leadership in every industry and
sector from charity, to government and
technology.
This is, of course, in addition to the
many coaches and mentors who work
independently to help their life coaching
and executive coaching clients to
overcome and achieve.
Since the last publication, Dublin
has hosted the EMCC International
Conference which boasted the largest
ever attendance. This is a very proud
moment for us at Kingstown College as it
showed how respected the coaching and
mentoring professions are in Ireland, and
also how our capital city was enjoyed by
the attendees from all over the world.
With keynotes and workshops
including best selling author Tim
Gallowey, Professor David Clutterbuck,
and mentalist Keith Barry, attendees
discovered new theory, real world
applications and a peek at how the mind
can play tricks on us!
One of the highlights for us was the
opportunity to present the findings of
our Corporate Wellbeing Survey. This
research helps us to inform the content of
the new Diploma in Corporate Wellbeing
Coaching which will be a popular study
option for learners in 2020.
The new Certificate in Mentoring is
now available for online study, which is
proving to be particularly interesting to
large organisations which need to train
mentors and mentees efficiently across
multiple locations.
As you read through the articles in this
edition, consider for a moment how young
the coaching profession is, and yet see
how many industries have embraced
those principles to put people and people
development to the fore of their strategy.
In your next steps as a coach and mentor,
we trust you will find these insights
beneficial, and we look forward to hearing
and reading about your success!
Yours in Coaching,
Paula King and Edward Boland
4 Coaching Magazine Vol.5
Content
6
The Beauty of the ‘F’ Word!
Paula King
10
Cognitive Behaviour Therapy: Can it
Change Your View of Life?
Carmel Woods
Kingstown College
Harbour View
7-9 Clarence Street
Dun Laoghaire
Co. Dublin
Web: www.kingstowncollege.ie
Tel: +353 1 284 5360
14
Setting Boundaries at Work
Judith Spring
18
Introducing a Coaching Model on a
Sales Team
Niamh McCartney
20
The Tree of Life and Core Concept
Isabelle Gillespie
Email: info@kingstowncollege.ie
Editor: Alan Brereton
23
The Corporate Wellbeing Coaching
Conversation
Chandrika Deshpande
Design and Layout: Anna Kozielska
Academic Supervision: Kingstown College
Directors: Paula King, Edward Boland
26
Taking Control: Resilience for Work
and Life
Jane Perry
The content of this publication - design, text and images -
are all subject to copyright and may only be reproduced
with the permission of Kingstown College. Please contact
info@kingstowncollege.ie with any reproduction requests.
The views expressed by the authors may not be the views
of Kingstown College or Executive Coaching Solutions Ltd.
28
Going Beyond: Transformational
Coaching
Steven Lane
34
Team Coaching: Coaching Teams of
Teams
David Clutterbuck
www.kingstowncollege.ie
5
40
The Legend of Zelda and the Hero’s
(Heroine’s?) Journey
Zelda di Blasi
44
Coaching for Writing a Book
Susan Browne
47
Coaching Heroes Award
82
What makes for Successful Coaching?
Andreea Artilean
85
How to become a Life or Executive Coach
86
Artificial Intelligence in Coaching
and the Job Market
Christa Ilieva
50
The World of a Financial Coach
Morgan O’Connell
54
The 5 States of Team Success
Sinead Fitzgerald
58
Goldilocks and the Neuroscience of Change
Rachael Clarke
62
Case Study: Introducing a Mentoring
Scheme in the Charity Sector
Adrienne Collins
68
Mentoring Irish Rugby Players for
Life After Rugby
Paula King
74
Case Study: Leadership and
Management Development within an
Garda Síochána
Oliver Nally
78
Finding Your Coaching Niche
Alana Kirk
92
Is Coaching Good for the Planet?
Jo Sachs-Eldridge
96
Case Study: Coaching through Societal
Change in the Disability Sector - A
Journey of DIscovery and Creativity
Pamela Mansell
100
How the Application of a Coaching
Approach Can Facilitate the
Implementation of the Recovery
Framework in Mental Health Practice
Patsy Mc Sharry
104
Keith Barry speaks about Confidence
and Performance
106
Prof. David Clutterbuck on Leadership
and Speaking Up in the Organisation
108
Meet the Faculty
111
In-House Training Solutions
Also available to view online at www.kingstowncollege.ie
6 Coaching Magazine Vol.5
THE BEAUTY OF THE ‘F’ WORD !
Master Coach and Director of Kingstown College, Paula King, discusses the other
‘F’ word as she explains how working with forgiveness and self forgiveness are
powerful steps for a client to improve their happiness and even their health.
I was struck by a conversation I had with one
of my clients recently during our coaching
session. He was encountering a particularly
challenging time and our work together was
focused on how we could release some of
his time. An obvious resource would have
appeared to be one of his peers who had
both the expertise and experience to assist
my client prepare a complicated report.
When I questioned him on his rationale
for not engaging with him my client told
me that his colleague had upset him some
years before and he would never forgive
him. This decision, by my client, to retain
such negative emotions for such a long time
struck me deeply. The greatest gift we can
give to ourselves is the gift of forgiveness –
forgiving ourselves and others.
What is important about Forgiveness?
Negative life events, if significant enough,
can get encoded in memory and often
cause us to have physical reactions to
remembering the painful experience.
From the perspective of psychological
research holding a grudge is considered an
“imagined emotional response” (Witvliet, et
al., 2001).
This would suggest that one must fuel the
negative emotions in order to sustain them
over a long period of time. For example,
vengeful thoughts that embellish and
describe the event with contempt only
intensify the emotional imagery and
physiological experience.
There is research, however, that shows the
desire for revenge to be in some instances
stronger than empathic motivation,
especially in men. Participants in a
Singer and Lamm study did not respond
with empathy toward a person that was
suffering, especially when they felt the
person deserved punishment (2009).
“One moment of anger
can wipe out a lifetime
of merit”
Dalai Lama
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As with so much of our behaviour as human
beings, we need to practice the art of
forgiveness as forgiveness is a muscle which
must be developed. Indeed, some argue
that empathy should be cultivated early on
through ‘forgiveness education’. When inner
turmoil ensues in adulthood, it may be tough
to find our way to forgiveness if we’ve never
practiced it before therefore teaching children
and adolescents what forgiveness is and
how people go about forgiving makes sense.
Teaching forgiveness can help young people
and, later, as adults forge stable and meaningful
relationships with the understanding that anger
does not need to result in discord and division.
Cultivating forgiveness is important because,
many people are similar to my client and are
nurturing negative emotions resentment and
anger which can have serious implications for
their mental health and wellbeing.
Studies show that being an object of
transgression can be a significant cause for
developing depression and that practicing
forgiveness can alleviate feelings of anger,
avoidance and vengeful-ness that lead to
If we move our
clients towards
self-compassion
through our use of
coaching tools such
as Appreciative
Inquiry we can assist
them to reframe
negative thoughts
and commence the
process of building
on strengths.
negative consequences in one’s emotional and
physical health as well as relationships (Brown,
2003; McCullough et al., 1998).
According to the Mayo Clinic, deliberate letting
Therefore research tells us that letting go of
negative emotions can often have a remarkable
impact on the body.
Self-Forgiveness
go of negative emotions, particularly those that
are strong and have been linked to forgiveness
brings with it plenty of health benefits, including
improved relationships, decreased anxiety and
stress, lower blood pressure, a lowered risk of
depression, and stronger immune and heart
health.
Some of the work carried out by Professor Paul
Gilbert in the space of Compassion Focused
Therapy can be useful for us, as coaches, when
working with our clients who are experiencing
difficulty forgiving perceived failures. In the
following table we see how a client may view
themselves when they encounter a perceived
One study found that letting go and adopting
a merciful attitude toward the offender
contributed to fewer cardiovascular and
immune system problems (Witvliet, et al.,
2001).
Other studies found forgiveness to be positively
associated with five measures of health:
failure and have difficulty forgiving themselves.
Their self -narrative can create deep upset for
them. We see their focus is on past errors and
concentrating on deficits which can only lead to
deeply upsetting emotions.
If we move our clients towards selfcompassion
through our use of coaching
tools such as Appreciative Inquiry we can
1. physical symptoms,
assist them to reframe negative thoughts
and commence the process of building on
2. medications used,
strengths rather than focusing on areas of
negativity and frustrations.
3. sleep quality,
Self-forgiveness entails fostering of
4. fatigue, and
positive emotions directed toward oneself;
and the definition of self-forgiveness
5. somatic complaints
not only included the abandoning of
self-directed negative emotion, but also
(McCullough, Sandage, & Worthington, 1997;
McCullough & Worthington, 1994; Thoresen,
Harris, & Luskin, 1990).
the increase in positive or benevolent
emotion like compassion, generosity, and
love toward the self (Enright, 2001).
Shame-based self-attacking Compassionate self-correcting
• Focuses on the desire to condemn • Focuses on the desire to improve
and punish
• Emphasizes growth and enhancement
• Punishes past errors and is often
backward looking
• Is forward-looking
• Is given with anger, frustration, • Is given with encouragement, support,
contempt, disappointment
kindness
• Concentrates on deficits and fear • Builds on positives (e.g. seeing
of exposure
what you did well and then considering
• Focuses on self as a global sense
learning points)
of self
Table 1
Adapted from P. Gilbert (2009) The Compassionate Mind
8 Coaching Magazine Vol.5
I work with many clients who are
smart and talented people. They push
themselves to achieve and if they
encounter what they perceive to be
failure, they can be extraordinarily hard
on themselves. Coaching them towards
the understanding of the importance
of the gift of self-compassion is an
important aspect of our coaching as
no human being can truly become the
best version of themselves and reach
their potential if their self-narrative is
critical and negative. Self-forgiveness
is an important aspect of one’s ability
to forgive others, in the same way as
self-compassion is crucial to one’s
predisposition to be compassionate
toward other human beings.
Being kind to yourself and forgiving
of your own shortcomings can give us
much needed perspective on suffering
and imperfections of others. It allows
us to connect to others on the level of
common humanity and can often be a
humbling experience when evaluating
what motivates other people’s behavior.
Coaching tools such as ‘Switching
Perspectives’ where we invite our clients
to view the world through another’s eyes
can be extremely powerful for our clients
and assist them to view a relationship
from a kinder and gentler perspective.
Studies in conflict resolution show that
we tend to invent intentions for others
when in most situations we know only
our half of the story.
Wenzel et al. (2012) argued that selfforgiveness
is best understood as a
process by which we sever the negative
link between taking responsibility and
positive self-regard, which is a process
that Holmgren (1998) referred to as
genuine self-forgiveness.
The following table outlines the
difference between shame-based self
-attacking and compassionate selfcorrection.
So forgiving ourselves and others is
important for our well-being and resilience.
Loren Toussaint, an associate professor
of psychology at Luther College in Iowa,
discovered that if people were highly
forgiving of both themselves and others,
that characteristic alone virtually eliminated
the connection between stress and mental
illness.
Toussaint reminds us that without
forgiveness we don’t have a buffer against
stress and often will feel its raw effects.
Even something as seemingly insignificant
as a short prayer or a brief meditation on
forgiveness can help people take the edge
off (Toussaint at al., 2016).
Worthington and Scherer (2004) found
that unforgiveness, when considered as a
negative emotional and cognitive construct,
causes stress.
Inability to forgive was also linked to anger
and hostility, and those negative tendencies
have proven to have a negative health effect,
especially with regard to cardiovascular
conditions.
For a transgression:
Shame, avoidance, fear
Heartsink, lowered mood
Humiliation-Aggression
Consider an example of a critical
teacher with a child who is struggling
Table 2
If you are distressed by
anything external, the pain
is not due to the thing itself,
but to your estimate of it;
and this you have the power
to revoke at any moment.
Marcus Aurelius
Guilt, engage
Sorrow, remorse
Reparation
Although dwelling on injustice, holding
onto grudges and exacting vengeance are
tempting options, study after study shows
that forgiving those who have harmed us
can systematically reduce distress and
increase satisfaction with life.
Several studies linked forgiveness to
more positive emotions and fewer
symptoms of physical illness. One study
found that forgiving on one day resulted
in participants reporting higher levels of
happiness on the next day (Witvliet, 2001;
Worthington, 2004).
Forgiving was also found to be an effective
emotion-focused coping strategy that could
contribute to overall health and was also linked
to more frequent experiences of positive
emotions of empathy and compassion.
Studies in conflict
resolution show
that we tend to
invent intentions for
others when in most
situations we know
only our half of the
story.
For a transgression:
Consider an example of encouraging
supportive teacher with a child who is
struggling
Adapted from P. Gilbert (2009) The Compassionate Mind
www.kingstowncollege.ie
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The role of empathy and apology in the
process of forgiveness as well as their link to
each other were based on the hypotheses
that “the relationship between receiving an
apology from and forgiving one’s offender
is a function of increased empathy for the
offender” in a study done by McCullough
and colleagues (McCullough, Worthington, &
Rachal, 1997).
There is a proven link to gratitude and
forgiveness. Practicing gratitude has been
consistently linked to greater wellbeing in
a study done by Emmons and McCullough,
where it was measured by mood, coping
behaviors, health behaviors, physical
symptoms, and overall life satisfaction
appraisals (Emmons & McCullough, 2003).
Since gratitude has been linked to empathy
and empathy was found to have implications
for forgiveness, there is potential that
fostering gratitude could improve one’s
capacity toward forgiveness.
When coaching your clients in this space of
forgiveness I find the teachings from Naikan
helpful.
Naikan is a Japanese word that means
“looking inside,” though a more poetic
translation might be “seeing oneself
with the mind’s eye.” It is a structured
method of self-reflection that helps us to
understand ourselves, our relationships,
and the fundamental nature of human
existence.
Naikan was developed in Japan in the
1940s by Ishin Yoshimoto, a devout
Buddhist. Naikan reflections is based on
three questions:
The Three Questions
What have I received from ____?
What have I given to ____?
What troubles and difficulties have I caused ____?
This type of daily reflection is called
daily Naikan (nichijo naikan).
So lets revisit my client who declared
he could never forgive his colleague. I
asked him these three questions having
explained their origin.
What had he received from not forgiving
his colleague?
His reflections here were that what
he was receiving was negative and
upsetting emotions
What had he given to improve this
situation?
My client acknowledged that he, at no
point, had attempted to improve the
situation and acknowledged that, in
fact, he had done the exact opposite.
Taking every opportunity to criticize his
colleague
What troubles and difficulties have
I caused due to my decision not to
forgive?
This part of our coaching session was
extremely emotional for my client. He
became quite upset when he began to
discuss the option of forgiveness. His
belief was deeply entrenched that this
situation could never change. Viewing this
from a different perspective shifted his
view completely of the relationship. When
he began to discuss his colleague from a
compassionate perspective he realised that,
if he approached him, his colleague would
welcome his overtures and work with him
to resolve the situation. Which, in fact, was
exactly what happened.
So, lets celebrate the beauty of the F word
and be compassionate to ourselves and
others by giving the gift of forgiveness as
often as possible.
10 Coaching Magazine Vol.5
Cognitive Behaviour Therapy:
Can it Change Your View of Life?
The philosopher Epictetus believed that people are disturbed not by things, but
by their view of things. These “things” are events or situations in our lives that can
cause us to feel emotions such as happiness, sadness, stress or anxiety. Carmel
Woods introduces us to Cognitive Behaviour Therapy and how it can be used to
change that view.
It is our interpretation of events in
relation to our thoughts and emotions
which determine how we deal with
or react to these events. This is the
cornerstone of Cognitive Behavioural
Therapy or CBT as it is more commonly
known. This CBT philosophy is currently
used in coaching and termed CBC or
Cognitive Behavioural Coaching.
Origin
CBT is, in fact, an umbrella term for many
different therapies that share some
common elements. Two of the earliest
forms of the model were Rational
Emotive Behaviour Therapy (REBT),
developed by Albert Ellis in the 1950s,
and Cognitive Therapy, developed by
Aaron T. Beck in the 1960s.
Applying the CBT concept
As stated, CBT was introduced initially as
a way of treating depression and is now
used more commonly to treat anxiety,
stress, phobias and other emotional or
psychological blocks which clients face
in both coaching and counselling. It aims
to help people become aware of when
they make negative interpretations, and
of behavioural patterns which reinforce
the negative or irrational thinking.
CBT is a time limited and goal directed
therapy dealing mainly with issues in
the present. It focuses is on how our
thoughts determine how we feel and
react to events in our lives that are
challenging or stressful.
The coach or therapist also guides
clients to question and challenge
their dysfunctional thoughts, try out
new interpretations of the event, and
ultimately apply alternative ways of
thinking in their daily lives. Below
is a diagram which illustrates how
what we think, feel and behave are all
linked and connected to each other.
REBT is a type of cognitive therapy first
used by Albert Ellis which focuses on
resolving emotional and behavioural
problems. The goal of the therapy is
to change irrational beliefs to more
rational ones (e.g. I must be “perfect” all
the time) and subsequently persuades
the person to challenge these false
beliefs through reality testing.
Beck’s (1967) system of therapy is
similar to Ellis’s but has been most
widely used in cases of depression.
Cognitive therapists help clients to
recognize the negative thoughts and
errors in logic that cause them to
become depressed.
www.kingstowncollege.ie
11
...just because
we believe our
thoughts to be
true does not
make them facts.
A situation or event happens which
triggers a thought.
Thoughts / Beliefs
What a person thinks or believes about
the situation or event. This is how the
individual interprets a situation.
Emotions
This is how a person feels about a
situation. Emotions are not necessarily
based in logic, but they are influenced
by thoughts and beliefs.
Behaviour / Response
The person’s actions and behaviours in
response to their thoughts and feelings
about a situation
Example of a situation to illustrate
how CBT works.
Both Harry and Jane both receive a negative
evaluation at work.
Harry
Negative Thought: My manager thinks I
am Useless, I will probably get told off
Emotion: Anxious and nervous
Behaviour: He avoids his manager and
feels nervous the next time he has a
challenging task to do in work.
Jane
Rational Thought: I wasn’t even
confident I would get a good appraisal
this year
Emotion: Disappointed but motivated
to do better
Behaviour: Asks her manager how she
can improve and approaches next
challenge with determination and
motivation
Through using the CBT model, clients
can learn to identify their own thought
patterns, emotions and behaviours
and come to understand how thoughts
shape how we feel and impact their
life in significant ways. The first step
to changing thoughts and behaviour
is awareness of them. Once clients
become aware of their irrational or
unhelpful thoughts, they can work to
challenge their basis in reality.
Through examining and re-evaluating
some of our less helpful thoughts we
can develop and try out alternative
viewpoints and behaviours that may be
more effective in aiding our problem.
Unfortunately, many clients view their
thoughts as true (facts) that cannot be
changed (for example, I know I will not
get that job when I go for the interview
next week). The CBT model challenges
this by saying that just because we
believe our thoughts to be true does
not make them facts. If clients think,
for example, that they will never get a
better job or a promotion at work, then
this can become a reality if this belief is
viewed as a fact. This is how powerful
our thoughts are in dictating how we
live our life and determine how we feel
and ultimately our behaviours (e.g. the
behaviour of not going for the interview
job and staying in the same job or
remaining unemployed leading to
feelings of frustration and depression).
Continually believing and accepting
these negative or unhelpful thoughts
as facts can cause stress and lead to
problems which can in coaching act as
psychological blocks. This can lead to
unconscious self-sabotage.
Similarly, some clients come to therapy
or coaching feeling unmotivated,
anxious or depressed and are unsure
of the origin of these feelings. Using
the CBT model, clients are facilitated
to identify their irrational thoughts or
thinking patterns regarding themselves
and others. Over a short period of time,
CBT techniques can gently challenge
the evidence for these thought or belief
patterns with the aim of changing what
they are doing, or in some cases not
doing to improve how they are feeling.
CBT Techniques
1. Thought/Belief Records or Exercises
are used by clients to log negative or
unhelpful thoughts. The next step is to
identify the evidence for or against a
thought or pattern of thoughts. Over a
short period of time, clients can identify
cognitive distortions and establish a
more balanced way of thinking, i.e.
what is true and not true based on the
situation.
2. Journaling – like, but more detailed
than thought records, the journal can
be used to record in detail and describe
the origin of thoughts, situations and
responses or behaviours. Evidenced
based research has proven the
12 Coaching Magazine Vol.5
therapeutic benefits of journaling.
The physical act of writing, thereby
“downloading” unhelpful thoughts and
feelings in relation to events, provides
significant awareness and feelings of
wellbeing.
3. Homework assignments help clients
to learn or improve skills and integrate
concepts discussed into daily life, e.g.
reading an article, book, watching a
TEDTalk or YouTube video that illustrate
use of a concept being worked on in
coaching. Examples are in relation
to preparing for interview, doing a
presentation, going to a networking
event to practice social and connection
skills, practicing mindfulness mediation,
etc.
4. Roleplay can be used with clients
to assist practice in new responses
or behaviours. It is a useful tool for
learning new skills such as networking,
assertiveness, presentation and
communication.
5. Mindfulness meditation involves
clearing the mind and focusing on the
sensations and thoughts in the moment,
observing them and allowing them to
pass. Although it takes some practice,
and it’s not for everyone, mindfulness
can be beneficial as a technique in
accepting our thoughts as just thoughts
(not facts), not allowing them to impact
us in the present moment.
Strengths of CBT
1. The Model has widespread appeal
due to its simplicity to apply and
understand.
2. Evidenced based research has
reported the use of the CBT model to
be very effective in treating depression
(Hollon & Beck 1994) and moderately
effective for anxiety problems (Beck,
1993),
3. CBT challenges debilitating beliefs/
thoughts and enhances motivation, selfworth
and problem-solving abilities.
4. CBT is consistently goal orientated
and aims to promote new thoughts and
behaviours to the point where they
become internalised as new helpful and
healthy habits.
5. CBT techniques can be used to
compliment the use of other coaching
tools such as GROW and the Wheel for
example.
6. Teaching clients CBT and promoting
the use of its techniques, enables
them to achieve independence in their
ability to ‘coach themselves’ out of their
troublesome and unhelpful thought
patterns and habitual behaviour.
Limitations of CBT
1. The cognitive model is viewed as
simplistic and narrow in scope. Thinking
is just one part of human functioning.
Sometimes, broader more complex
issues, often need to be addressed
which often originate in the past.
2. Some thought patterns and
behaviours seem to have been written
into a person’s DNA and may be difficult
to shift. CBT is sometimes viewed as a
short-term “band aid” solution therapy
which is not suited to some clients who
may require long term psychotherapy for
deep rooted trauma issues. Therefore, it
is not appropriate or ethical to attempt
to challenge or change thoughts in
these instances.
Professional use of the CBT Model
I have used CBT quite successfully
with some clients in both coaching and
therapy settings.
An example of how I used the model
with a client who had debilitating
thoughts around being a “bad mother”.
She was feeling guilty and anxious
about this and told me that she often
shouted at her young children when
they were fighting or disobeying her.
We used thought records to examine
the evidence for and against this belief/
thought over a couple of sessions. At
home, she recorded past and present
examples of where she had exhibited
patience and tolerance of her children’s
sometimes challenging behaviour. After
a few sessions, she reported that she
was often dismissing her unhelpful
thoughts and was remaining calm when
dealing with her children. She told
me in her last session that having the
knowledge that she could do something
to question and change her negative
thoughts, was, she said, life changing.
She reported that she now had the tools
to dispute and change her irrational or
negative thoughts and therefore was
able to control her frustration and felt
more content in her life.
Another client in his early 20’s, had
been having issues in dealing with
bullying behaviour from a manager at
work whom he thought viewed him as a
“soft touch”. The client told me he had
been hurt and upset by this bullying
behaviour.
I used the CBT model to firstly, gently
examine what he meant by his
manager’s view of him being easy to
manipulate or, in his words, a “soft
touch”. The origin of this thought pattern
was in school, so we spend some time
talking about his childhood. He used
the journaling technique to record
these experiences. We subsequently
did some assertiveness exercises using
“I statements” through role play and he
devised a plan to confront his manager
about his behaviour. In addition, I
encouraged him to practice these
assertiveness exercises at home with a
trusted family member or close friend.
He reported in his most recent session,
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13
to have had a conversation with his
manager about his behaviour which
has resulted in being treated with more
respect at work.
Conclusion
I believe that applying CBT in some
circumstances can indeed change
our client’s view of life. Clients can
learn to identify and be aware of their
negative or irrational thought patterns,
emotions and behaviours so they can
understand how they impact their life
in a significant way. It is important to
encourage client self-compassion for
this to occur. Through the process of
challenging and providing evidence
to support or dispute some of our less
helpful thoughts, clients can develop
and try out alternative viewpoints and
behaviours that can be effective in
improving the quality of their life.
I have used the CBT model in my
counselling and coaching practice and
received positive feedback. Personally, it
is the simplicity and ease of application
which gives it appeal. In addition, CBT
techniques can be integrated with other
goal oriented coaching tools such as
the Wheel and GROW, to form a tailored
coaching approach for each individual
client.
However, it is sometimes difficult to
shift negative thought patterns which
have been formed throughout a lifetime.
Many people view their thoughts as
true facts, thereby making it a hard
concept for some to believe in. CBT is
not a model that can be applied to any
emotional difficulty, particularly those
that are deep rooted requiring a longerterm
therapeutic intervention.
References
Beck (1967) Depression, Causes and
Treatment University of Pennsylvania Press:
Philadelphia: USA
Dryden, W; (2010) Dealing with Clients
Emotional Problem in Life Coaching
Routledge: London:UK
Hollon, S. D., & Beck, A. T. (1994). Cognitive
and Cognitive-behavioural therapies. In A.
E. Bergin & S.L. Garfield (Eds.), Handbook of
Psychotherapy and Behaviour Change Wiley:
New York: USA
Myles, P & Shafran, R; (2015) The CBT
Handbook Clays Ltd: London: UK
Neenan, M & Palmer, S; (2018) Cognitive
Behavioural Coaching…Research Gate
Palmer, S & Whybrow, A; (2018) Handbook
of Coaching Psychology Routledge: London:
UK www.TherapistAid.com CBT Practice
exercises and Thought records
Carmel Woods
Carmel Woods is a business/life coach and psychotherapist in private practice based in Dublin. She also works for the charity,
Aware as a support group facilitator. Carmel holds a BA in Counselling and Psychotherapy in addition to a BA (hons) in Business
studies from the Metropolitan University in North London. She has achieved an Advanced Diploma in Coaching from Kingstown
College and is a pre-accredited member of Irish Association of Counselling and Psychotherapy (IACP). Carmel has worked in
both banking and business consultancy prior to starting a counselling and coaching career. She is planning to introduce online,
walking in nature and home based coaching to her one to one coaching and counselling services in the coming months.
www.linkedin.com/in/carmel-woods
Train your workforcE at their desk
We can help you to create bespoke training content, provide e-learning delivery
platforms for organization wide education and training, and any necessary
assessments or knowledge reviews.
Let’s talk about how we can combine your expertise with ours!
14 Coaching Magazine Vol.5
Setting Boundaries at Work
Executive Coach and Kingstown College faculty member Judith Spring explains
why we find if so difficult to set boundaries, and how the absence of them can
effect physical and mental health. Judith also suggests some approaches for
individuals and coaches to draw the line.
Once boundaries
have been
established,
don’t assume
people will just
work them out;
communicate
them clearly..
Having boundaries between work
and your life outside of this space is
essential to maintain your physical and
mental health.
‘Tell me about your boundaries’ is a
question I often ask clients who are
struggling with work-related stress
or burn-out. Most often, they will
sheepishly admit that they had not set
any – or further, hadn’t even thought
about them at all.
While we all generally acknowledge
and agree with the idea of putting
in a “fair day’s work for a fair day’s
pay”, this doesn’t need to preclude us
from putting defined limits on what
we consider is “fair”. Boundaries are
knowing and understanding what your
limits are – where you end and work
begins.
The impacts of not setting and
maintaining boundaries can creep
up slowly. Continuously looking after
others ahead of ourselves, working
excessive hours, and taking on
additional work ultimately leave us
feeling exhausted. Often times, these
feelings of exhaustion are coupled with
resentment. Feeling that others don’t
appreciate the effort we are putting in
further compounds the impact. When
www.kingstowncollege.ie
15
Remember that
“you teach people
how to treat you
by what you allow,
what you stop
and what you
reinforce.”
the point of burn-out is reached it is
often too late; energy, excitement and
interest in work are lost and oftentimes
unsalvageable because we haven’t
taken care to identify where our positive
energy is coming from.
How to recognise when someone is
struggling with boundaries.
Discovering whether someone is
struggling with boundary setting
and the knock-on effects of stress or
burnout requires them to be attuned
to their feelings. In being so, they are
better able to identify their physical,
emotional and mental limits and take
care to monitor when they are being
reached. A great coaching question
could be ‘what are you tolerating?’ to
help people recognise that boundaries
have either not been set or maintained.
Two key feelings that should be used
as cues are discomfort and resentment.
These may arise from the feeling of
being advantage of or not appreciated;
from a constant need to please; or, very
typically, from a struggle to say ‘No!’.
So why do people struggle to set
boundaries?
Guilt, fear and self-doubt are often
the factors behind not setting
boundaries. People may fear other’s
response (especially someone in a
position of power) if they set and
enforce boundaries. The culture of an
organisation may be one where few
do set boundaries and so it would feel
inappropriate to do so. The boss works
all hours – and no-one leaves before the
boss!
The need to be liked may prevent
people from saying no or putting their
needs ahead of other’s.
Saying ‘no’ can make people fearful of
how they are perceived, especially by
those in power. I’ve heard people say
‘you just can’t say no around here’ while
they believe there is an expectation
that they will just keep taking on more.
What strategies might people adopt to
set boundaries?
Setting and maintaining boundaries is a
skill that may not come naturally to all
and needs to be learned and developed.
Understand your Limits
One of the most important steps
is for people to identify what their
boundaries are. Understanding their
values is often a helpful starting point.
Living according to your values and
not to other’s opinions or expectations
is more rewarding and beneficial to
your self-esteem. What else are you
committing to outside work? How will
you make time to care for yourself? How
flexible can you be? Being overly rigid
16 Coaching Magazine Vol.5
will create further challenges so people
need to recognise what they can let go
of from time to time.
Communicate clearly
Once boundaries have been established,
don’t assume people will just work
them out; communicate them clearly.
An ideal opportunity at work is when
starting a new role or when setting the
annual development plan with your
manager. Setting SMART objectives that
are clearly prioritised is an excellent
framework for discussing subsequent
changes or additions to your workload
in a professional and fair manner. It is
also an ideal time to clarify how flexible
you are prepared to be with your time. It
is particularly important for people who
are working part-time to reiterate their
hours as those can often be forgotten.
Practice saying ‘no’
Learning to say No and not be fearful
of how this is viewed by others takes
practice. Remember, saying Yes and
not being able to deliver is worse than
saying No! Don’t just practice saying
No, practice how you say No. Be clear
that you are saying No to the task, not
to the person. Some good examples are;
‘I can’t take that on right now but if we
reviewed the priorities we agreed to,
I may be able to delay something else’
or ‘let me think about it and I’ll get
back to you’ would allow time to review
other options that may be available.
Manage your time effectively
Often our boundaries are breached
because we are not using our time
effectively; we allow valuable time to
be stolen with time-wasting activities.
Keep a time-audit for a couple of
weeks to identify exactly how your
time was used. Reviewing this against
the urgent/important criteria may
allow you to be more objective with
the tasks you undertake.
Beware the need to be liked
Everyone at work does not have to
like us. Mutual trust and respect is
most important in any relationship.
Being clear on boundaries engenders
respect; it builds trust as it makes clear
to others what is important to us.
Prepare for Encroachments
For many reasons, and often
unwittingly, people will try to push your
boundaries. Be prepared for when you
can show flexibility but also be timely
in highlighting breaches. Stewing over
things and becoming resentful isn’t
going to help anyone.
Helping others to set boundaries
Pushing staff beyond their limits will, in
the long term, benefit no one. Managers
should be aware that their staff have
boundaries and should encourage
them to discuss and set them at their
annual performance reviews.
As I was writing this article, the news
reached me of the death of the writer
Toni Morrison. In 2017, she wrote
about her father’s philosophy on work
and the four points she took to heart:
1. Whatever the work is, do it well—
not for the boss but for yourself.
2. You make the job; it doesn’t make
you.
3. Your real life is with us, your family.
4. You are not the work you do; you
are the person you are.
Establishing boundaries may take time
and may initially feel intimidating.
However, when you respect your
personal boundaries, others typically
will, too. Remember that “you teach
people how to treat you by what you
allow, what you stop and what you
reinforce.”
Judith Spring
Executive Coach, Mentor and member of Kingstown College Faculty.
Judith has worked across Europe and Australia for organisations including Shell International, Viterra and Kelloggs. During her career, she
has been a coach and mentor, particularly helping emerging women leaders to be more confident and more impactful. A vision to see more
women having the choice to progress their careers has been the driver for her becoming a full-time coach, focusing on high potential women,
to accelerate their growth and development for their own benefit and for the benefit of the organisations they work in. Judith gained her
engineering degree from Trinity College, Dublin. She is a graduate of the Governor’s Leadership Foundation Program of South Australia and
holds an Advanced Diploma in Personal, Leadership and Executive Coaching from Kingstown Kingstown College.
www.kingstowncollege.ie
17
18 Coaching Magazine Vol.5
If you have
considered asking
a top performer
to coach other
team members to
draw on expertise
within the team,
tread carefully...
Introducing a Coaching Model on
a Sales Team
If you are a sales manager looking to increase performance, productivity and
employee satisfaction levels you may want to explore what benefits creating a
coaching culture on your team can deliver. Niamh McCartney gives a practical
explanation of making the move the coaching.
There are some key elements to consider
that will help you decide whether
coaching is required and to ensure the
success of your new approach.
1. Make sure you really understand
what coaching is (and what it is not!)
Having a coaching style as a manager
can empower and challenge team
members by moving conversations
from ‘tell’ to ‘ask’, giving them more
input, control and agency in their roles.
Getting a coach for top performers is
also known to accelerate results.
Be aware that this approach may not
be appropriate for all members of the
team. Coaching is not performance
management. In fact, a performance
management plan as it exists in the
corporate context is not compatible
with the essence of coaching. Coaching
tends to be an equal, reflexive and
non-directive relationship - it “asks”,
performance management tends to be
directive, top-down, measured and time
sensitive - it “tells”. Assess whether
all team members require coaching,
and identify those who require a
performance management plan instead.
If they need performance management,
coaching is unlikely to work in the shortterm
and may not yield the results you
require within a reasonable time-frame
for the investment.
Recommendations:
• find out if there is any coaching
available in your organisation and
meet with a coach to understand
what coaching is
• attend an ‘introduction to coaching’
workshop
www.kingstowncollege.ie
19
• read “The Tao of Coaching” by
Max Landsberg and “The Coaching
Habit: Say Less. Ask More &
Change the Way You Lead Forever’
by Michael Bungay Stanier.
2. Get buy-in from the team
If you are introducing a coach for
your team, make sure the team fully
understand what coaching is, the
benefits for them and the benefits for
the team and business as a whole. If
you are not clear on what coaching is, it
is likely your team will not be clear on it
either and the initiative will fail.
Recommendations:
• get someone from your organisation
who coaches to come and talk to
your team about the benefits
• organise a team ‘introduction to
coaching’ workshop and design
your new 1:1 structure together
• ask your team for their thoughts
and their understanding of this
initiative before introducing a
coaching approach
3. Make sure ‘coaching’ is not a tickbox
exercise
Introducing coaching to your team
because you heard it drives results will
not drive results. The philosophy needs
to be embedded in the way the team
functions or it will not work.
If you are creating a culture of coaching
on your team, this will take time and
require open minds and the willingness
to adapt and change. If you do not
follow steps 1 and 2, then your initiative
is a tick-box exercise.
Recommendations:
• follow steps 1 and 2
• get confirmation from your team
that they commit to the initiative
• draw up a coaching contract in
place for the team
4. Consider getting a coach yourself
You may not need to get a coach for
your team, especially if buy-in is thin.
If you work closely with a coach yourself,
over time you will learn the skills you
require to implement a coaching culture
within your team by adapting your
own management style. Many large
organisations coach managers and not
reps - it is more scalable, less costly and
embeds the culture at the right level;
you are likely to have a broad range of
skill/will, performance and engagement
levels across a team and so the results
will be variable. Adapting your style
to include a coaching approach may
deliver the same return for less cost.
Recommendations:
• get your organisation to provide
you with a leadership coach
• commit to a programme of 6
sessions minimum
• measure whether your team
performance is improving and
assess the results over a reasonable
time-frame
5. Get an external coach
If you are introducing a coach to your
team, I would strongly recommend
hiring a coach outside of the team/
organisation. If you have considered
asking a top performer to coach other
team members to draw on expertise
within the team, tread carefully here.
It assumes that a top performer has
the skills to coach as well as execute,
and that the team will be willing
to be coached by a member of the
team. In my experience, this is not
often the case and this move could
be counter-productive leading to
resentment, disengagement and a drop
in performance.
Recommendations:
• get an external coach for your team
• if coaching from within, invest in
training for the individual before
rolling out the initiative
• get buy-in from the team
Hopefully these steps will help you
decide whether to implement coaching
for your sales team, and to avoid
potential pitfalls if you proceed!
Niamh McCartney
Niamh McCartney works as a sales manager in the technology industry and is passionate about coaching to drive a culture of excellence. She
holds a BA in Anthropology with Media from Goldsmiths College, University of London and is a graduate of the Kingstown College Advanced
Diploma in Personal, Leadership and Executive Coaching. She has been working in sales for 8 years and is currently studying the MA in
Personal and Management Coaching at UCC. Niamh is a mother of three, and her private coaching practice works with parents to help them
achieve balance and success both at home and in the workplace.
www.maiacoaching.com
20 Coaching Magazine Vol.5
This awareness is a
huge step towards
becoming the best
version of herself
she can be as it
The Tree of Life and Core
Concept
Isabelle Gillespie puts forward the analagy of the
Tree of Life to help individuals to identify outward
roles they are fulfilling (branches) and the true
(Core) inner self, which as she explains, are not
always known or aligned.
brings peace with
the understanding
of who she is in her
core.
Each one of us is a unique special person.
Like a Tree which presents one trunk and
many branches, we are made up of a core
which represents the essence of who we
are as an individual. Our core expands in
many branches with each representing a
facet of us, an aspect of who we are: the
wife, the husband, the son, the daughter,
the mom, the dad, the grandma , the
grandpa, the cousin, the aunt, the uncle....
the friend, the individual at work with
his/her title.... depending on which stage
of our lives we are in and our social
circumstances. We can call these facets
“likenesses”.
www.kingstowncollege.ie
21
When the tree flowers and bear fruits, all of
its branches receive mineral sap. Mineral
sap comes from the Earth, it is water and
minerals that are absorbed through the
root system. In the leaves, the process of
photosynthesis transforms it in organic
sap, containing sugars that are enabling
the tree to grow. Each part of the tree is
essential to its life. They are connected
and each has a purpose. A single branch
cannot live on its own.
In order to become the best we can be it is
crucial to define and be aware of the core
of who we are, the me, from whom comes
all of our likenesses. Me is my anchor, the
conscience of who I am as an individual.
My true self. My true self feeds from
some of the energy/experience gathered
in some likenesses and redirect some
energy/experience to other likenesses.
This give and take has the purpose of
creating balance.
It would be very difficult to be truly fulfilled
if one decides to rather be a single likeness
and forget the rest of what he/she is. This is
going into denial, into denying that we are
many in one and that it is the source of our
complexity as human beings.
A tree is well anchored in Earth, it has
balance in its roots and branch system
in order to stand straight, its crown
symmetrical.
In the same way we have to have balance
between the different parts of us and it
can be done by acknowledging core and
likenesses.
How does the concept of the tree of life
and core can be useful for a coach?
The concept is powerful tool of self
reflection.
Core means who we really are. It is about
coming back to our bone marrow, to our
essence, to take the time to reflect and
define the “me“. It is about finding the
balance between the likenesses around
our core. The core is our anchor.
How do we achieve that?
The coach has a huge treasure box to sort
out as the knowledge of who the person
is can be completely non existent if the
person is lost into the most important of
her ‘now likeness‘.
For example, some women thrive to be
moms. Once they are moms they forget
to be the wife to their husband, the friend
to their friends, the colleague at work, the
daughter, the aunt...Everything becomes
secondary after the child. They are lost
in their now likeness, which is, being
mom. Yet, being mom is only a branch
of her Tree of Life. Not her whole tree.
It’s like looking at something through a
microscope. Enhanced, clear, intense, but
also a distortion of reality.
The coach has to lead the person through
his questions to the self discovery journey
of herself, in other words to define her
core, her likenesses. See if she has the
consciousness of either.
Start with writing down a list of adjectives
that the person feel define her at the
beginning of the session.
(The coach can double check that list later
on with the key words that came up during
the self discovery journey: Is there ‘par‘
between the first list aka feeling of who
the person think she is and what appears
to be her core? Or is the ‘par‘ happening
more with what appears to be one of her
likenesses, probably her ‘now likeness’?)
Some of the following powerful
questions could help Identify the
likenesses and the core:
• How would you describe who you are
now?
• Is it different from whom you were?
How?
• Is it different from whom you thought
you would be?
• Can you get a sense of who you are as
a person and describe it?
• How does it feel?
• What is fully contented for you?
• How do you define contentment?
• What is the picture of happiness for
you?
• Who is in that picture?
• Has the picture changed? How?
When?
• If tomorrow you could be whatever
you want to be what will it be? With
who? Where? How would it feel?
• What would be missing?
• What is whole for you?
The challenge for the coach is to grow the
understanding of the person about herself
in terms of core and likenesses.
What are her likenesses? Identify them,
explore them.
Which are the common parts between
these likenesses as they get together to
form her core? (Here we work backwards in
a way as it is from the core that likenesses
branch out).
Through intuition and listening skills,
the coach will be able to get the mental
picture projected by the person. He can
write down the key words which can be
names of likenesses, their respective
attributes (among which lay values,
strengths, beliefs), or/and pieces of core,
22 Coaching Magazine Vol.5
and share them with the client. Ask the
person if the word sounds more likeness?
More core?
The key for the coach is to help the client
to get a clear vision and understanding of
where she stands, “Am I in my core or am I
lost in one likeness, my now likeness? “ If the
latest, the coach has to extract the person
from that likeness and bring her to define
her core. To stand. To live. To realise and be
who she really is. A whole human being that
has many interactions with many different
people in her life. That achieving can take
many different forms. That being one
likeness instead of a whole is restrictive and
ultimately unsatisfactory.
Following our example, one day kids
are grown up and leave to live their own
lives. Then, what about the woman that is
stuck into her mom likeness? She thinks...
what now? Friends are living their lives,
disconnected from her. Husband might still
be around but used to be a shadow rather
than a light in her life. But most importantly
she is disconnected from herself, with no
core consciousness that would enable her to
move forward.
Using the picture of the tree
To make the coaching work more tangible,
the coach can use the picture of the tree as
a support during the session. Each likeness
identified is one branch. Put its name on one
branch along with its main characteristics
(here there can be values or beliefs or
strengths linked to that particular likeness).
Carry on with the next likeness/branch. Once
all the likenesses have been put as branches
and their characteristics listed, the coach can:
Either ask the person which element of the
likeness relates to who she really is. You have
found a piece of core that can be drawn on
the trunk.
Either circle the common characteristics
between the different likenesses, they are
all pieces of core and can be drawn on the
trunk.
Conclusion
Ultimately using the tree of life and core
concept is a tool enabling a person to
become aware of who she really is. This
awareness is a huge step towards becoming
the best version of herself she can be as it
brings peace with the understanding of who
she is in her core. A unity of likenesses which
can coexist in balance and exchange energy.
As a living tree which can lose a branch and
regrow one from a sleeping bud, we are
also able to shed one likeness and reinvent
another one. It is the beauty of life mixed
with the complexity of the human being, one
strong core, many likenesses to sustain it,
enrich it and grow it.
Isabell Gillespie
In Isabell Gillespie’s own words, “My river of life has brought me to this moment in time where I embrace the coaching experience. It gives me
the understanding and context to help me help people all over the world to reach their potential and their goals. Openness, curiosity, learning,
enquiring, solving, passionate and resilient are all part of me. Born from my time studying for a PhD in sciences at the University of Bretagne
Occidentale (Brest), France. Where meeting people from different countries, cultures and religions, framed my mind and life.
Fortunate to have lived in many countries, I grew, assimilating different ways of living and thinking. In France and internationally I’ve been
fortunate to interact with and teach a few generations of students, sharing my passion for the living and its environment. Today I call myself an
international and feel like a world citizen.
Coaching is an amazing experience that will transform you and your life. I welcome anyone who reaches out to me.
www.kingstowncollege.ie
23
The Corporate
Wellbeing Coaching
Conversation
At Kingstown College we have been developing a new
Diploma in Corporate Wellbeing Coaching. As part of
the research for this course a survey was undertaken
with more than 1000 responses. Dr. Chandrika
Deshpande gives us an insight into the findings.
The term the
“overwhelmed
employee” may
be recognised by
many reading this
article
The research and development
initiative around Corporate Wellbeing
was triggered by the growing need to
launch a Corporate Wellbeing Coaching
Program based on various inquiries and
requests we have been receiving.
As we began working on this area we
realised that there were gaps which
needed to be addressed in order to
integrate Wellbeing as a way of life
in organisations. This then formed
the basis of the presentation titled,
“Making the Case for a Culture of
Wellbeing in Organisations”. The
paper was presented at the 25th Annual
International Mentoring, Coaching and
Supervision Conference held in Dublin
in April, 2019.
Paula King (Coach and Master
Practitioner Level, EMCC) was one of
the key presenters and brought to
the presentation her varied and rich
experience of Coaching Senior leaders
across different types of organisations.
This article tries to summarise the key
aspects of the presentation.
“Corporate Wellbeing Coaching
contributes to a caring environment
in which every individual in the
organisation is encouraged to achieve
their full potential and optimum
performance for the benefit of
themselves and the organisation.” -
Paula King
Background:
The term the “overwhelmed employee”
may be recognised by many reading this
article. This is a term originally coined
by Deloitte in a report carried out in
2014. While the issue of highly stressed
workers is not new, the relentless
pace of business today has made the
problem worse. Driven by the always-
24 Coaching Magazine Vol.5
on nature of digital business and 24/7
working styles, studies now show that
more than 40 percent of all workers
face high stress in their jobs, negatively
affecting their productivity, health, and
family stability. According to Deloitte’s
millennial survey, a majority of surveyed
millennials in 19 out of 30 countries
report that they do not expect to be
“happier” than their parents. Parallel
to the challenges in the workplace the
digital well-being market is exploding.
More than $2 billion in venture capital
has been invested in this area over the
last two years, creating a flood of online
videos, apps, and tools to help assess,
monitor, and improve all aspects of
health.
Today, the definition of wellness has
expanded dramatically to include a
range of programs aimed at not only
protecting employee health, but actively
boosting performance as well as social
and emotional well-being. These now
include innovative programs and tools
for financial wellness, mental health,
healthy diet and exercise, mindfulness,
sleep, and stress management, as well
as changes to culture and leadership
behaviors to support these efforts.
Expanding well-being programs to
encompass what employees want and
value is now essential for organizations
to treat their people responsibly—as
well as to boost their social capital and
project an attractive employment brand.
Research Strategy and Inputs:
The study of current trends based on
the findings of surveys like Gallup and
Deloitte studies, makes it increasingly
clear that well-being is now a critical
performance strategy to drive
employee engagement, organizational
energy and productivity. It is no longer
a good to have option on the list but
wellbeing is now front and center as a
business imperative for leading high
performance teams and organisations.
Various wellbeing strategies have been
implanted in organisations and there is a
strategy in place as well. What role have
Leadership Teams and Line Managers
played in this space? Is there room for
improvement? How does Coaching
fit into the overall scheme of things?
These were some of the questions we
grappled with.
(1.) The ROSE Model was created by Paula King
and covers the elements of Reason to Exist,
Optimism, Self-Identity and Empowerment.
Feeling a need to ascertain this in a
Coaching context, as a first step we
designed a Corporate Wellbeing survey
based on the ROSE Model (1) We
received 1173 responses from across
Australia, Belgium, Canada, Germany,
India, Ireland, Japan, New Zealand,
United Kingdom, United States, Israel,
Italy, France.
Key Results and Interpretations:
A study of the responses to the survey,
interviews with key people in organisations
and focussed group discussions, ascertained
for us certain facts that we had come across
in our research but also brought to the fore
aspects which had not been explored before.
Strikingly, responses varied based on type
of organisations such as Government, SME,
MNC, Start-ups, Charitable organisations but
there was a universal element of similarity
across these sectors globally for most
questions.
Not surprisingly one of the key results of
the survey and probably the one with the
greatest impact in the day to day working
of an organisation was the ability of Line
Managers to have wellbeing conversations
with employees. Even without an analysis
of this segment across industries, it was
clear that 60 % of the respondents felt that
Line Managers were not well equipped to
have these conversations. This is the gap
that Coaching bridges with access to proven
models, tools and techniques to facilitate
wellbeing conversation in organisations.
We strongly believe that all the strategic
interventions introduced by Organisations
need to be supported by this underlying
thread.
The most common responses which came
up as aspects of work life which cause the
most stress and anxiety were then identified
as these would have to be understood
in greater detail to enable relevant
interventions.
• Meeting deadlines/ time management/
improper planning
• Work life balance
• Uncertainty about the future/job/
finance/self-employed
• Communication – lack of information
sharing /unnecessary meetings
www.kingstowncollege.ie
25
• Travelling ( daily commute/ job
requirements)
• Bureaucratic processes
• Indecisiveness
• Customers – Meeting demands/
stubborn/aggressive
Keeping this in mind we amalgamated the
findings with the ROSE model to offer a
comprehensive strategy aligning the key
elements necessary for Corporate Wellbeing
Suggested Tools for initiating Wellbeing
Conversations in Organisations:
Coaching conversations become meaningful
when supplemented with the use of relevant
tools. Brainstorming on the varied dimension
of Corporate Wellbeing, led to the evolution
of two tools which have as their basis tried
and tested Coaching tools. The first tool we
introduced is based on the GROW model and
looks at Optimizing for Performance. “WE
GROW” adds the dimensions of Wellbeing
and embedding an environment which
fosters wellbeing as the key to performance.
The second tool is based on the popular
Wheel which is often used in Coaching. The
Corporate Wellbeing Wheel was designed
keeping in mind the areas which most seem
to impact this space.
The idea behind this wheel like any other
wheel is to get the client to identify which
area they need to work on. This can be
facilitated with individuals or teams.
The necessity of Wellbeing conversations in
organisations is a reality and organisations
today are integrating this understanding
into their key processes. Industries across
various segments from Government bodies
to Multi-National Companies are recognising
and appreciating the need for Coaching
interventions as part of their Wellbeing
agenda.
We invite readers to participate in the
Corporate Wellbeing Survey (link in sources
below). We are still working in this area and
would love to receive your responses to
the same. We are also happy to share that
Kingstown College have researched and
designed an Internationally Accredited
Diploma in Corporate Well-Being Coaching
which holds the prestigious Quality
...it increasingly
clear that well-being
is now a critical
performance strategy
to drive employee
engagement,
organizational energy
and productivity.
Assurance Award from the European
Mentoring and Coaching Council (EMCC).
This Diploma is an ideal accreditation for
champions of well-being in their workplace
who would like to gain an accreditation in
this space.
Sources
1.. Wellbeing – A strategy and a responsibility, The
Rise of the Social Enterprise – 2018 Deloitte Global
Human Trends
2. Link to Corporate Wellbeing Survey
https://www.surveymonkey.com/r/
corporatewellbeingsurvey-kingstowncollege
3.. Millenials Are Burning Out – Ryan Pendell , July 19,
2018, Gallup Essays
4.. People Managers Guide to Mental Health ,
September 2018, CIPD
Chandrika Deshpande Ph.D.
Chandrika is Head of Research and a Faculty Member at Kingstown College. She is a Learning and Development professional specializing in
Talent Management and Organizational Development. She has a Ph.D. from the University of Mumbai and holds qualifications in the field of HR,
Mass Media, Behavioral training and Psychometric testing. She also has an Advanced Diploma in Personal, Executive and Leadership Coaching
accredited by the European Mentoring and Coaching Council.
26 Coaching Magazine Vol.5
Taking Control:
Resilience for Work and Life
Jane Perry is an Organisational Psychologist, Leadership Coach, Mindfulness
Therapist and a member of the Kingstown College faculty. In this article
Jane highlights the role of the coach to help individuals address beliefs and
confidence to minimise those moments that require resilience.
Are there situations that are almost
certain to send you into orbit? Are
you sensitive to particular people,
attitudes or types of behaviour?
Do you find yourself reacting with
a familiar negative or unhelpful
response when something or someone
triggers you? Feeling emotions such
as anger, embarrassment, resentment,
disappointment and hurt are part and
parcel of being human, however, if you
find your reaction to certain triggers
become troublesome then it is worth
exploring some ways to regain emotion
control.
You know your emotional responses are
not serving you well when you regularly
feel anxious in certain scenarios or with
particular people. You might excessively
ruminate on conversations or events;
lying awake playing a scene over and
over in your mind? Or you may have
regrets about how you reacted in front
of others. When you respond in any
of these ways you are seldom fully in
control of your emotions.
Resilience is often described as the
capacity to bounce-back from setbacks
and challenges, however, if you keep
responding negatively to the same
types of difficulties or hurts, then
your resilience or capacity to recover
is undeniably going to weaken over
time. At work, given the myriad of
relationships, tasks, outputs and
responsibilities that people generally
are expected to manage, feeling
confident and in control is important.
Difficult relationships were highlighted
as the number one cause of workrelated
stress in a large study of UK
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27
employees. This is followed by ‘volume
of work’ and then by ‘feeling criticised’.
These findings are backed up by HSE
figures which highlight work pressures
and difficult relationships as the most
common precipitating events leading to
work-place stress. Anxiety, depression
and stress account for almost 39% of all
absences from work in the UK. In Ireland,
even with a determined reluctance
to report ‘stress’ as the reason for
absences on sick certs, stress, anxiety
and depression now account for 24%
of noted illnesses. To put this problem
into context, a recent EU Labour Force
survey quoted a figure of €614bn as the
annual cost of work-related depression
across the member countries.
Resilience is far more than continuously
bouncing back. Resilience first and
foremost is about belief and confidence.
We are resilient when we believe we
are strong enough to deal with life’s
difficulties. We are resilient when we
feel in control over our lives and work
and when we are confident that we can
master our emotions and our reactions.
Like all personal change, the starting
point is self-knowledge and selfawareness.
When starting out on a
journey of ‘self-knowing’, it is critical to
go about it in a positive and constructive
way. The process of analysing and
evaluating ourselves must come with
self-compassion, acceptance and a dose
of positive intent. Whether we are trying
to work it out for ourselves or with the
help of a coach or other professional, the
first step is to understand why certain
scenarios trigger certain responses. If
we can decipher this puzzle, we can then
turn our attention to the purpose of our
reactions? How is our reaction serving
us? This can be a difficult process and
what we learn is often quite a surprise.
When committed to change, we may
begin the process of changing our
relationship with the trigger or finding
a workable alternative to the response.
Understanding why we react as we do
and having a workable alternative may
be enough to bring about sustainable
change, however, we are often reacting
from a blind spot; an unconscious
response or habit. Coaching can help to
shine a light on our blind spots and help
us change our reaction habits.
Mindfulness, when introduced into
the coaching process, has the capacity
to help create a tiny gap between the
trigger and our response; an instant
which allows us to pause and become
aware that we are being triggered. This
mini-moment can give us just enough
time to recognise what is happening
and to choose our new learned way.
When we feel and believe that we are in
control of our response, your confidence
lifts and resilience is strengthened over
time.
When you find that gap and learn to take
control of how you respond internally
and how you react externally, you will
build on your resilience skills which,
with practice, lasts a lifetime.
if you keep
responding
negatively to
the same types
of difficulties
or hurts, then
your resilience
or capacity
to recover is
undeniably going
to weaken over
time.”
Jane Perry
Jane Perry is a member of the Kingstown College faculty. Jane works with individuals and groups to help them thrive and fulfil their workrelated
ambitions. She specialises in developing personal and leadership strengths and, in doing so, facilitates business owners, managers,
professionals and teams to be self-aware, stronger, more confident and notably more effective. Her academic credentials include a 1st
class honours MSc in Applied Positive Psychology and a Post Graduate Diploma in Personal Construct Psychology (Orgs.). She is a qualified
Leadership and Executive Coach, Mindfulness Therapist, Certified Trainer, Accredited Strengthscope Practitioner, Certified Test User (Occ), BPS &
EMCC Member.
28 Coaching Magazine Vol.5
Going Beyond: Transformational
Coaching
In this article, Steven Lane explains his interpretation of Transformational
Coaching, demonstrates how it can be used in the executive coaching space, and
puts forward his own 8-stage coaching model from dependancy to awakening.
I first encountered the above quote on
Richard Branson’s Facebook page and
I was instantly excited to wonder how
many business leaders may be ready to
go beyond the considerable limitations
of the thinking mind, and by tapping into
deeper aspects of themselves and their
“heart wisdom”, become “transformed”
leaders and thus a force for a more
evolved and transformed world.
Like many people in our young
profession, coaching was something of
a revelation and an immediate calling.
The idea that it is possible to bring forth
a person’s greater potential via a series
of meetings involving deep listening,
questioning, growth of awareness and
committed action, without supplying
answers or imposing one’s own ideas
continues to inspire me. Every time I
see it work, and watch an individual
blossom, I am left awe struck.
And yet, I am also aware that we are
just skimming the surface; that most
coaching is largely a horizontal and
transactional journey designed to bring
about specific goals and outcomes
whilst affirming the sense of self
that needs ongoing recognition and
achievement.
Personally, on the basis of my own 35-
year journey of meditation, personal
and spiritual development, I wondered
The intuitive mind
is a sacred gift
and the rational
mind is a faithful
servant. We have
created a society
that honours the
servant and has
forgotten the gift.
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29
how applicable the vertical journey
towards the greater Self could be within
a coaching context, as opposed to a
mentoring or teaching relationship.
Also, I kept recognising both my therapy
and coaching clients presenting with a
need to explore their inner dimension.
For example: L, a 45-year-old, senior
executive for a well-known Irish
company opened with, “After 20 years
working for this company, I feel spent,
emotionally empty. The company in
its quest for profit and following major
corporate reorganisation, has turned us
into mere cogs in a machine. Something
inside me is waking up and knows there
has to be more to life. I want to go to
work feeling inspired; to feel part of a
force for good. I want to come home
and smile at my wife and children
and feel my day has made a valuable
contribution. And most of all, I want to
discover the inherent joy of my being
which I have read about in several
books, but I have no idea how to reach
it”
L is not alone with such feelings, though
for the most, such feelings within the
work environment are not expressed
and instead are held in check, adding to
the stress load and often an inner sense
of fading away.
It was interesting to me, when I read
Sir John Whitmore’s seminal book,
“Coaching for Performance” how
towards the end, he emphasises the
need for evolved leadership and
introduces “transpersonal coaching”
mainly on the basis of “Assagioli’s”
model of psychosynthesis (Assagioli
was a psychiatrist and early pioneer
of humanistic and transpersonal
psychology who developed an approach
which was years ahead of its time).
A few quotes from Whitmore’s book
highlight the need for a transformational
approach to coaching within leadership:
“So we need leaders who are values
driven – that means collective values,
not selfish values ……. “
“So leaders for the future need to have
values and vision and to be authentic
and agile, aligned and on purpose. Add
awareness and responsibility to the
mix, self-belief and a good measure of
emotional intelligence and we have a
powerful recipe.”
“A psychosynthesis trained coach will
invite the coachee to reframe life as
a developmental journey, to see the
creative potential within each problem,
to see obstacles as stepping stones, and
to imagine that we all have a purpose
in life with challenges and obstacles to
overcome in order to fulfil that purpose.”
“transpersonal coaching opens the door
to the superconscious”
“coaches are midwives at the birth
of a new social order, one in which
compassion for all people and caring
for all of nature and our only home form
the core theme.”
When you contemplate Whitmore’s
words it is apparent that the
transpersonal is a natural progression
for coaching and “spiritual” within
this context is about a natural inner
evolution as opposed to adopting
some kind of externally imposed belief
system or religious dogma.
When I asked “L”, the executive
mentioned above, what kind of a leader
he wanted to be and what would make
his work purposeful, he said, “ I want
to show up for work as myself and be
authentic. I want to bring my humanity
to work. I want to make my employees
feel valued and I want to be able to act
not only from my head, but also from my
heart and my spirit. And I want to feel
alive and joyful and help my company
be truly relevant”.
When you hear this, it is obvious that
the executive needed transformational
coaching (I use the word transformational
as opposed to trans-personal because
I feel it embraces more of the journey
from self centered and goal orientated
to being humanity and globally centred,
based on Being, Heartfullness and
Wisdom and the discovery of the Transpersonal
Self. )
Personally, I felt the need to look at
models other that Assagioli’s, not
least because he prescribes lengthy
psycho-analysis as the starting point
and because through my own journey,
I discovered many valuable approaches
and tools which are as good if not more
effective.
One such approach is that of Leon
VanderPol, founder of the Centre for
Transformational Coaching, author of “
A Shift in Being: The Art and Practices
of Deep Transformational Coaching and
probably the world’s leading authority
on transformational coaching.
VanderPol sees coaching approaches as a
polarity between transactional coaching
(goal orientated) and transformational
coaching (aimed at awakening a person
to their true spiritual essence) with
everything in between being what he
calls developmental coaching.
VanderPol begins his book with: (Chapter
1: The Deep Coaching Potential)
“Evocation: Around the world,
across cultures and religions, people
are awakening to the potentials
and realities of higher consciousness.
More and more people are
sensing and desiring a connection
with their deeper essence, and feel
compelled by an inexplicable life
force to understand the greater
nature and meaning of existence.
30 Coaching Magazine Vol.5
What does it mean to awaken?
Awakening is a rich and complex
experience that defies a narrow
definition, but the essence of awakening
is the new-found awareness
and experience of one’s spiritual
reality. It’s not an event, it’s a process—
a process in which spiritual
consciousness flows into the mind,
reorienting the mind to a reality that
lies beyond the ‘veil’ of superficial
definitions and material boundaries.
The veil then begins to lift and the
awakened mind becomes aware of
living in a distorted perceptual reality,
a dream of self-imposed limitations,
where what was thought to
be true is in fact a shadow dance
masking an expansive and encompassing
Truth.”
VanderPol’s approach to this is to
facilitate a transformational journey via
9 coaching practices which he sees as
the equivalent as the Core Coaching
Competencies. For example, the first
practice is: slow it all down and sync with
the rhythm of life and spirit, Practice 6
is: attune to your client’s Deeper Sense
of Self and let that lead.
So, instead of the coaching session
being based on a model such as GROW
in which a lot of questions are asked
and actions agreed upon, the coaching
is about the Coach themselves having
the capacity to hold a sacred space,
to tune into the emerging potential of
the client and the situation, and often
through silence to allow the coachee to
tap into their true Self.
The first practice sets up the ability to
enter this space: (from his book)
“In my experience, the closer I get
to Spirit the better I am able to
connect with the rhythms of life
that are optimal for the well-being
of my body, mind, and soul. For
others, proximity to nature and its
energies and rhythms creates that
same sense of well-being. When I
live in harmony with those natural
rhythms, from wherever I derive
them, I thrive. Conversely, when
I get caught up in the hustle and
bustle, succumbing to the pressure
to get things done, move things
forward, make things happen (the
faster the better, of course), or when
I try to push or force things to happen
that are not ready to happen,
stress and tension settle in, and I
am no longer in my optimal state
of connection, flow, and well-being.
I am effectively acting against my
own desire to live at a higher level
of personal consciousness.”
This is very much how I worked with L,
the executive. In our early sessions, we
did some talking and exploring, and
then we moved onto “inner” practices.
One was to begin with something akin
to mindfulness. I asked L to just sit and
notice the totality of his experience. I
suggested that by being aware of his
experience, his tensions would dissolve,
his thought flow would calm and he
could shift to a heart awareness. Then I
asked him to ask his deeper self, “ what
am I being called to?”
This reminds me of my favourite business
book: “Reinventing Organisations by
Frederic Laloux”. Laloux charts the
appearance, culture and practices of
so-called TEAL organisations – that is
organisations that have adopted higher
consciousness practices based on a
higher level of wisdom to run their
businesses or organisations. Businesses
are managed without the normal
hierarchy or budgets, the evolutionary
purpose of the organisation is key (which
is discovered though employees sitting
together in silence and listening for it or
asking, “ what is the organisation being
called to do” ) and the organisation is
run on person centred practices with
employees being encouraged to show
up for work as themselves without the
usual masks.
And in case you think this sounds
like some crazy hippy idea, such
organisations have proven themselves
to be highly effective and profitable
and more resilient than normal
organisations. Key to such organisations
though is an “enlightened” leader who
does not so much do, but holds the
space so the above practices can be
implemented. For such leaders to exist,
many leaders will need to go through a
transformational coaching process.
The term TEAL is a description of a
person or organisation who has arrived
at a certain level of consciousness
which gives them a specific perspective
and enables them to act in different
ways. (see my later description of the
self-actualised person)
I was curious about this because many
years ago, when I was a business
consultant, we used a model based upon
“Spiral Dynamics” in which a person’s
values and intention were indicators
of their behaviours. In fact, a number
of people have attempted to develop
a map of consciousness development
including: Ken Wilber, Clare Graves, Don
Beck, Chris Cowan, Susan Cook Greuter,
Jane Loevinger, Tara Springett. The
specific description depends how we
are measuring growth – e.g. by values,
stages of ego development, intention,
way of relating to the world, direct
experience.
I have found this to be immensely
valuable when using a transformational
coaching model – to have a model
enables me to recognise where a person
is on their journey and what practices
www.kingstowncollege.ie
31
Level Characteristics Challenges
1. Dependency
No power, innocent, childlike, wishful thinking,
aligns themselves with a more powerful person,
unaware of their own needs and generally
unaware, tunes out, no responsibility
Has no control over their own life, can not accomplish,
victim, wants to be rescued, prone to
innocent spiritual beliefs or addiction
2. Power
Being autonomous, powerful, aggressive, self
centered, us against them, narcissistic, dominant
and able to use their will. Success through
aggressive power
Criminal or socially unacceptable dominant
behaviour. Dictator boss or leader. No heart!
3. Rules and Suppression
To counter the aggression of level 2, the person
lives according to strict rules, codes of behaviour
and moral values. Personal needs are suppressed
and the good of the greater society are
more important than individual needs
Life is very black and white. Emotions and
therefore the self is suppressed. Little joy and
prone to anxiety. Always seeking security.
4. The Achieving Self
5. The Reconnecting Self
6. Self Actualisation
7. Transcendence
Fulfilment is sought through achieving and
acquiring. A good education, a good job, a
partner, a nice home and car are the goals. This
is the prevailing level of the western world and
our education system is designed to achieve it.
Most coaching is done at this level.
Awakening from the bubble of self centred
achievement, and now has concern for others
and the environment. Deep soul searching,
expression of self, a search for purpose and
practices such as meditation, healing , attending
therapy etc. Green! Personal Development
and transformational Coaching
TEAL. The discovery of the trans-personal self
and the beginnings of spiritual awakening.
Deep intuition and wisdom. Taking responsibility
and being truly in one’s own power. Able to
act without personal agenda. Discovers true
purpose and sees the world as a mirror of the
self.
The oneness of life is realised and one is so
filled with love and compassion that life is devoted
to others and to the world. The ability to
heal and transform others through mere presence
becomes developed, and this person lives
much of their life in a state of grace and bliss
Makes for a busy stressful life and the fulfilment
constantly needs to be refuelled with
new acquisitions and challenges. Ultimately
the person feels empty. Disconnection from
the self
Frustration, blame and anger, uncovering
of emotional pain and a frustrated need to
change themselves, others and the world.
Excessive emphasis on equality, political correctness
and being nice to people, though with
angry and passive aggressive undertones
As the trans-personal emerges, conflict and
change in ones personal and professional life.
The metamorphosis of the butterfly!
Subtle traces of the former self which interrupt
total transcendence and often involve working
through some of the earlier levels which were
not fully completed
8. Awekening
Full discovery of our true Self with all of the
emergent wisdom, love and power. Absolute
freedom
The human body.
Achieved by very few
32 Coaching Magazine Vol.5
focused on exploring his inner world
and finding out what he really wanted.
He put much emphasis on coming out of
his head and being able to live from his
heart. We coupled this with his desire to
be authentic and he started to act upon
this at home and at work.
He arrived for session 11 glowing. He
reported: “ I went for a walk in the rain
and finished up sitting in the park for
many hours. I suddenly became acutely
present and everything took on a bright
vibrant aspect. I could suddenly no
longer separate myself from the trees
and the birds and the rain. My whole
being filled with bliss and a lifetime of
sorrow was released”.
may be helpful. I have developed the
model and could write an entire book
on it, but the below is a brief overview
from the lowest level to the highest. But
note that whilst we have a dominant
level, we also show lower or higher
levels from time to time, depending
upon the situation. Also we will often
have lower level “stuff” to resolve later.
Most people who are attending
transformational coaching are
transitioning from level 4 to 5 or from
5 to 6. Very different approaches are
needed. For 4 to 5 it is necessary
to explore feelings, beliefs, values
and purpose and connect a person
to their inner world. A space similar
to that proposed by the humanist
psychotherapist Carl Rogers is useful
(empathy, unconditional positive
regard, congruence). For 5 to 6, Leon
VanderPol’s model is more useful in
which a person connects directly to
spirit.
None of this can be rushed and certainly
cannot be faked! Each stage needs to be
completed more or less.
L, the executive attended for 12
sessions. During the first half we
L went on to take a one year sabbatical
from work before resigning and
setting up a consultancy company
specialising in employee engagement
and wellbeing. His original company
had failed to develop and there was no
longer a match – they lost an awakening
leader. Transformational coaching was
exactly what he needed, and as the
world goes though the challenging
times we are now in, many can see the
emergence of a new relationship with
life, the environment and economic
models. Transformational coaching will
be highly relevant and only coaches who
have gone through transformational
coaching themselves will have the
Presence to coach others.
Steven Lane
Steven Lane is a personal development and transformational coach and trainer. With a varied background including coaching, therapy, 7 years
as a Buddhist monk and a decade as a business and NGO consultant, he has spent the last 20 years dedicated to helping individuals heal
themselves and discover the depths of their potential. He works with private individuals and organisations in person and via Skype/Facetime.
Tel: (00353) 0851003916
Email: steven@transformationalcoaching.ie
www.kingstowncollege.ie
33
34 Coaching Magazine Vol.5
MIT’s Strategic
Agility Project…
reveals that
strategic
alignment
amongst
executives and
Team Coaching:
Coaching Teams of
Teams
Professor David Clutterbuck discusses team coaching,
the PERILL model, and puts forward some expert
advice on approaching the organisation of a Team
of Teams, from values alignment, team development
plans and communication.
managers is
consistently
overestimated…
Just as focusing on individual
performance doesn’t necessarily
lead to improved collective (team)
performance, high performing teams
don’t necessarily work together to
deliver a high performing organization.
In his book Team of Teams, retired US
general Stanley McChrystal offers a
number of examples of how functional
silos within organisations or even
within departments can undermine
performance overall. Every increase
in the efficiency of a narrow slice of
the organizational system can reduce
the effectiveness of the whole.
www.kingstowncollege.ie
35
These insights are not completely
new, of course, but it is only now, as
team coaching becomes increasingly
entrenched in organizations, that
the focus is beginning to shift to
the wider system beyond the team.
The emerging challenge is: how do
we apply what we have learned
about coaching teams to coaching
multiple, interdependent teams?
The PERILL model was the first
significant attempt to apply
complex, adaptive thinking to
work teams. It identified from
extensive literature analysis, six
factors that interact to drive or
hinder collective performance.
At their simplest, these factors
interact in three dimensions but
there will be times and situations
when all six are influencing and
being influenced by each other.
The six factors are:
• Purpose and motivation:
having a clear reason for
being and a clear direction
that energise and capture the
imagination of team members.
When individual and collective
identity coincide around a
common purpose, great things
are possible.
• Internally-facing systems and
processes: in particular, work
design and interdependencies,
communication and decisionmaking
• Learning: how the team
enhances its performance (how
it does today’s tasks), capability
(how it enhances its skills and
resources to tackle tomorrow’s
tasks) and capacity (how it does
more with less)
• Leadership: the moderating
factor that influences whether
each binary combination of
other factors is expressed
positively or negatively.
What is a Team of Teams (TOT)?
Traditional organizational structures
have a hierarchy of teams, with
leaders of individual teams linked
within a team of managers, who
in turn are linked into more
senior manager and leader teams.
Communication happens up and
down through these managerial
“linking pins”. A team of teams may
or may not have formal leaders
for each team but communicates
through about multiple points
of connection between teams
horizontally, vertically and
transversally. While traditional
structures aim to produce greater
efficiency, TOTs aim to increase
effectiveness and agility.
How can teams of teams build
shared purpose and motivation?
MIT’s Strategic Agility Project (Sull
et al, 2018) provides a disturbing
review of strategic awareness
amongst leaders and middle
managers. It reveals that strategic
alignment amongst executives
and managers is consistently
overestimated, with only slightly
more than half of top teams agreed
on the highest three strategic
priorities and only 22% of their
direct reports able to name the
top three priorities..
• Externally-facing systems
and processes: how the
team interacts with its
various
stakeholders,
how it understands those
stakeholders and they
understand it, how the
team manages conflicting
expectations,
obtains
resources etc
• Relationships: factors, such
as trust, respect and genuine
concern for each other’s
welfare, which enable close
collaboration
36 Coaching Magazine Vol.5
Among practical approaches team
coaches can initiate are:
• Encouraging every team to
create and share a narrative
about what the organizational
purpose looks like from their
perspective and what they
can best (and or uniquely)
contribute to achieving the
purpose. Sharing these stories
with other teams in the TOT
structure allows them better
to understand and appreciate
each other – but also to develop
a clearer consensus about what
they need from each other
to achieve their part of the
purpose and what they can do
to support each other.
• Identify in each team the tasks
its members find most and least
energising. This gives birth
to opportunities for creative
swapping – re-design of tasks
and roles that make more
flexible use of the energy within
the whole TOT system.
• Explore the concept of
interconnected responsibility.
Just as individually-based
reward systems undermine
teamwork, so teams can
develop an internal focus on
their responsibilities. Making at
least one third of each team’s
key performance indicators
(KPIs) reflect contribution to
the system changes attitudes
and behaviours, so that teams
take partial responsibility and
ownership for other connected
teams’ performance, capability
and capacity in respect of
achieving the collective
purpose.
How can teams of teams enhance how
they interface with stakeholders and
the external world generally?
The external interfaces of each
team will have some similarities
with those of other teams in
the system and some unique
connections. In many cases, this
will mean interacting with the same
external system of systems, but at
different points. So, for example,
while the executive team might be
connected with its counterpart in
a major customer, teams at lower
levels might be connected with
users of the products or services.
In a typical organization, data
from these interactions passes
up and down functional silos. In a
genuine TOT, information is shared
equally horizontally, vertical and
transversely.
As a team coach, we might facilitate
a team in developing better ways
of listening to and capturing
information from its stakeholders.
With a TOT, it’s important to be
aware of and capture information
relevant to other internal teams as
well. Critical questions include:
• How is this information relevant
to achieving our collective
purpose as a TOT, as well as for
our team on its own?
• How do we listen to stakeholders
with the ears of other TOTs?
Stakeholder mapping is
usually carried out at either an
organizational or a team level. In
a TOT, these two levels of mapping
can be integrated in an intermediary
level, which shows the overlaps
between individual teams and
connects directly to both team and
organizational purpose.
Achieving similar
levels of trust
between teams is
challenging. Our
tribal instincts
kick in very easily,
leading us to view
“outsiders”, who
we should be
collaborating with,
as rivals…
How can teams of teams build
more effective, collaborative
relationships?
Psychological safety and the trust
that it builds are fundamental to the
performance of individual teams.
Achieving similar levels of trust
between teams is challenging. Our
tribal instincts kick in very easily,
leading us to view “outsiders”, who
we should be collaborating with, as
rivals for, for example, resources,
attention, or reputation. Building
inter-team trust is not greatly
different from building trust within
teams. Practical approaches include:
• Sharing personal histories and
team histories. In a merger
situation, rapid integration can
often be achieved when tow
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37
teams share with each other
“How we became the team we
are now”.
• Sharing each team’s values.
There is usually a great
deal of commonality, which
may have been downplayed
in an atmosphere of
rivalry. Rediscovering the
connectedness between them
promotes understanding. Where
there are differences of values,
rather than engage in “right and
wrong” mindsets, the two teams
can explore how the diversity of
values can enhance how they
work together to support the
shared purpose. (One outcome
can be redefining work roles,
so that aspects of the task that
don’t energise people in team
A, are seized with enthusiasm
by people in team B.)
• Having swift and respectful
processes for resolving interteam
conflict. Existing conflict
/ predicting future conflict.
Clarity about behaviours that
build and undermine trust and
reviewing what happens in
reality.
• Physical location – having a
desk in the other team’s work
area, to encourage regular
human interaction
• Having an agreed trust recovery
process. This recognises that
trust does get broken from time
to time and that, rather than
let to fester, both teams have
a responsibility to repair the
damage as quickly as possible.
Two key principles underlie an
effective trust recovery process.
One is that this is a learning
opportunity. The other is that
with humility and a continued
focus on collective purpose,
trust may be strengthened by
the experience.
How can teams of teams develop
better shared systems?
Team coaching can help with two
key systems:
• How do we communicate and
coordinate across TOTs?
• How do we make fast and
accurate decisions that involve
several TOTs?
38 Coaching Magazine Vol.5
A knee-jerk response is to make
everyone aware of everything,
which is likely to result in vital data
being buried in an overwhelming
mass of trivia and irrelevant data
from every other TOT. McCrystal
recommends pushing decisionmaking
to the lowest practical level.
For this to be effective, however,
teams need shared communication
and decision-making protocols and
– over and above this – an instinctive
understanding of what other teams
need to know.
Artificial intelligence has much
to offer in terms of learning when
and where to route information
of this kind, but a great deal can
be achieved by old-fashioned
conversation. Regular and ad hoc
inter-team reviews of cases – both
ones that went well and one’s
that didn’t – can build collective
instinctive understanding of what
needs to be transmitted along with
the level of urgency. They also
reinforce shared accountability. The
systems that genuinely enhance
collaboration between TOTs are
rarely imposed top-down – they are
a continuous, emergent learning
process that constitutes collective,
adaptive intelligence.
A pragmatic set of coaching
questions to explore communication
between teams is:
• What information that we
could provide would be most
helpful to you in making good
decisions?
• When will it be most helpful?
• How can we provide it in the
most helpful way?
To facilitate these conversations,
team coaches can work at the
interface between teams, supporting
them when they come together to
determine what decisions require
or will benefit from input from more
than one team. Among questions
that are helpful here are:
• Who is best positioned to
make this decision (e.g. from
a position of timeliness, and
having sufficient information to
assess the situation)?
• Who should input into the
decision, how and when?
Although there may be some
argument and give and take,
recasting decision-making as a
collaborative activity between
teams helps to break down the
“them and us” boundaries even
further.
How can teams of teams better
learn together?
Much of what has been described
above is in essence about colearning
across team boundaries.
When coaching individual teams,
a team development plan, which
links personal development with
team development and the business
plan is an increasingly common and
practical approach, now standard
for all coaches, who have trained
through Coaching and Mentoring
International.
It is much more difficult to
identify and manage learning
that is needed across and by the
system, but the same principles
apply. Team development plans
can be amalgamated into TOT
development plans that link directly
to the organizational purpose. An
outcome of doing so may be the
identification of hidden centres
of excellence – small but valuable
caches of experience and skill that
can be enhanced and made more
widely accessible, if other teams
know about and value them.
The TOT development plan plays a
vital role in regular (at least annual)
reviews of learning by the system.
Team coaching focuses on helping
teams improve performance (what
they do), capability (what it will be
able to do in the future, if it acquires
the knowledge, processes and
resources) and capacity (how it will
do more with less, as Peter Hawkins
expresses it). TOT development
plans address the same issues and
help teams think beyond their own
horizons, expanding the collective
consciousness and reinforcing
responsibilities to the system rather
than just to a team or an individual
job description.
How can teams of teams use
leadership to greatest effect?
Leadership is not the same
as being a leader. Traditional
hierarchies focus on the role of
the leader, who is expected to
be in control of everything, but
increasingly can’t. The linking pin
model of organizations assumes
that leaders at one level will
become a team under a leader at
the next higher level. It breaks
down, of course, because it
requires only one weak link for
the chain to break. Effective team
coaching clarifies the functions
of leadership and enables the
team to explore together how
these might best be delivered.
A typical outcome is that the
appointed leader knows how best
to add value and that they are
valued by the team. It also frees
them up to focus on tasks that are
more important to building future
capability and capacity.
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39
Within a TOT, leadership may need
to be expressed differently within
teams that have different roles
in relation to the organization
purpose. As in an individual team,
this diversity within a TOT has
potential to be both a strength and a
weakness. Looking through the lens
of leadership functions helps us to
understand the leadership system
in a much more perceptive way. It
requires a mental shift in managers
at all levels from seeking to control
the TOT to facilitating it.
Collective coaching conversations
enable the formal and informal
leadership structures to listening
to what the system needs. For
example, where is it oscillating
in ways that will interfere with
performance and where are
patterns emerging that should
be encouraged and reinforced?
Functions of leadership.
Where do we go from here?
A literature search on TOTs reveals
very little and nothing at all on
team coaching in this context.
Clearly, we have much to learn!
Equally, this provides an immense
opportunity for experienced team
coaches to expand their portfolio.
References
McCrystal, Gen Stanley (2015) Team
of Teams, Penguin Random House,
London
Sull D, Sull, S and Yoder J (2018)
No One Knows Your Strategy —
Not Even Your Top Leaders, Sloan
Management Review, (Research
Highlight online February 12)
Professor David Clutterbuck
Professor David Clutterbuck is one of Europe’s most respected writers and thinkers on leadership, coaching and mentoring. He’s the author of
more than seventy books and regarded as a leading global authority on coaching and mentoring. Professor Clutterbuck is a visiting professor to
the coaching and mentoring faculties of Henley Business School, Oxford Brookes University, Sheffield Hallam University and York St John.
40 Coaching Magazine Vol.5
we are all heroes
The Legend of Zelda
and the Hero’s
(Heroine’s?) Journey
and we all have
calls for adventure,
needs for change,
challenges to
overcome, and
goals to set
Zelda di Blasi shows us that the familiar story of the
Hero’s Journey which can be found everywhere from
the Bible to video games, can be a useful framework
for the coach and coachee to work within. It also
provides opportunities for some more adventurous,
thought provoking language as we seek to slay
dragons and banish demons!
A Coaching Model
Clients often come to coaching looking
for some form of change or direction,
perhaps a career transition or improved
performance in an area of their lives.
As coaches we can use change theories
or models to understand the process
of change to help to create direction
and structure, so that we can enable
our clients to move through change in
effective, positive and supportive ways.
There are many coaching models that
can help individuals in transition (e.g.
GROW), as well as change theories (e.g.
Lewin’s 3 Step Model, Prochaska and
Diclemente’s Stages of Change model).
A less common model but a potentially
powerful one in coaching individuals
and teams through change is the Hero’s
Journey by Joseph Campbell and the
work of Jung who discovered that
many legends, myths, stories, books
and Disney movies are built on a basic
pattern and structured in three stages
where the hero goes on an adventure
(the Departure), is challenged by
enemies in approaching the innermost
cave (the Adventure) and returns home
transformed (the Return).
According to Joseph Campbell there are
three possible life paths that we can
take: (1) the village, (2) the wasteland;
or (3) the journey.
The village represents the traditional
life that has been mapped out by
society and culture, where we do as
we are told. We go to school, graduate,
get a job, get married, have kids, buy a
house, work, retire, and finally we die.
If we follow this path, in theory we will
feel secure, safe and satisfied. For some,
this may be true, but for many others
the village is, in Thoreau’s words: “a life
of quiet desperation”.
The wasteland is the path of the rebel
or outcast who reject the village, feeling
cynical and negative, and attempts to
numb these feelings with TV, drugs,
alcohol, criminal activity or isolation.
The third path is that of the journey,
where we follow our hearts, as we
envision something more and are called
to discover something new.
We can go through several hero’s
journeys in our lives when we follow
our bliss, and we find ourselves
experiencing magical moments when
the world opens up, as we connect with
something greater and transformative.
This is also known as the Eudaimonic
or meaningful path to happiness, as
its where we tend to cultivate our
strengths, contribute to a greater good,
realise our potential and find meaning
in life. The Hero’s Journey is about
taking this third path; the journey to find
how to thrive by developing the skills to
discover and travel your own path and
live your own life as the best version of
yourself. A hero’s journey is a path of
self-development. We grow in order to
develop the flexibility and competence
we need to navigate new territory and
overcome the obstacles that arise along
the way.
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41
I stumbled on upon this model when
I discovered scientific evidence on
the power of our names on our lives,
including our career choices, whom we
marry or where we live.
Shakespeare wrote: ‘A rose by any other
name would smell as sweet’, however, I
am not sure I would be who I am today if I
had been given another name, like Maria
for example, which I was almost called.
While my parents had agreed on Zelda,
my Sicilian grandmother managed to
persuade my father to register me in her
own name, and this was later changed,
and as a result, I never got a dowry
from my grandmother, but I did get the
name Zelda. Had I been called Maria,
I don’t think I would have left Sicily,
where I grew up at age fourteen, when I
followed my heart and moved to Ireland
to start a wonderful adventure. The
name Zelda means ‘joy’ or ‘happiness’.
My job is to teach, coach and research
the Science of Happiness. My mother
chose this name inspired by American
writer and dancer Zelda Fitzgerald, the
wife of great novelist Scott Fitzgerald.
Like Zelda Fitzgerald, I love to write and
to dance.
Also inspired by Zelda Fitzgerald,
Japanese cartoonist Miyamoto called
his action adventure game, the Legend
of Zelda. Released in 1986, it has sold
over 75 million copies and is one of
the most popular and influential video
games of all time. This video game was
designed using the Hero’s Journey.
Anthony Bean recently published a
book entitled The Psychology of Zelda,
tracing aspects of the Hero’s Journey.
1. The steps of the hero’s journey
include: the Departure (Hearing the
Call)
2. the Adventure (Facing a Challenge);
and
3. the Return (Transformation).
1. The Departure:
Hearing a calling relates to our life
purpose or mission. We may refuse
or disregard the calling, but this
often intensifies the problems, while
committing to the calling leads us to
confront a boundary or threshold in our
map of the world.
‘Tell me, what is it you plan to do with
your one wild and precious life?’,
said Mary Oliver. She explained the
process of departure in her poem ‘the
Journey’, where the hero stops listening
to people around them and begins
to recognise and listen to their inner
voice, beginning their journey in order
to save their life. In starting our journey,
we cross the threshold which takes us
into new unknown “territory”, outside
our comfort zone; where we are forced
to grow and evolve. This threshold is
generally a “point of no return,” once
we are across it, we cannot go back to
the way things used to be.
2. The Adventure:
We are designed for adventures. From a
neuroscience perspective, our brain is
designed to thrive on new experiences
and on challenges that allow us to learn
and grown. Flow states are triggered by
challenges, and the brain floods with
dopamine when it discovers something
new.
Helen Keller, said: ‘Life is either a daring
adventure or nothing at all’. Facing a
42 Coaching Magazine Vol.5
challenge or a demon is also a natural
result of crossing a threshold. A demon
or a dragon is generally something that
appears to oppose, tempt or negate us
as heroes, they are not necessarily evil or
bad; they are simply a type of “energy”,
that we need to learn to contend with,
accept and redirect. Often, demons or
dragons are a reflection of one of our
own inner fears and shadows. Here we
confront “self-liting beliefs” such as:
“You should not be here” or “You are
not good enough”. Developing new
resources is necessary in order to deal
with uncertainty and transform the
“dragon” or “demon.” These resources
include increased self-awareness, the
ability to flex into strength, softness and
playfulness. Completing the task for
which we have been called and finding
the way to fulfil the calling is ultimately
achieved by creating a new map of the
world that incorporates the growth
and discoveries brought about by the
journey.
3. The Return
The return involves the hero coming
back to the village transformed and
sharing with others the knowledge and
experience gained from their journey.
Coming back to the village, we share
our story, having come full circle, but as
a new person. Through challenges and
discoveries along the path we acquire
courage, insight, wisdom, resiliency and
greater awareness of ourselves and the
world. When we return to the village
we are able to make our own unique
contribution and become recognized
and acknowledged for who we really
are.
The journey is not always an external
one. Sometimes we travel internally
even as we stay within the physical
context of the village. As a result of our
growth, we bring new ideas and new
life to the village, making it possible for
more to thrive there.
The Hero’s Journey as a Coaching Tool
While a hero’s journey is a personal
journey, it is not something that we can
do alone. Coaching using the hero’s
journey as a model, and especially when
taking a positive psychology approach,
can be very powerful in this journey.
Several coaches have identified the
hero’s journey as a tool or model for
coaching, and provided useful resources
(http://www.frazerholmes.com/herosjourney).
To start with it is important to explain
the concept of the hero’s journey to our
clients, letting them see that they’re
on a journey, perhaps drawing it on a
piece of paper using their story so that
they can pull back and see light at the
end of the tunnel. Coaching sessions
using this model can take place while
walking outdoors in nature in order to
embody the hero’s journey. In research
conducted with Gas Networks Ireland,
together with my colleagues, I found that
coaching clients while walking outdoors
was more energizing, increased levels of
self-efficacy and positive emotions, and
created a greater sense of connection
with clients, compared with coaching
conducted while sitting indoors.
As coaches, we can support our clients
in preparing for their journey by
asking open questions that can get
our clients fired up, excited, and on
purpose, for example by asking them:
“What is your call to adventure?”. Open
and powerful questions can help our
clients plan the actions needed to get
to their destination, and support them
along the way to build skills, believing
in themselves and staying focused on
their objectives.
We can spend time analysing what areas
need attention, what is not working and
what is working, brainstorming on the
possible solutions, thinking creatively
in order to change perspectives
and solutions, and to explore the
unknown. Identifying underlying
beliefs, procrastination, weaknesses,
temptations and challenges, along with
strengths, values, commitment, action,
perspectives, skills and willpower,
to help our clients to identify, face
and transform their ‘dragons’ or their
‘demons’ - in other words their inner
fears, shadows and self-limiting beliefs.
We can ask questions such as: “What
can you do to slay your dragon?”,
“What would happen if you slayed their
dragon?”, “How would you feel?”, “Who
would you be?”, “What would happen
if you didn’t slay your dragon?”. The
miracle question can be very powerful
here, e.g. ““Suppose tonight, while
you slept, a miracle occurred. When
you awake tomorrow, what would be
some of the things you would notice
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43
keep up with your decision?”, “Is there
something in the way that might stop
you?”, “What else could you do?”. These
questions can help increase optimism,
self-efficacy and resilience.
To conclude, we are all heroes and
we all have calls for adventure, needs
for change, challenges to overcome,
and goals to set. In Mans’ Search for
Meaning, Victor Frankl wrote: ‘between
stimulus and response there is a space.
In that space is our power to choose
our response. In our response lies
our growth and freedom’. To this Bob
Dylan adds: ‘A hero is someone who
understands the responsibility that
comes with freedom’.
that would tell your dragon had been
slayed?”.
Sometimes the return can be
challenging, and might involve crossing
another type of threshold, as the hero
needs to reintegrate with life and key
relationships. There can be a fear on
our own part of getting stuck in our own
previous existence, and there can be
desire on the part of significant others
for us to stay as we were before so that
they don’t have to change in response
to our movement and growth. In the
final phase, when the hero returns
home, it is important that the coach
gently challenges the client to ensure
that the conditions ahead will support
the implementation of the changes.
Useful questions might include: “Who/
What can support you?”, “What will
you put in place to ensure that you
Considering that coaching is a
“partnering with clients in thought
provoking and creative process that
inspires them to maximise their
personal and professional potential”
(www.coachfederation.com), the Hero’s
Journey can be a very effective way
to creatively structure and inspire
our clients as they change to become
the best version of themselves.
Whether at a crossroad and looking
for direction, perhaps longing for a
career change, for improved health or
enhanced performance, coaching that
is based around the Hero’s Journey can
transform our clients, supporting and
fuelling their passion and purpose.
Zelda Di Blasi
Zelda Di Blasi, MPsychSc, PhD, is a graduate of the Kingstown College Advanced Diploma in Personal, Leadership and Executive Coaching, a
certified HeartMath coach and Strengths Coach. She is the co-founder and director of a Masters in Positive and Coaching Psychology at University
College Cork, where she lectures, coaches and conducts research. Zelda has a PhD from the University of York on the placebo effect and health
care interactions, a Post-Doctoral Fellowship from the University of California San Francisco and a Diploma in Modern Dance. She lives in Kinsale
with her husband and her children Zoē and Joshua.
www.linkedin.com/in/zelda-di-blasi-b8b5944
E-mail: zeldadiblasi@yahoo.com
44 Coaching Magazine Vol.5
Those new to
writing may be
anxious to share
their work and
seek opinion on
it very early on
in the process.
Showing the
work in progress
to people too
soon, be they
professionals or
family and friends,
can be damaging.
Coaching for Writing a
Book
Many people dream of writing a book; their
autobiography, a self-help idea, the novel. Most
people don’t get as far as writing the first line.
Countless others have beginnings, but no endings.
Susan Browne is an EMCC accredited Life Coach and
shares some valuable thoughts and strategies for
getting pen to paper.
Clients who reach out to a coach for
help in writing a book are almost certainly:
a) Very serious about finishing it.
b) Experiencing difficulty doing so.
In this article, I would like to share with
you some tips for coaching a client who
wants support for writing their book, as
well as some insider tips from the writer
point of view. I have offered powerful
questions as well as short visualisation
exercises throughout the article that
could be used or adapted in your practice.
On writing my first book, Angel EFT, I
thought about it for three years before
making a serious attempt and finishing
it. Now, writing my second book, as
a coach this time around I can take the
challenges that are ‘the process’ and apply
my coaching skills, as well as help
clients who have come to me for help in
getting their book written.
Overcoming Fear and managing the Inner
Critic
Most people won’t start or progress
their book because of Fear. Fear of looking
stupid; Fear of not being as good a
writer as they first thought; Fear of being
rejected; Fear of upsetting someone.
I approach this with the idea that
to write the book is only the first step.
The world is not genuinely sitting,
scratching its chin, watching over their
shoulder. That is just the inner critic. The
inner critic won’t merely go away, but
the client can notice it for what it is, and
tell it that its critique is welcome later,
at the editing stage, but not just now in
the creation stage.
Reassurance that the creation stage is
not even supposed to be good, never
mind finished or ready to show an editor/publisher/the
public can help the
self-conscious writer. Just as one might
put dung on the garden to fertilise it,
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45
the client might need to write some
dung before the good stuff can grow.
Powerful Question: If you could advise
a friend who was feeling fearful about
writing their book, what might you say?
Getting Something Down
For the client who is having trouble getting
started, or has started and then got
stuck, suggest in your session a mind
map. If you are working online suggest
your client get a piece of paper and a
pen and write something in the centre
like ‘ideas,’ or the name of their book.
Encourage them to relax if they are
tense suggest a brief breathing exercise
to help them to be calm. Having them
relax allows ideas to flow better. It’s fine
to doodle images as well as using words.
Visualisation: Imagine that it’s the end
of the week and you have written your
target amount and are pleased about it.
You know it will need editing, but you
feel glad to have done this work and
have this much down. Now ask your future
self if s/he any advice for you, notice
what they say.
Showing up when you say you will –
chunking down goals
The Need for Validation and learning
to Self-Validate
Those new to writing may be anxious to
share their work and seek opinion on
it very early on in the process. Showing
the work in progress to people too
soon, be they professionals or family
and friends, can be damaging. Just like
a baby growing in the womb doesn’t
need to be taken out and looked at, nor
do embryonic ideas for a book. They
need time in the darkness to grow and
receive nutrients.
Clients often seek validation, feeling
lonely and wondering if they are on the
right path. Working with them to trust
themselves and the writing process can
be useful, to create ways of self-validation.
Powerful Question: Which of your
strengths can help you to feel more
confident in this process?
Part of making the action happen is for
your client to create a realistic plan in
bite-size chunks to get their book written.
If they want to write a 40,000-word
self-help book in eight months, look
at how can they break this down into
smaller goals.
On writing my first book, I decided to set
the target of writing just 500 words, five
days a week. It’s not much, but over time
it grew into a book. It was easy for me
to achieve 500 words, and it was measurable.
Until the editing process, which
involves cutting words and changing
things around. At this time, the goals
needed adjusting.
How to know if goals are realistic or
not
Many writers have the luxury - and precarity
- of having an undefined time
limit to finish the book. Others will have
46 Coaching Magazine Vol.5
inflexible external deadlines to meet,
such as that of a publisher.
You will soon discover if goals are realistic
or not by how the client performs
in meeting targets. Know from the outset,
that particularly if this is their first
book, the goals may need tweaking and
reviewing as you go along.
Setting writing goals that are not
achievable and then not adjusting them
can lead to feelings of failure and selfsabotage.
As a coach, look out for these
tendencies and talk to your client about
them.
Support your client when targets aren’t
being met by saying something like
‘I notice it’s been hard to stick to your
original goal with this. Is it time to adjust
the goal do you think? Knowing what
you know now, what might you change
your goal to?’
Keep Powering Forward
Encourage your client not to begin the
editing process too soon. As in, let them
try to finish an entire first draft before
editing. It’s very tempting to start editing
chapters before you are finished,
but can lead to getting muddled and not
moving the book forward.
Parallel Projects
Some believe that you must get it written
and not worry about anything else.
Others will say that you need to build
your author platform. People you can
sell the book to once it’s written.
This is a very valid point but needs to
be balanced. If the client is working on
their social media posts to build an audience,
this is well and good if the book
is still progressing. Ten minutes on twitter
networking with other writers or potential
customers can quickly turn into
an hour and eat into valuable writing
time.
For me, starting writing first thing in the
morning with no internet use is best.
Even if I want to do an internet search
for some information for the book, I find
it best to write my search query down
on a piece of paper to come back to
later when internet use is allowed.
Writers Block and Procrastination
Sometimes I wish that the term Writers
Block had never been invented. It gets
used as though it were some medical
diagnosis. People will turn to any number
of other jobs to avoid writing, and
the introspective client may even go on
an endless psychotherapeutic quest to
find reasons why they can’t write.
So, how do you confront your client
when you suspect they are presenting
to you with a host of excuses? Naming
procrastination could be the best
gift you can give them, but you want to
maintain the rapport. You want them to
know you are still on their side, and not
catching them out.
Powerful Questions:
• What needs to change for you to
succeed in writing this book?
• What one thing can you do today to
progress your book?
Staying on Task – Being Accountable
Many people writing a book have a lot
of other things going on in their lives.
There is always a reason not to sit down
and write. There are other things to be
done. Writing can be a joy, but it can also
be agony. This is the Fear and self-doubt
that plagues writers and is common to
all. Creating a daily visual check-in that
the coachee can work with can help create
accountability. A paper calendar to
check off when the set amount of writing
completed is very effective.
Visualising the Finished Product
I can’t emphasise enough how much
it helps writers to frequently imagine
their book, already written and printed.
Visualisation: Imagine that you are holding
your completed book in your hands
and feeling great about it. What does
the cover look like, and how does it
feel? What colours do you see? How do
the pages smell? Allow yourself to bask
in the feeling of success and happiness
as you connect with your finished book.
Feel proud of your achievement. Imagine
others congratulating you.
Powerful Question: How would you
like people to feel who are reading
your book?
Susan Browne
Life Coach, EMCC. After mental health nursing for thirteen years, Susan transitioned into her own private wellbeing business. A qualified
counsellor, EFT Trainer, Life Coach and holistic therapist, based in Co. Kerry, Ireland since 2000 and originally from Warwickshire, England. Susan
provides coaching and runs holistic workshops, helping people to overcome self-limiting beliefs and achieve personal goals. Outside of her
wellness work, Susan is writing her second book - a novel. Her first, ‘Angel EFT’ is a Mind, Body & Spirit book published by Dragon Rising, UK.
Find out more about Susan’s work at angeleft.com and lightlifelearning.com and her writing at sbrowneauthor.com.
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47
Coaching Heroes Award
Celebrating 15 Years of Coaching Education
We are delighted to be celebrating 15 years of Coaching Diplomas at Kingstown College.
When the college first began to deliver the course, coaching was in it’s infancy in Ireland and Europe. Since then it has grown to become a respected
profession, and an invaluable resource for organisations.
To progress the profession so far in such a short space of time must be credited to those who were the pioneers and the champions of coaching.
We have had the privilege to work with many of those people, and many of them have also studied with us.
To mark 15 years of the Diploma in Coaching, we are celebrating 15 people whom we believe have made an important contribution to the coaching
profession, and are honoured that they have accepted the Kingstown College Coaching Heroes Award.
PETER FITZPATRICK
HEAD OF LEARNING AND DEVELOPMENT, DEPARTMENT OF HEALTH
Peter FitzPatrick has almost two decades of HR, L&D and OD experience across a number of Government Departments and Offices, and is
currently Head of Learning and Development in the Department of Health. Peter is currently Co-chair of a Civil and Public Service Coaching
and Mentoring Working Group, which is working on definitions of coaching and mentoring within a public sector context, and assessing the
future demand for these interventions to support staff development and retention.
BREDA O’TOOLE
HEAD OF PRODUCT DEVELOPMENT & TRANSFORMATION, IDA IRELAND
A native of Connemara, Breda joined IDA Ireland 16 years ago after spending much of her career in the UK. She has worked as IDA’s Head of
HR, Regional Business Development and most recently heads up a team supporting the growth of 270 small to medium sized multinational
companies in the IDA portfolio. Previously, Breda worked as Head of HR and Policy at Bolton Metropolitan Borough Council, UK and achieved a
master’s degree in Strategic Human Resource Management with Manchester Metropolitan University. Breda was educated in Kylemore Abbey,
Co. Galway and Shannon College of Hotel Management. Breda is a passionate believer in coaching for performance and leadership excellence
and completed her Diploma in Personal and professional Coaching with Kingstown College in 2008. She has since applied a coaching approach
with her team and in the approach taken to the development of the leadership teams of multinational companies here in Ireland. ‘It has been
invaluable in my role as a leader, coaching staff here in IDA and with client companies in looking at ways to help them develop their leadership
capabilities for the benefit of the Irish subsidiary and ultimately the economy’.
FRANK ROCK
DIRECTOR , COACH, COACH TRAINER AND SUPERVISOR
Frank is passionate and curious about equipping clients with the mindsets , behaviours and skills to have the necessary and courageous conversations
on a day to day basis. He truly believes that this involves the coach and coachee embarking on a shared journey to explore and map out the precise
steps that an individual must take in starting to have a real conversation and how to keep it alive. Frank’s work is about nourishing and sustaining
individuals and organisations by bringing a fresh lens and language to view, and thrive, in the system in which they operate.
MAURICE WHELAN
FOUNDER AND MANAGING DIRECTOR OF UNLEASH POTENTIAL
Maurice is the Founder and Managing Director of Unleash Potential. He has over 25 years experience in public and private sector at Senior Management
and Executive level. He is a Fellow of the Contact Centre Management Association (CCMA) since 2007 and was the recipient of their Lifetime Achievement
Award. He was a board member of the CCMA for 11 years, six of them as Chairman.
Maurice’s leadership and strategy execution skills have been recognised by many national and international awards including European People Manager
of the Year and European Industry Champion of the Year (ECCA). He became a member of the European Mentoring & Coaching Council (EMCC) in 2013.
Maurice brings a different and unique perspective to the coaching experience and is also an accomplished conference speaker. Maurice provides
programmes in Mindfulness, Leadership Development, Diversity and Inclusion, and one to one Executive Coaching. He works in Ireland, USA, Singapore,
and all over Europe delivering services for clients including Airbnb, Paypal, Blizzard, Voxpro, Survey Monkey, Nestpick and Letgo, amongst others.
48 ANNE Coaching DOHERTY Magazine Vol.5
CEO MINDWISE NEW VISION
Anne Doherty is Chief Executive Officer of Mindwise New Vision, with a demonstrated history of working in the mental health care industry
for over 30 years. She is skilled in not-for-profit organisations with a specific passion and interest in developing client participation and
engagement strategies. Anne holds strategic planning & business development as core skills (MBA), underpinned by a creative and innovative
approach to Mental Health, Life and Executive Coaching - a qualified Coach/ Coach Supervisor.
GERRY DUFFY
INTERNATIONAL SPEAKER IN GOAL SETTING, LEADERSHIP AND PUBLIC SPEAKING
Gerry Duffy is an international speaker in Goal Setting, Leadership and Public Speaking. His CV has seen him work with over 1000 companies
and organisations since 2010 and a personal passion for endurance sports has seen him complete many extreme sporting ambitions including
running 32 marathons in 32 consecutive days. With a Masters in Business Practice and a Diploma in Coaching, Gerry has coached many senior
executives and CEO’s and has written three books including THE GOAL GETTER - 35 Different Ways to Reach Your Goals. His clients include Aer
Lingus, Boston Scientific, SAP, Proctor and Gamble and British Gas.
ROSARRI MANNION
NATIONAL DIRECTOR, HSE
Rosarii Mannion has 20 years of human resources experience including working at board level since 2012. In her career to date she has held a number
of senior leadership roles. Currently on a career break she worked as National HR Director in the HSE for 4 years bringing forward the first ever National
People Strategy for the organisation. She is a passionate believer and advocate for coaching and in maximising coaching and mentoring to improve staff
performance, staff engagement and inclusion. Rosarii is a Chartered Fellow of the CIPD and a qualified Mediator. She is a Professional Certified Coach
(PCC) with the International Coaching Federation and holds a BA, HDip, MA and MSc. She has recently been awarded a Professional Diploma in Human
Rights and Equality. She is the 2017 ICF Business & Executive Coach of the Year and is the 2018 Legal Island HR Leader of the Year.
DR. KIMBERLY FITZGERALD
Kimberly is a wellness, learning and health initiatives specialist where she works as a psychologist, counsellor, coach, trainer and researcher.
She has worked in the US, Germany and Ireland as a mental wellness professional.
Her exploratory sequential mixed method research in psychology focused on occupational health. Kimberly’s interests are in gender issues
relating to differences between men and women and how they experience debilitating health conditions, which includes the areas of
gender-specific medicine, social psychology, rehabilitation psychology, and occupational health psychology. Kimberly develops and provides
psychology based leadership and wellness programmes with a focus on engagement, diversity and best practice. She is currently serving on
two professional coaching psychology committees, actively writing wellness articles and developing a new wellness coaching assessment tool.
JOYCE FARRELL
SENIOR INTERNATIONAL HRM
Joyce is a Senior International HR Manager, with a track record of achievement and innovation that spans over three decades in the Utility
industry. She has a particular passion and expertise in the areas of Strategy Development, International Talent Management and Leading
and delivering HR Transformational Change both in Ireland and globally for ESB International . Joyce is a Fellow of the Chartered Institute of
Personnel and Development, holds a Masters in Leadership & Management Practice, Diploma in Executive Coaching, and a Diploma in NLP for
Business Practitioner. Joyce is a champion for the development of female talent and among her most noteworthy achievements is the design,
development and delivery of the ESB female development programme – ‘Inspiring & Empowering Female Talent’ – winner of CIPD Diversity
& Inclusion Award 2017.
SIBÉAL CAROLAN
WORKFORCE DEVELOPMENT LEAD, WORKPLACE HEALTH AND WELLBEING UNIT, HEALTH SERVICE EXECUTIVE
Sibéal has made significant contributions to coaching and the coaching approach especially since joining the Workplace Health and Well Being Unit as
Workforce. Development Lead. Sibeal previously worked in the Royal College of Surgeons in Ireland, Institute of Leadership. In her role as Lecturer and
Programme Director at the RCSI Sibéal supervised performance improvement/change management projects from a wide range of organisational and
professional settings. In addition Sibéal has conducted a number of Workforce Planning Projects in a variety of settings.
PAULA MULLIN
EXECUTIVE AND COMMUNICATIONS COACH
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49
Paula Mullin is an Executive and Communications Coach specialising in Executive Presence. She is one of a small number of Irish coaches
accredited to deliver the Bates Executive Presence Index (ExPI) assessment. This science-based 360 model measures Executive Presence.
Paula has 19 years experience working in coaching and communications. She works with multi-national and Irish companies including CRH,
EY, Glanbia, AON and CarTrawler. With a BA honours in Psychology and Sociology from Queens University Belfast, Paula has qualifications in
Executive Coaching, Communications Training, Cognitive Behavioural Therapy and Public Relations. Paula is furthermore a highly sought-after
executive coach for a number of c-suite and senior leaders across a diverse range of industries. She strongly believes in the importance of
leaders becoming mindful of how they show up day to day and how their presence directly impacts others. Paula is passionate about making
lasting change and developing authentic leaders.
NADINE MCCARTHY
PERFORMANCE COACH
In her work as a Performance Coach, Leadership Development Trainer, Theory U Facilitator, Systems-change specialist, Organisational Wellbeing
and Development Consultant and Yoga Teacher, Nadine pours her energy, care and focus into helping people in business, sport and life
expand into the fullest version of themselves. Her focus is always on helping them to achieve what they are truly capable of, by consistently
managing their own performance, leadership and wellbeing to deliver results. Supporting the person behind the performance is always at the
heart of Nadine’s work. She believes the individual themselves are the one constant force in every performance equation and their ability to
remain focused, present, skilful and grounded against the backdrop of chaos, uncertainty and confusion will always be within your control.
Nadine believes that there is a gap in our current societal, cultural and educational models that fails to adequately teach us to be that constant
force. It is her purpose and mission to fill that gap.
CATRIONA BRADLEY
EXECUTIVE DIRECTOR, IRISH INSTITUTE OF PHARMACY
Catriona is an experienced leader with a passion for supporting people and organisations to realise their potential. Proven strengths in
leadership, strategy development, culture change, coaching, change management and business management. Catriona is future focussed,
and enjoys horizon scanning to identify emerging trends and opportunities. Talented at identifying untapped potential and opportunities for
synergy, she is at her best when supporting individuals and groups to be at theirs. Her hallmark is one of delivering quality outcomes through
strong process and powerful teams. Her experience to date spans across healthcare, academia, commerce, leadership and professional
development. This breadth, combined with her education, provides her with a unique perspective. She is an effective communicator, in
academic, business, media and leadership fora and is frequently invited as a key-note speaker at international conferences. Catriona blogs at
www.reflections.ie.
DR. MARY COLLINS
SENIOR EXECUTIVE DEVELOPMENT SPECIALIST, ROYAL COLLEGE OF SURGEONS INSTITUTE OF LEADERSHIP
Mary is a Coaching Psychologist with 15 years experience in the field of Organisation Development & Talent Management. She is a Committee
Member of the Coaching Psychology Special Interest Group of PSI, and is currently Senior Executive Development Specialist with the Royal
College of Surgeons Institute of Leadership. Mary is a graduate of the Professional Doctorate Programme in DCU (2010), doctoral thesis in the
field of Organisation Development, specifically looking at psychological contract theory in relation to engagement and retention strategies
for high potential graduates (‘Generation Y’) in Professional Services. Regular conference and master class speaker in the area of ‘Engaging
the Multigenerational Workplace’. She is currently writing a book on ‘Recruiting Talented Professionals’ due to be published by Chartered
Accountants Ireland.
LT. COL. NEIL NOLAN
Neil currently serves in the Irish Defence Forces. He has extensive military experience including UN peacekeeping missions to Lebanon. He has
successfully completed the Advanced Diploma in Personal, Leadership and Executive Coaching as well as the Advanced Diploma in Mental
Health and Wellbeing Coaching through Kingstown College. In addition to Neil’s specific military role, he forms part of a progressive group
within the Irish Defence Forces which is helping to introduce Coaching and Mentoring as leadership competencies and organisation wide
programmes. At Kingstown College we found the work of Neil and his colleagues to be of particular interest as we traditionally view military
organisations as being the perfect example of a command and control structure. Therefore, to see Coaching and Mentoring being promoted
and successfully implemented is extremely noteworthy.
50 Coaching Magazine Vol.5
The World of a Financial Coach
Morgan O’Connell gives us a personal insight into his role as a Financial Coach,
his journey to that career and how money is still a subject which evokes emotion
and consequently a reluctance to speak about it.
My parents always said that the three things
never to discuss at dinner parties were
sex, money and religion. They didn’t abide
by these rules however and, as a young
boy, I often overheard heated discussions
on these topics with guests late into the
night. When it came to money, strangely,
it was never their own money the guests
discussed but everybody else’s. People just
didn’t discuss their money at a personal
level. This is changing now.
My Journey to becoming a Financial
Coach
I find myself at a very exciting time in my
life and career. My recent transition from
financial advice, to debt management
and now to financial coaching has taken
several twists and turns but has seemed
like a natural progression. Looking
back at the journey it seems obvious
that financial coaching was always my
destination. I was driven by a desire to
help and a fear of not being authentic
and transparent.
I wanted to be effective, at a more
personal level and to be unique. I
wanted to distance myself from the
rigid commission-based structure of the
financial services industry in Ireland.
I recognise the good work that many
advisors and financial planners do, and I
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51
do not work in conflict with them. Indeed,
many practicing financial coaches work
with advisors for the benefit of clients.
It is said that financial services are
“sold” and not “sought”, meaning most
advisors who make commission must
apply certain pressure, sales techniques
and persuasion. If this agenda matches
the clients’ one, then all the better, it’s
a win-win. This is not always the case
though and herein lies the conflict of
interest. Many clients end up confused
and worn down with technical jargon,
complex concepts and excessive choice.
They frequently end up acting on advice
due to fatigue, disinterest and lack
of knowledge. Even with extensive
consumer protection regulation in
Financial Services, there are considerable
ethical aberrations.
Moving to the area of debt management,
and helping people to recover financially
from problem debt, was much more
rewarding, and more aligned to my own
values of integrity, authenticity and honesty.
The ability to listen, empathise and be
aware of others became more and more
important. From the hundreds of people
that I helped, I discovered what they really
valued most was being listened to.
In debt management there was a lot of
blaming and shaming and embarrassment.
Many were in financial difficulty through no
fault of their own but were victims of timing
or circumstance. The stress of being in
chronic debt and in conflict with banks was
so destructive to health and relationships.
I estimate that over half of my clients were
separated due to stress, anxiety, depression
and anger. Many broke down at the start of
our conversations because finally they were
sitting with someone that empathised with
them.
Some obviously wanted to hand the
problem over to me to fix. My challenge was
to help them to help themselves by taking
control of their own situation. This was my
vision even before I knew what exactly
financial coaching was.
My eyes were opened with my
experience in gaining the Advanced
Diploma in Personal, Leadership and
Executive Coaching in Kingstown College.
It was a wonderful ethical grounding
in coaching. I then furthered this by
attending the Wise Monkey Financial
Coach Practitioner Certificate Training,
held by the inspirational Simone Gnessen
in Brighton. A lightbulb moment for me.
I realised that financial coaching was
something that others in the UK and
further afield were doing, that there
were organisations and support groups
available and that it was destined for the
mainstream. It gave structure, belief and
weight to my coaching.
Day to Day as a Financial Coach
Financial Coaching is first and
foremost coaching, with goal setting
and achievement at its core. I look at
someone’s life through the lens of money,
and then use established coaching
techniques, with some elements of
advising and mentoring thrown in. Some
purists might argue against bringing
these other elements, but I am using
these terms to describe the process of
educating, enabling, empowering and
teaching better capabilities around
money.
Discomfort, frustration, shame and
anxiety are common emotions that
often colour a first financial coaching
conversation. Listening and being aware
of what is really “going on” here is crucial.
It would be an understatement to say that
money causes conflict in relationships.
The conflict is caused not by money
or lack of it, but by the emotions and
meaning attached to it and what it
represents to each party. Meaning and
emotion around money are taken from
childhood, parents, mentors and past
financial experiences.
How clients feel about money colours
their actions and inactions. Having it or
not, earning it or not, spending it, saving
it, wasting it, talking about it, all impact
the clients lives but also the lives of those
around them.
I ask a series of questions at the
contracting phase with each client to give
me some insight into their beliefs and
financial behaviours.
Examples include:
• What would you do if money were
no object?
• What are your biggest frustrations
about money?
Discomfort,
frustration, shame
and anxiety
are common
emotions that
often colour a first
financial coaching
conversation.
Listening and
being aware of
what is really
“going on” here is
crucial.
52 Coaching Magazine Vol.5
• What are your biggest fears around
money?
• Have you any money behaviours you
would like to change and what have
you done in the past to do so?
• Have you ever set a money goal and
achieved it?
• How would you currently describe
your relationship to money?
• If you have a partner, tell us how you
make financial decisions?
• What did you learn about money
from your parents/guardians?
• How do you feel when you talk or
think about money?
Clients find it difficult to answer these as
they have never been asked before. Often
this sets the scene for an initial coaching
conversation. Moving into goalsetting
follows from this.
One of the original thinkers in financial
goal setting, George Kinder, posed several
thought-provoking questions in his book
“Life Planning for You”. The most powerful
to me was to imagine yourself as being
secure financially with no money worries
ever again. The question posed is “How
would you live your life? Would it be
different? What and how would you change?
“. This helps a client take a step back and
view things from a different angle, with a
rethinking of what is really important to
them.
At the beginning of my coaching journey
I felt overwhelmed with decisions about
what coaching tools and competencies
were the best fit for clients’ financial goals.
There were so many and my attempt to
shoehorn some into coaching conversations
did not always work well. I started to be
less rigid with the coaching tools and to
use them as a guide. I began looking at
solution focused tools. One that I have
become comfortable with is the OSKAR
Model (below), which focuses not on what
is wrong or the barriers to success but on
what actually works. It was developed
by coaches Mark McKergow and Paul Z.
Jackson and published in their 2002 book,
“The Solutions Focus: Making Coaching and
Change Simple”
O- Outcome (objectives, benefits of
achieving the vision)
S- Scaling (where you are on a scale of 1-10
in relation to reaching your outcome)
K- Knowhow and Resources (identify what
works and who can help you move up the
scale)
A- Affirm and Action (commitment to small
steps forward)
R- Review (strengthen momentum with
support)
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Whether a healthy pension pot,
educational savings, a debt free state
or being “in control” of spending or
negative emotions around money, the
financial goal needs to be clear. The
feeling that goes with goal achievement
needs expression. The good thing about
money is that it is measurable, and this
helps with goal achievement.
As an example, a recent client felt she
was getting nowhere with her financial
goal of buying her own apartment. She
was a high earner but put herself on
the scale of 3 out of 10 when scaling
her on the OSKAR model. Through
coaching, she identified what would
move her up the scale. She analysed
emotional triggers and priorities around
spending. She developed better habits
with this awareness. Her goal of saving
for a deposit became both a habit and
a priority. She increased momentum by
taking little steps like reorganising direct
debits and shopping in different places
and at different times. She became
more interested in “value” and filtered
spending through reframing questions
like “do I really need this and what is
the alternative?” She has become less
worried about “status spending” and
more focused on the things that matter
to her. She also became an expert in
abandoning her “cart” both online and
physically. Small definite changes will
help her to get to where she wants,
with the loss of some (not so important)
things.
The future of Financial Coaching
While the coaching culture is growing
in Ireland, financial coaching is still in
its infancy. With the taboo of speaking
about money lifting, this method is
sure to grow. The recent corporate
“wellness” trend brings a welcome
focus on lifestyle issues for those at
work, money included.
General Practitioners are very aware
that stress and anxiety due to financial
problems is more prevalent in the last
10 years and identify money, work
and relationships as the three main
causes of stress in those presenting at
their clinics. Addressing the underlying
causes of stress is beyond their scope,
but they are becoming more open to
referring patients for money therapy
and coaching as well as other more
traditional therapy options.
Morgan O’Connell
Morgan O’Connell is a practicing Financial and Career coach. He is the first Financial Coach in Ireland holding the Certified Financial Planner©
accreditation. He is a qualified Financial Advisor (QFA) and Personal Insolvency Practitioner (PIP). He holds a Graduate Diploma in financial
Planning from UCD and most the Advanced Diploma in Personal, Executive and Leadership Coaching from Kingstown College. He is an
accredited Practitioner with the European Mentoring and Coaching Council (EMCC). His coaching style is simple, uncluttered, energetic and
challenging. He is married with 3 children and lives in Dublin, practicing nationwide.
54 Coaching Magazine Vol.5
The 5 States of Team Success
As Team Coaching continues to increase in popularity, Sinead Fitzgerald
examines The 5 States as an evaluator, report and workshop to develop the
individual and team, and ultimately the organisation.
INSIGHT
STATE OF CLARITY
Communication Accuracy
STATE OF CONNECTION
Relationships
EMPATHY
Teamwork
STATE OF SPIRIT
PURPOSE
Possibility
Leadership
©Brendan Foley 2019
The 5 States of Team Success
Tenacity
STATE OF CERTAINTY
Confidence
BELIEF
Wellbeing Results
ACTION
STATE OF VITALITY
With a background in Drama and
Sociology, working with people,
understanding people and further
learning has always been a passion
of mine. After 17 years teaching in
schools, clubs and afterschools, I
decided to change my career path. I
retrained in an area that although was
new still meant I would be working in
the area of communication, groups
and team effectiveness.
Working in Seachange Now in Dun
Laoghaire afforded me just that
opportunity. Each year I endeavoured
to learn a new set of skills and so
trained in the Insight psychometric,
EQi (which focuses on emotional
intelligence) and The 5 States model.
The one element that brought
all these skills together was my
coaching course with Kingstown
College. The world of executive
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55
coaching opened my eyes to the
benefits of 1-1 coaching. As part
of this programme I gained a
practical and hands on approach to
coaching. In our first module we put
our coaching theory into practice
with peer coaching sessions. Peer
coaching is a confidential process
through which two peers, or
classmates, work together to build
new skills, teach one another and
conduct practice coaching sessions.
I can honestly say that every area of
my life improved during this process.
Within my professional life, I gained
a new confidence, and within my
personal life I became more focused
an organised.
I was impressed by how well my
peer coach listened and picked up
on certain words that I used during
the coaching session. I had said them
without really considering them but
they opened up so much discussion
about how I felt and thought about
certain areas of my life. It was very
easy to talk to the coach and I did not
feel judged. He was very respectful
in how he asked questions so I
didn’t mind expanding further on my
answers. The gift of another person
giving you time to listen, understand
and explore is gold. However, it’s
not just listening that enhanced
each session; I always came away
with a required action identified by
the goals I set for myself during the
session. The key to coaching is that
the answers lie within, the coach
simply facilitates and explores these
answers with the client.
Continual professional development
is a key criteria in working within
the field of coaching. So when our
Managing Director, Brendan Foley,
introduced The 5 States to the
Seachange Now team the timing
couldn’t have been better!
The 5 States aims to unlock the
potential of not only an individual
but also a team. In Seachange Now
we found our team effectiveness
work was increasing year on year.
However, we found it difficult to find
a tool which could snap shot, at that
moment in time, how a team was
performing, interacting and evolving.
Through Brendan’s bestselling book
‘The 5 States of Success’ an evaluator
and workshop were born.
By answering questions around
each state, an individual can look at
we found it
difficult to find a
tool which could
snap shot, at
that moment in
time, how a team
was performing,
interacting and
evolving. Through
Brendan’s
bestselling book
‘The 5 States
of Success’ an
evaluator and
workshop were
born.
the areas which they may need to
strengthen or leverage in order to be
part of a successful team.
The State of Clarity creates an
insight which can manifest really
good communication and build
accuracy.
The State of Connection explores
how empathy is not sympathy but
it is beneficial to understand where
someone is coming from, therefore
building trust. This state also creates
teamwork and relationships.
56 Coaching Magazine Vol.5
The State of Certainty creates belief.
This state creates the qualities of
confidence and tenacity.
The State of Vitality creates action.
By examining our mental, emotional,
physical and spiritual wellbeing we
can create action and results.
The final State of Spirit creates
purpose. This state also creates
the qualities of leadership and
possibility.
In our workshops the clients can
identify the various strengths that
exist among the members of their
team and therefore assist each
other in areas that may need work.
Through discussion and facilitation
the team can understand how to
create and maintain wellness in
times of transition, through various
success strategies identified in their
5 States profiles.
One case in point was an aviation
company we worked closely with.
The 5 States Programme was
introduced to help leaders within
the organisation to become more
self-aware and to develop their skill
set to manage others. 57 Leaders and
Managers had a 1:1 coaching session
and a 5 States Personal Report.
During our work we found the State
of Connection was really high among
the team, which meant the key to
their success was through personal
engagement of the workforce. As
such, showing the teams that they
were truly valued, which mattered in
this company.
The State of Vitality was really low
and was becoming a barrier to
success. People were emotionally
and physically drained. However,
this did not mean that everyone was
working to their potential. In fact, the
opposite was true. Work conditions
and poor relationships between
all levels of leadership were the
biggest factors at play. A feeling of
being underpaid and undervalued
permeated the organisation.
• The Programme also identified the
bright spots in the company. The
organisation had really good people
and talent. All that was needed was
the right culture to channel this.
• We also identified strong leadership
from the CEO. He displayed a handson
and practical approach which
was consistent with the vision and
communication within the company.
• There was great talent at various
levels within the company and this
showed great signs for the future. We
identified that these people must be
retained, as they would build the
culture of the future. To this point
some of the long tenure people must
change or move.
The three key areas our 5 States
Programme identified:
• The Need for Retention - good staff
were leaving to get better pay and
conditions from other companies
and then returning as contractors
on a better rate - this made the
existing staff feel undervalued and
underpaid (state of connection).
• The Need for Focus and Wellness
– Most of the senior leaders and
managers were very stressed but did
not have the tools to deal with it.
Stress and time management skills
needed to be addressed.
• The Culture - ‘them and us’ – staff
and management were starting to
break down. The Senior Managements
attendance at workshops helped to
show the company was listening.
WIIFM (what’s in it for me) needed to
become clearer so that all staff had
more a business- than union-style
mindset. It was identified the need
to share the rewards with the people
making it happen.
In a nutshell we encouraged the
company to engage their people
emotionally and build their vitality
in order to create team and in turn,
company success.
Sinead Fitzgerald
Sinéad has worked in the areas of education, accountancy and office management - bringing clarity and understanding to the needs of
her clients. With 17 years experience working in the teaching profession Sinéad has a practical approach that is tailored to the needs
of the learner. This comes through in her training and interpretation sessions where clarity and understanding are paramount. Sinéad’s
focused approach creates clarity and helps clients to connect with the reality of their challenge and in doing so plan a clear route
forward. A master at handling priorities Sinéad guides people toward doing the right things at the right time. Her strong communication
skills allow her to articulate concepts clearly and accurately, thereby building a strong skill-set and mindset for those she works with.
www.kingstowncollege.ie
57
58 Coaching Magazine Vol.5
Goldilocks and the
Neuroscience of
Change
An understanding of how the human brain works
is essential knowledge for coaches. But how can
we gain an understanding of this vast and ever
evolving research? Especially for application to the
coaching profession. Kingstown College faculty
member Rachael Clarke Ph.D. distills the world of
neuroscience into easy to understand principles
and real-world advice on how to introduce it to your
practice.
Once upon a time, like Goldilocks, I went
searching for ways to help myself be the
be a better leader. I tried working more
and more hours “this is no fun, I’m tired and
grouchy all the time.”
I tried telling people what to do, or better
still, doing it for them- “that didn’t work
either- now they are grouchy and I’m still
tired.” Finally, I found a coach and got to
know myself a little better - “Ahhh this
is just right” I said happily and gobbled
it all up.
Coaches are turning to neuroscience to learn
more about how we think, how we develop
and how we perform. I’ve gone back to my
neuroscience roots to infuse my practice
with tools and techniques designed with
the brain in mind. In this article I share key
principles about the brain for facilitating
learning and change and how we can build
these into our coaching practice.
www.kingstowncollege.ie
59
The brain is a connection machine
The brain creates million of new
connections each second. It loves to
make connections, its how we makes
sense of the world.
If I asked you to think of a banana and
what it means to you? You might come
up with different things - the smell,
color, taste. You may recall eating
a banana and watching Bananas in
Pajamas on TV. We all have different
concepts for ‘banana’ and they connect
when we think of the word.
We make connections to things we
already know, it helps us develop our
mental maps. It feels good, as chemical
neurotransmitters are released (e.g.
dopamine or noradrenaline) which
drive people to take action. When
we are unable to make a connection,
when we cant think our way out of a
problem, we hit an impasse. Coaching
helps people to resolve this by helping
them think differently and create new
mental maps.
To help: Often, we focus on what’s
we can see – results, behaviours of
individuals. Focusing on what is driving
this, the thinking and feelings of the
person makes it an effective tool for
change.
1. Awareness is key. To support your
coachee to identify the dilemma,
I ask them to phrase the issue in
this format: I would really like to
_____________but ____________.
Putting it into a short sentence,
and focusing on the want, reduces
the load on the working memory
and increases the processing
power available for considering
the question from a range of
angles. Avoid getting lost in the
details of the problem and getting
overloaded with information, you
lose clarity of distance and can’t
see patterns as easily.
2. Help people make their own
connections – What stage are you
at in your thinking of this? How
clear is your thinking on this? What
connections are you making as we
talk about this issue?
3. On seeing an aha moment, take a
moment to highlight the insight
and help deepen the wiring around
their new thinking. E.g. how do you
think we might move this insight
forward? Whats do you thing your
next step is based on this insight?
Up close, no two brains are alike.
Everyone has a unique set of
connections for how they think about
things. Your mental maps are different
than everyone else’s. How you solve
a problem is simply that - how YOU
would do it. Other people are likely to
use different mental pathways to get
there.
Because no two brains are alike, we
all learn better when we find our own
answers. Which is why advice giving
rarely works. So If we want to improve
the quality of others thinking our best
option is to help them process ideas
better
To help: Remember the energy of
finding an idea yourself generates
noradrenaline and dopamine, driving
people to want to take action
1. Use questions to make their ideas
more clear, e.g. how long have you
been thinking about this? How often
do you think about this? When are
you most likely to think about this?
2. Focus on finding relationships
between concepts- what one word
that describes how you are feeling
right now? What impact is this
having on you physically? What is
the insight brewing at the back of
your mind?
3. Support them in prioritising their
thoughts - on a scale of 1-10,
how would you rate x? Scaling
things as percentages, ratios and
ratings helps the brain rise about
the detail and think about their
thinking
The brain hardwires everything it can
- this drives how we see the world
The brain is constantly changing. New
ideas or behaviours use our short term
memory (conscious brain) which is a
very limited resource for the brain.
The brain prefers to hardwire any
behaviours or thought or activity, that
can be repeated into our longer term
memory (non-conscious brain) so it can
draw from when needed.
The experience of learning a
new skill e.g. driving a car, shows
the shift from conscious to nonconscious
and how something is
repeated, even a few times can
become part of our hardwiring and
something we do automatically.
This hard wiring helps to keep our
short term working memory free
and fresh, allowing us to make new
connections.
Our short term memory (also called
the Conscious Brain) is where we
hold information in mind before
processing it. It is where all high level
thinking processes happens- deciding,
understanding, memorizing etc and
is controlled by a tiny area of the
brain, behind the forehead called the
Pre-Frontal Cortex (PFC)) – its energy
intensive, has a small capacity and is
easily distracted!
Called the Goldilocks of the brain, the
PFC functions best when everything is
60 Coaching Magazine Vol.5
just right. Research by Neuroscientist
Amy Arnsten shows peak performance
is achieved when out brains have just
the right amount of two chemicals
Noradrenaline (the chemical for
alertness) and Dopamine (the chemical
of interest). If the balance is not right
we are bored or overwhelmed.
Coaching with the brain in mind means
working with the limitations of the
PFC in mind. It often involves getting
people to move away from autopilot
and old habits and into more conscious
thought. It takes significant effort and
energy from the coachee as the brains
preference is to use the option already
hardwired.
It’s hard to deconstruct old wiring, it’s
easy to create new wiring
We try to change our old wiring all
the time. Trying to get rid of habits
no longer serving us by focusing on
the issue is often ineffective. We can
end up deepening the connection we
are trying to break and creating more
awareness of problems. Focusing on
solutions is a better strategy. It creates
energy in our minds and helps the brain
stay in a positive state so we get more
creative and open up more to ideas.
Keeping Hebbs Law (1949) in mind,
Neurons that fire together, wire
together. Three keys to helping habits
and new wiring to stick are
1. Pay the new habit a lot of attention.
If we want to create a new, long
lasting connection in our brain,
we need to pay it a lot of attention
in the form of the quality and
quantity of focus. Getting people
to put energy in, by having them
think about it, write about it, speak
about it all make links to different
parts of the brain and help create
new maps with more density and
more firmly.
2. Repetition. Repeating the behaviour
every time situation X arises, helps
the brain build new hardwiring.
Implementation intentions are a
great way to help us remember
to repeat something – If I am in
circumstance x, then I should do y, in
order to achieve Goal Z.
3. Positive feedback is a signal to the
brain to do more of something.
It reinforces the new wiring the
coachee is trying to make so it
becomes a hardwired habit. When
you give positive feedback when
you notice the coachee focusing
on solutions, the brain sees this
as a reward which helps to further
embed the new habit
Good news! Experience consistently
and continuously changes the brain.
In the fairy story, Goldilocks was the
villain trespassing into the homes of
the three bears. In the original, she
gets eaten as a result. There are no bad
endings here.
Healthy brains retain the ability to
change and adapt and grow new
connections over our entire life (called
Neuroplasticity). Our role as coaches is
to get curious and design experiences
that take full advantage of this capacity
for change. I hope this article has
helped.
References
Arnsten, Amy. NeuroBiology pf Executive
Function. Catecholamine Influneces on
Prefrontal Cortical Functions. Biological
Psychiatry. 2004 Oct. (published online)
Rock, David. Quiet leadership. (New York;
Harper Collins, 2006) Brain based - coaching
principles identified in this article originate
from the NeuroLeadership Institute.
Taylor, Katherine and Marienau, Catherine.
Facilitating learning with the adult brain
in mind: A conceptual and Practical Guide
(Wiley; 2016)
Rachael Clarke Ph.D.
Rachael Clarke, PH.D. is a executive coach and facilitator. A neuroscientist with 12 years healthcare leadership experience with AstraZeneca
at a local, regional and global level in the fields of Compliance, Sustainability and Learning and Development. Rachael is passionate about
empowering daring, authentic and sustainable leadership by helping leaders become the best they can be.
Rachael holds an first class honors degree in Human Physiology, a postgraduate diploma in Statistics and a Ph.D. In Neuroscience. Her advanced
diploma in Professional, Leadership and Executive Coaching is from Kingstown College and she is certified in Intelligent Leadership and Brain
-based coaching methodologies. Rachael is a member of the Kingstown College Faculty and works with the NeuroLeadership Institute.
www.kingstowncollege.ie
61
Congratulations to Our Graduates in 2018
62 Coaching Magazine Vol.5
Case Study: Introducing a Mentoring
Scheme in the Charity Sector
There are almost 29,000 non-profit organisations in Ireland. Most organisations
are very small with very few paid staff who are on modest salaries. Adrienne Collins
introduces us to Carmichael, a registered charity which supports these small
organisations, giving an insight into the day to day operating of their Mentoring
scheme.
www.kingstowncollege.ie
63
Being mentored can be invaluable
for people, both individually and in
their role in their organisation. It is
particularly important for leaders in
the non-profit sector. The Carmichael
Mentor Scheme provides mentoring
free of charge to chief executives of
non-profit organisations in Ireland.
Chief executives are often in a difficult
position, trying to show they are in
control and doing a good job to the
board of directors and trying to lead the
staff. External support from someone
who is independent, impartial and who
has personal knowledge and experience
of relevance to their situation can be a
significant support to them in their role.
Carmichael and the Carmichael Mentor
Scheme
There are approximately 29,000 nonprofit
organisations in Ireland. Most
organisations are very small with low
levels of paid staff on very modest
salaries, delivering significant public
benefit for society. (Benefacts, 2018).
to challenge, to encourage exploring
new ideas. Mentors need a range of
skills, the most important one being to
be an active listener. Others include
coaching, being a critical friend, a role
model, providing a “guiding” rather than
a “doing” hand.
The Carmichael Mentor Scheme started
as a pilot in 2012 in response to ongoing
concerns about the difficulties faced by
chief executives of small voluntary and
non-profit organisations and the lack
of support for them by initiating a pilot
mentor scheme.
Carmichael, (itself a registered charity),
supports these small organisations
and works to build capacity within the
sector by promoting best practice and
supporting boards in their governance
role. It is one of the leading specialist
training and support bodies for nonprofits
throughout Ireland, providing
services such as
• Office accommodation to 48 nonprofit
organisations
• Support services and facilities
• Training and support services,
including the Mentor Scheme
Coaching or Mentoring?
Much has been written about the
differences between coaching and
mentoring but in my view the Carmichael
Mentor Scheme combines the best of
both – a non-judgemental independent
support using coaching skills; and
insight from experience in management
or in the non-profit sector. In the context
of this programme, the mentor’s role is
to share their knowledge, to listen and
provide context to issues and problems,
to act as a sounding board, to aid in
exploring consequences of potential
decisions, to provide information and
feedback, to facilitate self-discovery,
Volunteer mentors were recruited by the
Co-ordinator of the Scheme (currently
the Chief Executive of Carmichael). The
feedback from the pilot was so positive
In some cases, a
mentor may act as
an independent
sounding board
while the mentee
explores issues
and decisions;
in others they
want to share
knowledge and
experience; in
others to help
tease out issues
and explore
possible solutions.
64 Coaching Magazine Vol.5
that the board of Carmichael made a
decision to continue it on a long-term
basis – it is now an established support
to the sector. The board decided to
bear any costs involved – staff time,
administration and other overhead
costs – and to provide the Scheme free
of charge to mentees. Two rounds of
mentoring are organised each year with
an orientation session for mentees. A
total of 62 people have been mentored
to date (July 2018). The mentoring
assignment lasts approximately nine
months.
Experienced Mentors
Mentors come from a range of
backgrounds from for-profit, public
and non-profit sectors. Some want
to support the voluntary sector by
using their corporate experience in
accounting, finance, human resources,
governance and business consultancy.
Others are professional coaches who
want to do some pro bono work to
support leaders of small voluntary
organisations. Other mentors bring
their experience and understanding of
the non-profit sector to the relationship.
While some mentors are working, others
have retired and want to share their
knowledge and skills. Mentors only
need to commit for one assignment –
the Co-ordinator checks once or twice a
year to see if they are prepared to take
on a new mentee. Sometimes mentors
are not available due to work or other
commitments or due to continued
involvement in a mentoring assignment
that ran on longer than expected.
Mentees
Mentees to date have come from
a very diverse range of non-profits
– telephone support helplines;
community groups; support groups for
a range of physical and mental health
conditions; development organisations;
organisations dealing with issues
including homelessness, enterprise,
social services, sport, legal. Most work
in organisations with less than 10 staff.
In some cases, a mentor may act as an
independent sounding board while the
mentee explores issues and decisions;
in others they want to share knowledge
and experience; in others to help
tease out issues and explore possible
solutions. Mentoring is very useful in
helping someone through an important
transition in learning, coping with a new
situation, career or personal growth.
Sometimes people come to mentoring
because they feel stuck and want to
change the way they are working or to
think in a new way.
Mentoring Topics
Popular topics for mentoring in
this Scheme include strategic or
business planning; governance, board
relationship management; financial
management; human resources;
grant applications; fundraising;
communications, PR, marketing, social
media; service delivery; introduction to
non-profit sector or a sub-sector within
it. Some mentees have come to work in
the non-profit sector for the first time,
for example, moving from business
consultancy to heading a small health
charity, and they want some grounding
in the sector. Others have changed from
They found it very
helpful to have
someone neutral to
speak with who was
not linked to either
the board or the
staff and who could
be objective.
www.kingstowncollege.ie
65
one area within the non-profit sector
to another, for example, from poverty
relief in Ireland to development work
overseas.
The Co-ordinator matches mentees with
mentors after the orientation meeting,
taking into account what mentors are
available and the specific needs of the
mentee. A small number of mentees
decide not to go ahead following the
orientation session or when they are
offered a mentor, for personal or workrelated
reasons, including a change of
job.
Mentors have suggested that the
first meeting should be seen as an
introductory meeting to scope out the
needs to be addressed, the readiness
of the mentee to engage and the
compatibility with the mentor. It is
important to spend some time building
a rapport at this meeting so that both
parties feel comfortable. Both mentor
and mentee review and sign the
memorandum of understanding which
includes a confidentiality agreement.
The mentee decides the level of
confidentiality about involvement in
the Scheme. Some mentees tell their
boards they have a mentor and have
full support for that. In a few cases, the
mentor has met with the board. Other
mentees have reported that they felt
their board might judge them as weak
for seeking a mentor and therefore did
not tell them they were involved.
Mentoring Sessions
The mentoring assignment usually
involves six to nine meetings over a
period of seven to nine months at times
and dates agreed by both parties, but
this varies depending on the needs
being addressed and the nature of the
relationship. It should not last more
than a year except in exceptional
circumstances. Many mentors suggest
meeting for approximately an hour on
a monthly basis for 6 sessions initially,
reviewing at that stage if further
mentoring is required. If so, up to 3
additional sessions can take place. Some
spread the sessions over a longer period
to suit work or other commitments of
both parties or because of geographic
distance. Some mentors arrange to
meet mentees for six 2-hour sessions.
In cases where a mentee is seeking
help with something specific, a smaller
number of sessions may be agreed to,
in a tighter time-frame. Some use skype
for some sessions, but all agree that it is
best to have a face-to-face meeting first
to establish the relationship.
The Carmichael Mentor Scheme has
been evaluated on an ongoing basis
since it began. All mentees and mentors
are asked to complete an evaluation
form following the final session and
submit it to the Co-ordinator. They are
asked to provide high-level feedback
on the process and the relationship,
they are not asked about the content
of the meetings. Mentors are invited to
an annual review meeting or to submit
feedback in writing in advance of the
meeting.
Six Years of Success
The feedback over the last six years
has been overwhelmingly positive and
indicates the value of the Scheme.
Feedback from mentees indicates
that the Scheme makes an important
contribution to the individuals
being mentored in three areas – the
importance of the relationship with the
mentor, the expertise of the mentor
to support their development in their
role; the benefit to the mentee’s
organisation. Some mentees realised
they needed more support from their
board or needed to influence the makeup
of the board to ensure the skill set
required for good governance. Others
had staffing issues which they did not
want to bring to the attention of the
board. They found it very helpful to
have someone neutral to speak with
who was not linked to either the board
or the staff and who could be objective.
Mentoring provided an opportunity
to explore strengths, weaknesses and
ambitions in confidence; was a source
of challenge to assumptions about
the job and how it should be done;
enabled growth in self-confidence and
self-awareness; was a sounding board
66 Coaching Magazine Vol.5
for new ideas and approaches, before
presenting them to the Board or the
staff; provided the chance to learn from
someone else’s mistakes; and provided
insights into the politics and decisionmaking
processes and structures in other
organisations. Mentees commented on
the confidential support in a trusting
atmosphere, feeling empowered, having
the space to think “outside the box” to
discuss issues that can arise between
boards and CEOs, the benefit of having
open and challenging discussions, the
experience of the coach, of the “wise
non-intrusive response”.
Challenges for mentees include
allocating time and energy to the
Scheme, exposing themselves to
critique; taking the risk to try out new
ways of thinking and working.
In addition to supporting mentees
to do their work more effectively,
some mentors commented on the
expertise being of direct benefit to
the mentee’s organisation (in many of
these cases, the boards were aware of
the mentoring programme and in some
engaged with the process to review
how they operated as a board). Many
mentors were surprised at the lack
of governance skills at board level in
some organisations. In some cases
they supported the mentee to bring
new people with greater governance
skills onto their boards or to move
their boards’ focus from operational to
strategic issues.
Clutterbuck notes that “The golden
rule seems to be to have a relatively
formal structure for the programme, but
as much informality as possible within
the relationship.” This is one of the key
successes of the Carmichael scheme,
with a formal process (application,
rounds of mentoring, documentation)
and an informal and flexible relationship
between mentees and mentees.
The Scheme is increasing executive
capacity within the sector, albeit on
a relatively small basis, by providing
an opportunity for learning and
development for the leaders, the
organisations they work in and the
organisations that mentees may
move to in the future. The Carmichael
Mentor Scheme is dependent on the
commitment of mentees to engage
in the Scheme and is indebted to
the goodwill of mentors to make the
Scheme possible and to providing this
invaluable service.
If you would like to join the
Scheme as a mentor, please
contact Diarmaid Ó Corrbuí,
Chief Executive, Carmichael,
North Brunswick Street, Dublin 7.
Tel 01-8735702.
diarmaid@carmichaelcentre.ie
www.carmichaelcentre.ie
Adrienne Collins
Adrienne Collins is a Social Policy & Research Executive with the Citizens Information Board. She has also worked in the HR & Governance and
Training teams in CIB. She worked previously for Carmichael Centre for Voluntary Groups, Irish Council for Overseas Students and Co-operation
North. Adrienne has sat on boards of Irish Refugee Council and Voluntary Service International. She has done short term voluntary work in India,
Sri Lanka and Ghana and performed a range of other volunteer roles. Adrienne has a Degree in Economic & Social Studies, a Master of Equality
Studies, an Advanced Diploma in Personal & Executive Coaching, a Certificate in Corporate Governance for Not For Profit Organisations and an
Advanced Facilitation Skills certificate.
About Mentoring
According to Clutterbuck, good mentors mix challenge and stimulation with empathy and concern.
Mentors need a range of skills, the most important one being to be an active listener. Others include
coaching, being a critical friend, a role model, providing a “guiding” rather than a “doing” hand. The
mentor’s role is to share their knowledge, to listen and provide context to issues and problems, to act
as a sounding board, to aid in exploring consequences of potential decisions, to provide information
and also feedback, to facilitate self-discovery, to challenge, to encourage exploring new ideas.
The programme works best where the coachability of the mentee is high – where they are committed
and motivated to improve and/or change. Mentors engage in asking provoking or powerful questions
to create movement in the way the mentee thinks.
www.kingstowncollege.ie
67
25th Annual EMCC Conference - Dublin 2019
DR. CHANDRIKA DESHPANDE (KINGSTOWN COLLEGE)
PRESENTING A WORKSHOP ON WELLBEING RESEARCH
ATTENDEES AT THE EMCC CONFERENCE
PRESIDENT OF EMCC IRELAND PEDRO ANGULO
MAGICIAN AND HYPNOTHERAPIST KEITH BARRY ON MAIN
STAGE
DR. MARY COLLINS
MARY MITCHELL O’CONNOR T.D., MINISTER OF STATE FOR
HIGHER EDUCATION
68 Coaching Magazine Vol.5
Mentoring Irish Rugby
Players for Life After Rugby
What happens when your sporting career ends in your 30s? In this article, Master
Coach Paula King describes the unique relationship between, IRUPA, the Irish
Rugby Union Players’ Association and the Institute of Directors (IOD) and the
partnership they created to launch their Business Mentoring Programme.
This article describes the unique
relationship between, IRUPA, the Irish
Rugby Union Players’ Association and
the Institute of Directors (IOD) and the
partnership they created to launch their
Business Mentoring Programme.
IRUPA was founded in 2001 to help to
promote and protect its members both
during and after their careers. It first began
offering services in the area of player
development with the appointment of
a Player Services Advisor in 2008. Today
the association runs a nationwide Player
Development Programme and has five
Player Development Managers (PDMs)
around the country, facilitating player
development at all levels. IRUPA is the
collective voice of players on all issues and
through its Executive Board it advocates
for player welfare within the Irish Rugby
Football Union (IRFU). Its members are
supported across a range of issues, from
contract disputes to career development.
The mentoring system launched with the
IoD is one example of IRUPA aiming to help
further in the development of all young
men and women playing professional
rugby in Ireland.
The IoD is the representative body
for over 2,300 directors and senior
executives within the private and public
sectors in Ireland. From chief executives,
managing directors and senior executives
to board members and chairpersons, the
IoD membership covers the breadth of
industry, ranging from start-up companies,
SMEs and not-for-profit organisations
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69
…many studies
have described
the vulnerability
attached to
athletes during this
process and how
this vulnerability
adds to the
transitional stress.
to large companies, multinational
corporations and public-sector bodies.
Creating this unique link through the
mentoring programme enabled talented
rugby players to be partnered with
talented business people.
Prior to the announcement of the launch,
the foundations were put in place for
the programme, commencing with an
invitation to IoD members to respond
to a request to partake in this mentoring
initiative. An overwhelming response
was received from the members and,
throughout that summer, the IoD worked
in conjunction with IRUPA to develop
panels of mentors who could offer a
wide range of skills and experience
which players could access. The role of the
IoD mentors was to assist players in postplaying
career planning, the setting of nonrugby-related
goals, including educational
and personal development, and facilitate
industry-specific experience. The role of
the mentor was also seen as one of advice,
support, encouragement and networking
opportunities and introductions. For players
at these levels, the focus is always about
preparation, and this initiative was an
opportunity for them to apply the same
approach in developing their off-field
careers. Mentors and players were matched
based on a range of factors, including
common interests, educational background,
professional interests, skills and geographical
proximity, with players in each province
taking a ‘hands-on’ approach to selecting a
suitable mentor.
Nearly 100 mentors were assigned to the
initiative from the IoD, with the aspiration
that 60 players would be involved in the
programme.
Reason for embarking on the mentoring
programme
Drawing together research which has been
carried out into the transition for a top
athlete from his or her sport to a career which
will provide them with both the financial
security and a fulfilled life, many studies
have described the vulnerability attached
to athletes during this process and how this
vulnerability adds to the transitional stress.
Research recognises the dedication it takes
to achieve and maintain professionalism or
elite standards, but this may come at a cost
(Pearson and Petitpas, 1990). The narrowing
of focus may alter the developmental
perspective and inhibit certain life skills
and life experiences, which would be of
assistance in career planning and personal
planning (Blann, 1985; Pearson and Petitpas,
1990; Sowa and Gressard, 1983).
Other studies have shown that there is
a reduced level of career maturity in top
athletes. A potential explanation for this
reduced level may be found by examining
developmental theory. As individuals
reach late adolescence, they are faced
with the task of establishing their personal
identity (Chickering, 1969; Erikson, 1959).
As explained by Marcia et al. (1993),
identity development necessitates an
active exploration of possible roles and
behaviours, followed by a commitment to
the occupational and ideological options
that are most consistent with an individual’s
values, needs, interests and skills. It has
been proposed that the commitment and
exclusive dedication necessary to excel in
sport may restrict athletes’ opportunities to
engage in exploratory behaviour (Chartrand
and Lent, 1987; Pearson and Petitpas, 1990),
which is critical for subsequent personal and
career-identity development (Super, 1957).
Individuals who make commitments to roles
without engaging in exploratory behaviour
are said to be in a state of identity foreclosure
(Marcia et al., 1993).
Foreclosure may be brought on by
the demands and expectations of the
environment or may be a result of
individual choice (Danish et al., 2004).
In college undergraduates, identity
foreclosure has also been associated
with a dependent decision-making style,
in which responsibility for important
decisions (e.g. career choices) is deferred
to others (Blustein and Phillips, 1990).
Several authors have suggested that the
physical and psychological demands of
intercollegiate athletics, coupled with the
restrictiveness of the athletic system, may
isolate athletes from mainstream college
activities, restrict their opportunities
for exploratory behaviour and promote
identity foreclosure (Chartrand and
Lent, 1987; Nelson, 1983; Petitpas and
Champagne, 1988). Consistent with these
findings and the theoretical propositions
of Jordaan (1963) and Super (1957),
research has shown that many athletes
have restricted career and educational
plans (Blann, 1985; Kennedy and Dimick,
1987; Sowa and Gressard, 1983). In
70 Coaching Magazine Vol.5
addition to identity foreclosure, another
aspect of self-identity, athletic identity,
may be relevant to the career decisionmaking
process in athletes. Part of
multidimensional self-concept, athletic
identity consists of the cognitive, affective,
behavioural and social concomitants of
identifying with the athlete role (Brewer et
al., 1993). It has been suggested that many
athletes either lack the time or interest to
do career planning or view it as a threat to
their athletic identity and their dream of
being a professional athlete (Kennedy and
Dimick, 1987).
Taking the above research into account, it
has been hypothesized that individuals
with a strong and exclusive commitment
to the athlete role are less prepared for
post-sport careers than individuals less
invested in the athlete role (Baillie and
Danish, 1992; Pearson and Petitpas,
1990). In support of this argument, athletic
identity has been inversely related to postsport
career planning before retirement
from elite amateur sport (Lavallee et al.,
1997) and ease of adjustment following
sport-career termination (Hinitz, 1989;
Lavallee et al., 1997).
However, we cannot ignore the many
positive aspects of athletic identity and
the many skills that players learn while
they are playing that could be transferred
to business.
role, with little exploration of alternative
identities, can be associated with negative
outcomes (Brewer et al., 1993; Coakley,
1993; Miller and Kerr, 2003).
The sport-business-mentoring relationship
can be beneficial to both parties, as players
have usually developed sports-based life
skills that can be transferred to the business
world. Gould and Carson (2008) defined
sport-based life skills as ‘those internal
personal assets, characteristics and skills
such as goal setting, emotional control,
self-esteem, and hard work ethic that can
be facilitated or developed in sport and are
transferred for use in non-sport settings’
(p. 60). These life skills can be behavioural
(communicating effectively with peers and
adults) or cognitive (making effective decisions);
interpersonal (being assertive) or intrapersonal
(setting goals) (Danish et al., 2004).
The inspiration behind this initiative
was, therefore, that while these skills
are transferable, players may not always
be confident in their ability to transfer
them. Having a mentor to help them
identify the skills that they have and how
these are applied in the business world
would therefore be beneficial. Having
access to a mentor whom the athlete
respects provides a fresh perspective and
encourages future career planning.
Approach and methodology
Core principles
Confidentiality – all issues discussed
between mentor and player are
confidential.
Guidance – mentors will offer advice
and guidance and assist with selfdevelopment.
Post-rugby planning – the relationship
should concern itself with non-rugbyrelated
issues and focus on helping a
player ready themselves for their postrugby
career. This should include advice
and assistance with work placement
opportunities, possible educational
opportunities, advice on obtaining a
work–life balance and development
of skills such as leadership or public
speaking.
Goal setting – mentors will help players
set non-rugby-related goals, including
educational and personal development,
lifestyle and family. Goals will be shared
with the mentor and reviewed on an
ongoing basis.
Mutual challenge and learning – there
should be mutual benefit for both
parties in the mentoring relationship, in
terms of exchanging ideas, creating and
establishing goals and developing selfawareness.
High athletic identity, while associated
with restricted personal development, can
lead to positive experiences for athletes
(Sparkes, 1998). It is highly correlated with
athletic performance, higher commitment
in training and a focus on sporting goals
(Callero, 1985; Horton and Mack, 2000).
It has also been linked to high levels of
self-confidence, positive self-image and
healthy lifestyle habits (Callero, 1985;
Horton and Mack, 2000). A strong athletic
identity does not necessarily mean that
an athlete will not be able to develop
successfully in other areas outside of
sport, but solely emphasizing the athlete
Following the appointment of the 100 mentors
to the mentoring programme, the IoD
and IRUPA issued guidelines outlining the
vision for the programme, including:
1. Core principles of the mentoring
programme
2. Mentoring guidelines
3. What players should expect
4. Key contacts for the programme
5. FAQs.
Person focused – academy players often
need to juggle their rugby lives with
college responsibilities. This programme
will take this into consideration and
the programme timings will be tailored
individually.
Mentoring guidelines
The following guidelines were issued to
all mentors and players:
• Once matched with a player, mentors
should take the initiative at the start and
make initial contact with their player.
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71
• If at any stage throughout the course
of the mentoring relationship,
a player fails to get back in
contact with their mentor after
two attempts, the mentor should
advise their regional IoD mentoring
representative, who will contact
IRUPA. Having been contacted by
IRUPA, if the player still fails to make
contact, they may be removed from
the mentoring programme.
• Mentors and players should aim to
meet 3–4 times a year.
should agree on all aspects together.
> Mentors and players should tell
each other their initial expectations –
expectations may be realis- tic or may
need to be re-focused.
> Mentors and players should agree on
procedures and goals for the relationship
in general going forward.
> Mentors and players should agree
on the role and responsibilities of the
mentor.
What players were advised to expect
• Mentoring can assist players to set
and clarify goals, keep them focused
while working to achieve those
goals and provide advice, support
and encouragement.
• Players should discuss aims and
goals, find out their strengths and
weaknesses and get advice on areas
they need to improve upon. Players
should not expect their mentor to
help with all problems.
• Ideally, the initial meeting and at
least one meeting a year should be
face-to-face.
• An agenda should be set for each
meeting, with follow-up at every
subsequent meeting.
> Mentors and players should agree
on the role and responsibilities of the
player.
> Mentors and players should agree on
how many meetings they will have – and
when, where and how long?
• The success of a mentoring
relationship will depend, to a large
degree, upon the player’s attitude
and commitment. Players are
expected to be proactive and work
with their mentor in order to achieve
success.
• Each mentoring relationship is
unique and a flexible approach must
be taken in each case. However,
mentors should be willing to share
their own insights and experiences,
to encourage and support players to
build connections and, if pos- sible,
to facilitate opportunities to gain
industry experience during or after
their playing career.
A mentor should:
• Ask questions and challenge
• Suggest networking opportunities
• Boost confidence and encourage
• Offer advice, but the decision to act
on it will be for the player
• Nudge, not nag.
> While the initial meeting should be
about getting to know each other, it
should also set out how the relationship
will operate, and the mentor and player
> Mentors and players should exchange
contact details and determine an
appropriate level of contact outside of
face-to-face meetings.
> Mentors and players should agree
on any prepa- ration needed by both
the player and mentor in advance of
meetings.
> As early as possible, the mentor and
player should set out goals and a plan of
action for the player.
> Subsequent meetings should assess
progress towards goals, re-assess goals
and add new goals, as required.
There was a recognition that, in some
instances, mentors might feel they
personally were not able to assist a
player in a particular area. In this case
they were encouraged to continue to
act as a mentor while introducing the
player to other people who could offer
assistance. However, such introductions
should only be made having consulted
with the player.
• The mentor should assist the player
to assess career options post-rugby
and to formulate plans.
• The player should make the
decisions and take the responsibility.
The sport-businessmentoring
relationship can
be beneficial to
both parties, as
players have usually
developed sportsbased
life skills that
can be transferred to
the business world.
72 Coaching Magazine Vol.5
• Players are encouraged to focus
on what they want to achieve and
on how to do so. Mentoring is not
the same as counselling; players
shouldn’t expect a shoulder to cry on.
• Mentoring relationships cannot
answer or solve all questions or
issues for a player. It is important that
the player is realistic about what can
be achieved; this is why setting goals
at the outset is so important.
Key learning outcomes
Supply versus demand. One of the
key challenges since the mentoring
programme was established has been
managing supply versus demand.
When the IoD sought expressions of
interest from its members to join the
mentoring programme, it was heavily
oversubscribed in all provinces. A
broad mix of skills, expertise and
backgrounds was created on provincial
panels in order to meet the needs of a
diverse player base. Once three panels
were established – approximately
90 IoD members in total – supplyversus-demand
issues continued, as
the mentors involved outnumbered
players.
Managing expectations. One of the
key challenges in the process has
been managing expectations on both
sides. From a mentor perspective, all
have been enthusiastic and keen to
get involved; however, as outlined
below, not all players are ready
for a formal/ structured mentoring
relationship. Facilitating networking
and connections between players and
mentors has been far more beneficial
and has enabled relationships to form
organically. Expectations were perhaps
overly ambitious at the outset, and
through trial and error the programme
is finding the right balance to create
fruitful and worthwhile interactions
between players and mentors.
Real need. Unless there is a real need
from a player for a mentor, the player will
disengage. Networking events, where
players and prospective mentors mingle,
tend to result in a better introduction
to the concept of mentoring; pairings
cannot necessarily be forced.
Scheduling. As the players train
practically daily, and mentors generally
work full-time in business, making time
to meet can be challenging, especially
for national-level players and extremely
busy or self-employed/ entrepreneurial
mentors.
Time. It takes time to build a relationship.
Players may not immediately appreciate
the time and attention that the mentor
has given to the process.
Lack of understanding/clarity. Some
players have suggested that they are unsure
of what is expected of them in a mentoring
relationship. They have a sense that it is good
for their off-field development but don’t
really know why. Often the players meet a
mentor once or twice but then the process
stalls as both player and mentor waited for
the other to get in touch.
Future career. Some players have an idea of
what they want to do, but most don’t have
a very clear path in their minds, so they are
reluctant to engage with a mentor as they
feel they might be wasting the mentor’s time.
Possible over management. There may have
been a perception that there was a greater need
from players – and a less formalized approach,
where a player comes with a specific need or
question, or perhaps is looking for some work
experience or internship, has fostered better
engagement between players and mentors.
There needs to be understanding by mentors,
too, i.e. although they have signed up and
are ready to devote their time to becoming
mentors, they may not be called upon (as there
is only a limited number of players) and that this
is no reflection on their experience, qualification
or skill set.
Case studies
Player 1 experience
I suppose some of the challenges for
athletes is obviously the serious injuries
that you as a player can receive in the
game. Also I think knowing and trying
to figure out what you are going to do
after rugby is also a challenge for most
athletes.
My hopes and dreams from a rugby point
of view are to play for Ireland and to
fulfil my full potential as a player before
I retire. Outside rugby it would be to set
up and run a successful business of my
own, be happy and enjoy life.
The fact that I know I will succeed and
get to where I want to go in rugby and
in life if I always work hard enough for
it. And also I believe the set-backs you
receive make you stronger for it.
I believe it’s very important not just to
meet new business people who might
be handy to know in the future but also
it gives you the confidence of how to act
in a real job later in life. Also gets rugby
www.kingstowncollege.ie
73
players out of their comfort zone and
into a realisation of the real world a little,
prepares them for after rugby more.
This mentoring really made me
appreciate what I do for a living as I saw
what it was like to be sat inside an office
all day! Helped hugely to keep me very
busy during a tough time of injury and
also makes you have another type of
discipline in your life which is good.
high performance is that it requires a
complete commitment and dedication
to train and compete at the highest level.
In such a drive to fulfil one’s potential,
other aspects of life such as career
development, social commitments and
non-sporting interests can often be
put ‘on the back burner’. The challenge
for athletes is to manage performance
influencing factors while maintaining
and developing themselves in aspects
of their lives other than sport, as well as
planning for the future.
My own hopes and dreams are to live
a happy and meaningful life! To enjoy
time with people who are important to
me and to pursue different challenges in
order to get the best out of life!
I believe on some level that I can
overcome difficulty, and I tend to have
quite good perspective – failure or
disappointment in the sporting arena is
small stuff compared to so many people
who have genuine difficulties to deal
with in their lives. It’s sort of a challenge
within myself to see how much I can
extend myself I guess. Having a great
support network is key, and also looking
for inspiration everywhere to keep your
own will fueled.
potential in other areas of life, and in
doing so prepare them for life after sport.
A mentoring relationship can give the
mentee invaluable insight, knowledge
and perspective that they otherwise
would not get. It can also provide them
with opportunities to try new things or
develop new skills.
The value my mentoring relationship has
had is that I have had a space to discover,
to be me, to have a thinking partner who
knows what the business I would like to
get in to is like, and also who has come
to understand my strengths and how I
could plug them in to the world. I have
been able to appreciate the value of my
sporting experience and how I can use
that now, and in the future. I have had
the opportunity to learn from you and
with you, and you have given me the
chance to trial and give things a go, with
support and feedback. Mostly you have
been there to serve me out of your own
good will.
This has been the cornerstone of what
I feel is a very good relationship. I feel
I have developed as a whole person, in
knowledge, skill, understanding, I am
awake to possibilities, I am far more than
just a sportsperson.
Player 2 experience
Challenges for top athletes:
Elite or professional sport will rarely
be a lifelong career. The nature of
Sports people tend to be so invested
in their career that their identity is
completely built around them as a
sportsperson. A mentor can help to
develop the athlete as a whole person
and help and guide them to fulfil their
This article was originally written by Paula
King for the Sage Handbook of Mentoring”
Paula King
Director of Kingstown College, Paula is a psychologist and leadership coach. She is registered with the British Psychological Society (BPS) on
the Register of Competence in Psychological Testing. She is a member of the Society for Coaching Psychology. Paula holds an MSc in Coaching
and Organisational Development from Portsmouth University and is Past President of the European Mentoring & Coaching Council (EMCC)
Ireland. She is a Professional Certified Coach (PCC) with the International Coaching Federation (ICF) and Master Practitioner Level with EMCC.
Paula has received the prestigious ‘Best Global Coaching Leaders’ Award which was presented to her in Mumbai in February 2017 and is the
first Executive Coach in Ireland to have received this international recognition. Paula is also a recipient of the EMCC European Coach of the Year
Award.
74 Coaching Magazine Vol.5
Case Study: Leadership and
Management Development
within an Garda Síochána
Oliver Nally takes us behind the scenes for an indepth look at the leadership and
management development in the police force of the Republic of Ireland, and how
coaching and mentoring are used within the organisation.
“We have yet to find a company
that can’t benefit from more candour,
less denial, richer communication,
conscious development
of talent and disciplined leaders,
who show compassion for people”
(Sherman and Freas 2004 p90 in
Clutterbuck and Megginson p 19).
The Garda Síochána Leadership &
Management Development (L.M.D.)
section is based in the Garda College,
Templemore, Co. Tipperary. It is headed
by a Superintendent, along with an
Inspector, four Sergeants, one Executive
Officer, one Clerical Officer and one
Temporary Clerical Officer who make
up the team. The remit of the section
is to develop, deliver and facilitate the
leadership and development training
for newly promoted personnel from
Sergeant/Executive Officer to Chief
Superintendent/Principal Officer to
ensure their personal development as
they transition into their new role.
Currently the section has responsibility
for the development of in excess of
seven hundred recently promoted
personnel going through their
development programmes.
To facilitate these programmes L.M.D.
Sergeants are qualified in areas of
Executive Coaching & Mentoring,
training and education, quality
management, Supervisory and
Leadership GRID®, MBTI psychometric
tool, 16PF, Emotional Capital Report
3600, Synergogy training, Emotional
Intelligence (EI) and BarOn Emotional
Quotient Inventory EQ-i.
Leadership & Management
Development Sections Role
The work of the Leadership &
Management Development Section is
underpinned within an Garda Síochána
Mission and Strategy 2019-2021 where
it states in Section 5, Our People – Our
Greatest Asset
• An Garda Síochána will develop our
leadership capacity and provide
strong visible leadership and
• Develop a learning culture,
underpinned by honesty, integrity,
openness and a respect for
diversity.
The L.M.D. role is to develop and facilitate
a series of learning interventions
to meet the specific personal and
professional developmental needs
of the newly-promoted individual.
These development programmes are
a partnership between the newly
promoted individual, their manager,
their nominated mentor and the L.M.D.
section and are based firmly on human
rights principles and the Garda Síochána
Code of Ethics.
All development programmes
incorporate a series of modular
learning interventions to meet the
specific personal and professional
developmental needs of the individual.
These training
interventions give
individuals a safe
psychological space
in which to reflect,
verbalise and explore
challenges and issues
which help them
grow as managers
and leaders in our
organisation.
www.kingstowncollege.ie
75
These programmes build on the existing
levels of knowledge, skills and expertise
of the participants and provide the
scope for further development to
meet the managerial responsibilities
and challenges of managers in An
Garda Síochána. The key pillar of
these programmes is that they are
operationally focused.
The L.M.D. section supports the
participant in making connections
between their rank/grade competencies,
in assessing their skills gaps and in
the completion of their personal
development plan to encourage
reflection and growth. The section
actively encourages newly promoted
individuals to accept responsibility for
their own learning and development.
Each programme also incorporates
mentoring and in the facilitation of
a psychometric tool to increase selfawareness.
The development tools
utilised per rank/grade as follows -
• Sergeants/Executive Officers –
Myers Briggs Type Indicator
• Inspectors/Higher Executive
Officers – 16PF Personality Test
• Superintendents/Assistant
Principles – E.C.R 360
• Chief Superintendents/Principle
Officers – E.C.R. 360.
Mentoring & Coaching within an Garda
Síochána
There is a distinction between coaching
and mentoring. The K.P.M.G. case study
in Memon et al p. 137 is simplifies this
relationship-
“A Coach helps a person develop
their own approach to something.
A Mentor shares experiences and
learning”
The Leadership & Management
Development Section within an
Garda Síochána has been facilitating
mentoring relationships for over 10
years on all development programmes.
It is seen as an essential and beneficial
constituent part of these programmes
and which now has become the “cultural
norm”.
The Mentoring aspect of the
development programmes have the
following objectives –
• To provide practical support and
guidance in order for the mentor/
mentee to commence their role in
a positive and constructive manner.
76 Coaching Magazine Vol.5
• To clarify the role of the mentor/
mentee.
• To ensure that mentors/mentees
have a good understanding of the
mentoring process.
• To explore the skills required to be
a successful mentor/mentee.
• To answer any questions that the
mentor/mentee might have.
To ensure that the mentoring aspect of
the development programmes are met,
the mentors are invited to attend the
development programmes where their
roles and responsibilities regarding the
mentoring relationship are explained.
The positive and negative experiences
of mentoring are shared within the
group and the confidential contract is
then introduced which the mentor and
mentee sign.
The initial one hour mentoring sessions
are then facilitated on site. Separate
feedback from the mentors and
mentees is given after the sessions
which has proven hugely positive.
On the Inspectors Development
Programme we have recently
introduced triads in advance of the
mentoring session taking place. These
triads give individuals an opportunity to
discuss real life issues and the following
feedback is a testament as to how well
it has been received -
· “It gives space to solve a problem”.
· “It gets everyone in the mood (Triads
in advance of the mentoring sessions)”.
· “It’s a great start instead of meeting in
a corridor”.
· “Triads are very useful. It’s great to
talk as 90% of what I deal with are I.R.
issues”.
Coaching within an Garda Síochána
As part of the Inspectors and Higher
Executive Officers Development
Programme the 16PF psychometric is
facilitated. This particular self-reporting
psychometric tool looks at sixteen
separate traits of an individual. After
the report is completed a coaching
session with a qualified member of the
Leadership & Management Section is
facilitated.
As part of the Senior Leadership
Development Programme, Roche Martin’s,
Emotional Capital Report 360 is facilitated.
This psychometric tool is a leadership
development tool that provides people
with a comprehensive interpretation of their
leadership potential based on emotional
intelligence.
www.kingstowncollege.ie
77
• It examines ten different
competencies-
• Self-knowing
• Self confidence
• Self-Reliance
• Self-Actualization
• Straightfordness
• Relationship skills
• Empathy
• Self-Control
• Adaptability
• Optimism
The person takes the assessment and
rates him/herself accordingly. He/
she then invites direct reports/peers
and their supervisor to take the same
assessment. Each rater is then given
an opportunity to give anonymous
feedback regarding the individual
with whom the assessment is being
facilitated for.
One member from the Leadership &
Management Development Team then
facilitates a Coaching session with this
individual regarding the results of their
E.C.R. 360. As part of their development
programme they are allowed up to
4 extra coaching sessions with an
externally approved coach.
Some anonymous feedback from the
Coaching sessions is as follows-
• Excellent learning opportunity that
opened my mind to alternative
ways of thinking or viewing things
from a different perspective.
• An extremely worthwhile exercise.
Initial misgivings about the
process were unfounded and the
entire exercise was found to be
extremely productive and focused
on outcomes.
• Good in that it provides the leader
with a new way of thinking about
leadership and how a person leads,
human behaviour in the working
environment, the standards and
values that a leader sets him/
herself and how different situations
are approached.
The feedback from coaching sessions
within an Garda Síochána remains
unanimously positive and its continued
provision remains an essential element
of an Garda Síochána’s investment in its
people.
Conclusion
The Leadership and Development
Section is committed to the
development of newly promoted
individuals within an Garda Síochána.
Mentoring and Coaching are a vital
and necessary component of these
development programmes. These
training interventions give individuals
a safe psychological space in which
to reflect, verbalise and explore
challenges and issues which help them
grow as managers and leaders in our
organisation.
References
1. An Garda Síochána – Mission & Strategy
2019-2021.
2. Making Coaching Work – Creating a
Coaching Culture. CIPD, 2015. David
Clutterbuck & David Megginson.
3. Mentoring an Entrepreneur: Guide for a
Mentor. Sage, 2015. Memon, Rozan, Ismail,
Uddin and Daud.
Oliver Nally
Oliver is a Sergeant with over 20 years’ experience in an Garda Síochána. He is currently based in the Leadership and Management
Development Section in the Garda College, Templemore, Co. Tipperary. An Executive Coach with qualifications in Leadership and Management
he brings a real energy, a sense of lived experience and an encouraging attitude to the possibility of growth in developing the future leaders of
the organisation. He is passionate about people and policing and in empowering the authentic and ethical self to be the best version that you
can be.
He currently is responsible for the Inspectors Development Programme and has inputs on various other development programmes including
the facilitation of coaching sessions. He also is the Garda coordinator of the new Garda Executive Leadership Programme which is due to
commence shortly.
78 Coaching Magazine Vol.5
Finding Your Coaching Niche
Alana Kirk is a successful author and coach and she offers some direction for
those who are new to the coaching profession, (or veterans who need to restart
their marketing plan!), on how to make the transition from learner to practitioner.
What does success look like? As coaches,
isn’t this one of the most important
questions we can ask a client? But it’s also
one we need to ask of ourselves too.
For many new graduates of the Kingstown
College coaching courses, building the
skillset of listening and questioning is
front of mind when training in the various
techniques and models. Focus is also
directed towards garnering the experience
of converting theory into practise through
peer and external coaching. But being a
successful coach practitioner doesn’t stop
at skillset and experience: the holy grail
of a successful practice is a calendar full
of clients. Coaching is one thing; running
a business is something else entirely.
Clutching newly acquired diplomas,
staring at a calendar full of blank spaces,
how do graduates leap into the space
from learner to practitioner?
For those with no business experience,
it can be fairly daunting prospecting
for prospects. We know we have to put
ourselves ‘out there’, but ‘out there’ seems
like a very large, unknown space, filled
with experienced practitioners already
providing valuable content on websites,
building client bases from referrals,
testimonials and marketing, and providing
successful services to companies, teams
and individuals.
Coaching is about listening, questions,
and proven models. Running a business?
Doesn’t that mean marketing, branding,
ROI analysis, standing out amidst the
competition, logos, spreadsheets,
budgets, and invoicing systems? And
where does a calendar full of clients come
from? If that’s not the background you
know, where do you start? Well, you start
by coaching yourself.
What does success look like as a coaching
practitioner? If you were to wake up in six
months and have the perfect business,
who would your clients be? There are
two ways to find clients: the ‘dive into
the ocean and hope you can grasp some
slippery fish with your bare hands’ way;
and the ‘sit on a boat with a spear, knowing
exactly which fish you want to catch’ way.
The spear is your niche, and the target fish
are your ideal clients.
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By refining the kind
of client you can
best serve - and will
best serve you - you
will give yourself the
greatest opportunity
to develop signature
packages, and bring
your best to the
experience.
Knowing what kind of coach you want
to be, and who your ideal clients are
will make so many of the other business
questions easier - the who, the where,
the how and the what to market yourself.
One of the easiest ways to do this is
to cultivate your niche, based on your
own unique offering. What do you bring
to the table along with your coaching
credentials? What authenticity makes
you different from other coaches? What
experiences and background adds to your
own credibility? What style do you deliver
and respond to best? Where do you feel
most energetic and engaged?
From humble beginnings mainly
associated with sports, coaching has risen
to a multi-faceted global activity that spans
a multitude of areas: life, health, wellness,
career, sports, dating, education, business,
executive, leadership, performance, team,
parent, interview, sales … the list goes on.
Which sphere you sit in, depends very
much on your own interests, experience
and skills. Perhaps it would seem sensible
that the broader your arena the more
clients you’ll get, but the more strategic
and focussed you are, the better your
offering will be, and the more likely you’ll
be to attract the ideal client. By refining
the kind of client you can best serve - and
will best serve you - you will give yourself
the greatest opportunity to develop
signature packages, and bring your best
to the experience.
I was lucky that I knew early on exactly
what type of coaching I wanted to do,
and who my ideal client base would be.
As a writer and journalist, I’m currently
interested in, and writing a book about,
the issue of mid-age, and how this
generation of women in particular, are
redefining it in a way no other generation
have been able to do before. In just 50
years, we have been given an extra twenty
years of life expectancy, but rather than
them being added to the end of our lives,
they are being experienced in the middle.
The signposts that most of us have been
encouraged to follow - education, career,
partner, mortgage, kids - suddenly run
out, but old age is still decades away.
Women (and men) are often left in a
place of change and uncertainty, but also
unprecedented opportunity, and from my
own life experiences and coaching skills,
this is where I feel I can make the biggest
impact. I want to help women learn to live
intentionally, and to find the potential this
time of life holds for them, often during
great change. So I’ve taken life and career
coaching and niched it down to ‘midlife
coaching for women’. That’s where I sit
on the sphere of coaching opportunities;
those are the clients I want, because they
are the clients I will serve the best.
Finding yours is the important first step
in deciding how to start practising. Mastin
Kipp, the American trauma coach and
best-selling author of Claim You Power,
highlights how important it is to pursue
the ideal client, what he calls the ‘allin
client’ - one who is invested in the
process, and self-motivated. Not only
will you be able to target your marketing
better, you’ll be more confident, you’ll
work more efficiently and ultimately
be more successful and likely get more
recommendations.
What are you selling?
So once we’ve decided who we are talking
to, we then have to decide what to say. Part
of being a practitioner is knowing what
you’re selling. (Hint: it’s not coaching!).
It’s important to remember, we are not
selling the process; we are selling the
outcome of coaching. Clients don’t care
about the frameworks, or the dynamics of
our fabulously logo’d models. They care
that we will help them out of a rut, or see
what their purpose is and navigate how
to get there. There aren’t many people
out there who go to bed at night worrying
about how SMART their goals are. I’ve
yet to meet someone wring their hands
and ask me what are the seven steps to
success. They’ll be worrying about real
and important personal and professional
problems - the boss they can’t get on with,
the money that just won’t stretch, the
promotion they can’t seem to get, the selfesteem
they can’t find, the confidence
they just need to start over.
As practitioners, we know coaching works.
We know we can make a real and lasting
difference to people’s lives. That’s what
they need to hear; what will they be able
to do / have / be once the coaching work
is done. Listening to the language our
clients and the people we have coached
to date use, then translating what we do
into what it does for them will be our
marketing message.
So, knowing our client and message, it’s
time to get on with the business of starting
the business. Another important lesson I
learned from my own life, reinforced by
Kipp’s advice to coaching practitioners, is
that there is never a perfect time to start,
in this case setting up our businesses.
Well, there is actually; it’s now.
I consider myself a ‘recovering
perfectionist’ which means I’m no longer
80 Coaching Magazine Vol.5
I’m no longer held back
by that crippling belief
that everything - in
this case, beginning
my coaching practise -
has to be exactly right
before I begin.
held back by that crippling belief that
everything - in this case, beginning my
coaching practise - has to be exactly right
before I begin. I’m setting up a business,
not launching astronauts into space -
that actually does require a certain level
of perfect precision. With coaching, it’s
better to have a website we can change
and improve over time, than no website
at all. It’s better to get moving, than stand
frozen in decision-making over the colour
of our logo; we can coach without one.
Starting our business / practise / career
/ freelance side-job is not a moment in
time, but rather an on-going process that
will constantly change, adapt and grow as
it develops.
Some things may work, others might not,
and things may need fine-tuning as we get
experience. Taking a ‘trial and correction’
approach rather than a ‘trial and error’
approach, means we can get going and
start our coaching career from where we
are now, rather than a perfect point in
the future when all the stars are aligned
(because they rarely are.)
We don’t look at a toddler who can’t walk
on the first attempt as a failure. We see it
as a naturally progressing work in progress
and offer constant support
and encouragement. As coaches, we know
from goal setting that identifying what we
want, helps us design the path to get there.
We need to also remember, that the path
is also full of valuable lessons. Apparently
99% of the time planes are in the air, they
are off course. Yet the pilots know their
destination and their job is to constantly
course correct to get there, adapting to
weather, air currents, and flight paths.
As founder of Amazon Reid Hoffman
famously cites, “If you aren’t embarrassed
by the first version of your product, you
shipped too late.”
The point is, just begin. Now. As you
are. You’ll never be ‘ready’ but making
mistakes and learning from them, being
proactive in your success rather than
reactive means you’ll get there sooner. As
coaches we know how easily we can be
limited by beliefs that aren’t necessarily
true - as practitioners we need to identify
them in ourselves, and work to overcome
them. One of the benefits of becoming a
coach through a supported programme
like Kingstown College, is that there is
no shortage of mentors, teachers and
peers to help coach you on your coaching
business journey.
So go, grasp your new certification and
begin. Coach and make a difference
to people’s lives. As Mary Kay Ash, a
revolutionary and iconic businesswoman
said, “If you think you can, you can. And if
you think you can’t, you’re right.”
Alana Kirk
Alana Kirk works words for a living, as a campaign writer for the non-profit sector, as a journalist, and as a coach. Her bestselling memoir, The
Sandwich Years dealt with love, loss, dying and living. Her curiosity for people’s lives, and helping to tell their story has been the cornerstone of
her career, from her work with UNICIF in countries such as Iraq and Sierre Leone, and then with Barnardos, to the everyday stories and subjects
she covers as a freelance journalist for the UK and Irish media. She is currently working on her second non-fiction book, The MidLife Manual,
and practises as The MidLife Coach. She lives in Dublin with her three young daughters and a menagerie of animals.
www.alanakirk.com
www.themidlifecoach.org
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82 Coaching Magazine Vol.5
What makes for Successful
Coaching?
Andreea Artilean Ph.D. writes about her experience as a young coach and explains
how she has successfully used the OK matrix to ensure she enters the
coaching room with the correct mindset to best assist her clients.
Coaching is a creative process that
stimulates our mind and our spirit in
order to get out the best of ourselves.
It is a meaningful conversation that has
the purpose to help individuals achieve
their personal and professional goals,
improve confidence and performance in
all life areas, develop competences and
make changes for a more fulfilling life.
Coaching is transforming lives and
people. More than a process in itself, it
is a “way of being”.
Through coaching, we learn to accept
one another despite our differences, to
be non-judgmental, to actively listen,
to put ourselves in the other’s shoes, to
be in the service of another person and
to offer our support in people’s way to
success. If everybody in this world had
these skills, our life on this planet would
be much better.
But what makes coaching successful?
Apart from a set of skills and ethics
that the coach should have and put
in practice, is it the client that should
commit and cooperate? Or is it about
something else…
Studies in the field are discussing about
the coaching relationship as being the
critical success factor in developing
others.
There is no other relationship like
coaching. How does that happen?
Well, compared with other helping
professions, like therapy, we observe
that the therapist is the expert, the one
that has the knowledge and expertise to
help his patient by offering advice and
knowing what is right for him, while the
patient is often the one that needs to be
fixed/healed. Also, if we compare it to
mentoring, the mentor is the expert, the
Sometimes in our
self-talk we respond
automatically
negative to these
questions and then
we start to blame
ourselves and feel
inadequate for the
role, or even worse we
develop the impostor
syndrome.
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one that has mastery over one particular
field and the mentee is the one that
needs to learn and grow, looking up to
his mentor as a role model.
The coaching relationship is meant
to be a powerful one characterized
by rapport, trust and support that
makes the client feel safe enough to
take the risks necessary to grow and
change. Unlike other professions, the
coaching relationship is based on an
equal partnership, with the central
assumption that the client is the expert
“each person is unique and whole
and has all the resources and answers
inside”. Acceptance, empathy and
respect are some key ingredients for
any coaching relationship to work and
succeed to “unstuck the stuck”. These
elements were introduced in therapy
and counseling by Carl Rogers (1961),
once with the humanistic thinking
and person-centered approach, and
are considered core competences for
coaches as well in establishing effective
working relationships with their clients.
In this respect, research evidence
indicates that the relationship is a
critical success factor. For instance, in
both therapy and executive coaching,
the quality of the relationship explains
around 30% of the change (Peter
Bluckert, 2005).
Another example to evaluate the
quality of a coaching relationship is
coming from Transactional Analysis.
Frank Ernst developed the OK matrix,
also known as ‘life positions’. As you
will observe, there is an ideal position
which is desirable to take especially in a
coaching relationship, but also in other
interpersonal situations.
• “I’m ok, you are ok” principle sets
the ground for collaboration and
open communication. It means that
we are two unique and complete
persons, healthy and sound, and
we accept each other exactly the
way we are. Nobody needs to be
fixed or rescued.
• “I’m not ok, you are ok” could
appear in the moments when in
front of a certain person we feel
inferior in our competence as
a coach. The other might have
reached a level in his/her career
that we have never done, or his/her
intelligence and competences are
so strong that it makes us think “I’m
not good enough for this”. This is
not a healthy position in coaching,
because apart from making us show
up with low self-esteem, we will
transmit perhaps unconsciously
that the other is superior to us, and
the relationship will be imbalanced.
• I’m ok, you are not ok” is also a
very dangerous position in my
view, because it makes us deviate
from important coaching ethics.
When I see the other as being “not
Ok” there is a high risk to see him
inferior, incomplete, needing to be
fixed or even worse, your ego gets
elevated and you as a coach lapse
into the sin of judging him and his
life decisions because you feel
superior.
• “I’m not ok, you are not ok” is
basically explained that we both
need to be fixed, neither of us really
trust oneself or this relationship.
I used to rely a lot on this matrix,
usually to take care of myself as a coach
when I evaluate my performance and
my value. Because we have to admit,
there are times when we ask ourselves,
am I good enough for this client?
Am I able to provide any value in this
session? Will I be able to work with an
executive? Sometimes in our self-talk
we respond automatically negative to
these questions and then we start to
blame ourselves and feel inadequate
for the role, or even worse we develop
the impostor syndrome.
But once we remember this principle,
I’m ok - you are ok, the courage comes
back to us, and we realize we are all
human beings. Also, actively keeping
this principle in my mind helps me very
much in my first sessions with a client.
The first meeting, when you don’t really
know what to expect, you rely on “I’m ok
- you are ok” whatever would happen.
This usually sets a healthy ground for
your relationship to grow further. The
client feels accepted and respected
and from there you can start building
trust. He feels you provide the same
acceptance and respect for yourself
as well and he gets inspired to do the
same.
Based on my experience as a coach, I
could say that the relationship has a
crucial role in the coaching effectiveness.
I am a young coach and let’s admit, this
is usually seen as a disadvantage. I had
my first executive coaching sessions at
around 28 years old. Even though I saw
it as a great achievement in my career
that I was enthusiastic about, I have to
admit that I had big concerns knowing
that I would meet managers at 50 plus
years old, with 15 plus years of working
experience. When I found out who my
first client was, my first thought was
“Oh, this person is a ‘dinosaur’. He
is so brilliant and has so much more
work experience than I do. He needs a
more experienced coach”. Looking at
the OK Matrix, practically my thoughts
were “You are ok, I’m not ok”. Because
I studied psychology and coaching a lot,
I knew that this type of thinking is not
going to work. So I started to cultivate a
positive self-talk in order to reframe “I’m
not ok” into “I’m ok”. I remembered that
coaching is not about who is the most
intelligent or has more life experience
in the room (even though it seemed
hard to believe even in myself). It is
84 Coaching Magazine Vol.5
about putting my coaching skills in the
service of another who can benefit from
the process that I’m able to initiate and
guide.
So, how I prepared myself for these
meetings was exactly in this way,
remembering the principle “I’m ok,
you are ok” and get on with it. I know
my skills, I’m a professional coach and
I trust my practice. You are a manager,
you have your own skills (different than
mine) and you are the expert of your
life. I’m here to offer you my support,
to help you to become better in what
you do. Let’s see how we can make this
work.
So, I embodied this attitude and
walked my self-talk, being careful to be
authentic in the coaching relationship
and having in mind that the relationship
might be the key ingredient for our
coaching success, and indeed it was.
Finally, I think there are lot of
implications of this for our practice
as coaches. Because what a client will
remember of a great coach, would
be less about the techniques and
psychological approaches he used, but
about who was the coach as a person,
the warmth and the feeling that he
transmitted. So, next time when we
coach let’s ask ourselves: ‘‘Have I really
been OK with this client?’’, ‘‘Have I put
him above or below me? Have I hidden
myself yet expected him or her to be
authentic?’’, ‘‘What attitude did I show
up’’? Of course this model helps us in
any inter-personal relationship.
Andreea Artilean Ph.D.
Andreea Artilean is an organizational psychologist and HR consultant in the business sector, delivering training and coaching with managers
and leaders from various companies. She has experience in working with cross-cultural groups and teams, being a trainer and coach for
youth in different European projects. In the last year she has worked in the Council of the European Union in the Human Resources, Staff
Development Unit..
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85
How to become a Life
or Executive Coach
International accreditation should be
the number one priority of anyone
considering a career as a life coach. This
ensures that you are coaching in line
with international best practice within
a quickly progressing profession, and
should be working and studying with
the goal of progressing through the ICF
credentials. International organisations,
governments and individual clients
view those credentials as a mark of
approval and quality.
provides you with a globally recognised
credential which is even more important
as technology allows coaches to engage
clients all over the world.
ICF also accredit Life Coaching Courses
such as the Diplomas offered by
Kingstown College. This is the fast track
to ICF credentials with 160 recognised
The path to professional life or executive training hours.
coaching anywhere in the world will
look like this
Since the 1990s, coaching as a
profession has evolved from a separate
1. Study an accredited Life Coaching
Course like the Advanced Diploma in
Personal, Leadership and Executive
Coaching
private practice to being a leadership
style within progressive organisations.
Not only does it help to achieve
corporate goals and targets, it also helps
retain talent within the organisation.
2. Build up your coaching hours – even
with pro-bono clients
Life coaching courses explore intriguing
subjects such as resilience, positive
3. Apply for Accredited Certified Coach psychology, emotional intelligence,
status with ICF, or Practitioner with EMCC conflict, values and beliefs. Every client
is different and every coach is different,
4. Continue to learn and develop as a
life coach with Continuing Professional
Development opportunities such as
seminars, conferences and Masterclasses
so often life coaches are not only using
the popular coaching models such
as GROW, they are developing new
models which help their clients resolve
challenges and achieve goals.
About the Coaching Profession
Do you have what it takes to be a Life
The techniques of Life coaching were Coach?
used by people in various disciplines
from sport to business for the last
century, but life coaching really only
became established as a profession in
the 1990s. It was during that time that
the International Coach Federation
was founded, which is now the gold
standard for life coach accreditation
Paula King is the course director of
the Advanced Diploma in Personal,
Leadership and Executive Coaching at
Kingstown College. She is the recipient
of the Global Leadership Coaching
Award and was recently announced
as European Coach of the Year. She
with 30,000 members worldwide. believes that a coach should approach
Anyone considering the profession a session with “the total understanding
that the human being in front of them
has the answer within them”.
But one of the most important skill
taught on life coaching courses is to put
judgement aside. And that is not easy
because as coaches we could approach
an issue with our own pre-determined
beliefs and values –which may not be in
line with those of the client.
“Put aside judgement” advises Paula, “If
we walk in to a room with our clients,
genuinely holding them in unconditional
positive regard we cannot go wrong.”
That said, a coach also needs to
recognise that clients may have
cognitions that are not serving them,
leading to emotions that are disabling
them, leading to actions that are not
assisting them to achieve their goals.
“[As coaches] We work in that space
using all of our tools, our techniques
and professionalism to help clients
achieve their goals and their vision.”
Start your journey to becoming a coach
with Kingstown College!
learn@kingstowncollege.ie
86 Coaching Magazine Vol.5
Artificial Intelligence in
Coaching and the Job
Market
Rapid improvements in technology can be life
changing. For others it is job changing! Christa Ilieva
takes an indepth look at the latest developments
in chatbots and artificial intelligence and how
these technologies are impacting coaching and
employment.
What is Artificial Intelligence and
Internet of Things and what would be the
possible impact?
One of the widely used definitions of
Artificial Intelligence (AI), sometimes
called machine intelligence, is intelligence
demonstrated by machines, in contrast
to the natural intelligence displayed by
humans and animals.
AI combines certain specific characteristics
such as: (i) complexity: with machine
In more and
more jobs AI
will perform
better than
humans, without
necessarily
replacing them…
learning, AI can learn from other AI (ii)
autonomous behaviour: depending on
the application, AI software can reason,
gather knowledge, plan intelligently, learn,
communicate, perceive, and manipulate
objects. (iii) data driven: AI entails data
gathering, data processing and data
analysis; (iv) openness: AI combined
with hardware can create new tangible
products and/or deliver services. However,
AI has for now only a limited capability to
mimic emotions.
The Internet of Things (IoT), is a system
of interrelated computing devices,
mechanical and digital machines, objects,
animals or people that are provided
with unique identifiers (UIDs) and the
ability to transfer data over a network
without requiring human-to-human or
human-to-computer interaction. With IoT
proliferation in daily life, the virtual and
material worlds would merge and every
domain of society will be touched.
AI and IoT bring and will bring many
positive developments, as liberating
people from difficult jobs, shortening
working times and improving health. At
the same time the rapid introduction of
new technologies and AI in all areas of life,
raises also questions:
• What direction will the increasing
autonomy of AI take? AI will act
within its safety limits independently,
autonomously and without
supervision.
• What will be the impact on human
social relations due to the increased
use of interfaces for human contacts,
in parallel with the shrinking places
of human gathering at the work place
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87
(teleworking), romantic relations
(online dating), friendship (social
networks), free time and going out
(online games and virtual reality),
internet commerce, e-administration,
etc.
• What will be the legal personality,
legal rights and obligations given
to AI? What will be the rights and
obligations of AI on the job market,
compared to those of people? Will
AI/robot rights be equal to human
rights?
• What will be the impact of AI on the
job market, and what measures are
taken to adapt human workforce to
the forthcoming changes?
AI has already an impact on almost all
segments of the job market (farming,
transports, manufacturing, customer
services, medical care, schools, hotels,
banking and stock exchange). Many concrete
examples can be given about companies
using AI: Uber, Marriot, Bank of America, Pizza
Hut, Nestle, Walmart, Amazon, Tesla, Shiseido,
Adidas, ING, Zara, numerous industries
in China and Japan. In 2018 JP Morgan
introduced software that replaced 360.000
“man hours” with processes that take only
a few seconds. Digital technologies produce
cars, drones, smart homes and even viruses.
In more and more jobs AI will perform better
than humans, without necessarily replacing
them though.
The nature of the remaining jobs will
change considerably, impacting the social
integration of people, who will need to adapt
to new requirements in an increasingly
complex job market.
88 Coaching Magazine Vol.5
According to a study of the University of
Oxford from 2013 (Fey and Osborne),
47% of employment in US will be at risk
by 2034 due to automation.
The McKinsey report from 2018 on the
future of jobs estimates that “Automation
and AI will lift productivity and economic
growth, but millions of people worldwide
may need to switch occupations or
upgrade skills...”. The reports adds that
“We estimate that between 400 million
and 800 million individuals (one fifth of
global work force) could be displaced by
automation and need to find new jobs by
2030 around the world...“. It also says that
“A larger challenge will be ensuring that
workers have the skills and support needed
to transition to new jobs...”, concluding that
“75 million to 375 million may need to
switch occupational categories and learn
new skills.” Unavoidably, such profound
changes on the labour market will start
trickling down to the coaching profession
and coaching clients.
What can the coaching community do in
this VUCA (volatile, uncertain, complex
and ambiguous) context?
The International Coach Federation
(ICF) defines coaching as “Partnering
with clients in a thought-provoking and
creative process that inspires them to
maximize their personal and professional
potential”. This is completely aligned with
the huge needs that will arise from the
fundamental changes that AI is expected
to produce on the job market.
EMCC and ICF could start a reflexion on
how the coaching profession could adapt
best to these changes and use it as an
opportunity to popularise further the use
of coaching as a tool of transformation and
change adaptation. Moreover, coaches - on
the basis of their closeness to executives
and human resources in companies, but
also to people in all spheres of societycould
give valuable feedback and make
proposals. Industries and governments
could also be included in this reflection
process. The aim of the feedback and
proposals would be to facilitate the
training and integration process of the
clients left behind by the introduction of
AI, reorienting them to new career paths.
One ICF initiative, that had already taken
place was launched by ICF France in
2018 entitled “Will AI be the coach of
tomorrow?“ and it raised the question
on how to link artificial intelligence with
emotional intelligence.
A very important role of the coaching
profession would be to raise awareness
about the importance of this topic, and
the timely and adequate preparation for
these large scale and quick changes, as
the responsibility for the success of this
transformation cannot be left only to
the individual. Coaches can play a very
important proactive role with proposals to
integrate coaching ex-ante in the process
of AI transformation of human societies, in
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89
order to be next to the people in periods
of time when their support will be most
needed.
Some new coaching practices
The coaching profession cannot exist
independently from people and coaching
thrives on changes in the world. Some
new coaching approaches and tools in
an AI-transformed human society include
and might include among others:
Coaching and training support based on
AI:
• coaching chat-bots and apps. selfimprovement
apps. For example
AIMEE Kronos (Artificial Intelligence
for Managers and Employees),
learning app Qstream;
• conversational interfaces, teaching
assistants, digital tutors
• digital coaching: advantages:
coaching between sessions, easier
connection with clients and improved
accessibility, increase of number of
clients
• augmented coaching tools
• coaching for specific jobs, using
digital simulators
Coaching sessions in different
configurations with the participation of:
• coach, coachee and AI coach;
• coach, coachee, manager, and his AI
assistant
• group coaching of human and AI
employees
• coaching of managers who
employ mixed staff (human and
AI employees);executive coaching
on new methods of management;
coaching when the AI is the boss of
human employees?
• coaching AI coaches, AI mentoring;
possibility of an AI coaching another
AI ?
• AI coaching people in the setting of
business and executive coaching.
AI can interact with employees,
managers and human resources,
thanks to access to data AI can
foresee issues that can be resolved
in advance.
New elements in training and
accreditation for coaches:
• guidelines for work with AI coaches
and AI, based on practice in the
working environment
• help elaborate specific coaching
approaches for the huge scale
transition due to AI, including
existential coaching, reorganising of
free time
• including in the coaching curriculum
a chapter on managing technological
transition and adapt accreditation
accordingly
• contributing to values for AI coaches
• reflection on possible new
definitions of coaching
• coaches contributing to the better
understanding by AI of the social
context
New coaching approaches:
• coaching assisted by AI to
complement human coaches
• development of entirely new
branches of coaching. For example in
a society where work will no longer
be the anchor of society.
AI coaches could
theoretically
understand more
quickly the needs
of a coachee
thanks to data.
• help develop coaching strategies, so
that certain skills are not entirely lost
for humans
• new coaching tools to resolve issues
between AI and humans
• new coaching tools to manage
the psychological impact of
mass introduction of AI and
robots; coaching tools to manage
performance stress at work under
productivity pressure and certain
lack of anonymity. Right to forget and
right to forgive?
• coaches could play an important
social role by expressing in confidence
people’s needs in a period of transition
• coaching by AI: AI will have access to
enormous data using a global network
with exhaustive information on
coachees and coaches. How will the
discrepancy in the level of available
information affect coaching between
AI and humans? As AIs are linked to
networks, a human coach should coach
all AI’s simultaneously? AI coaches
could theoretically understand more
quickly the needs of a coachee thanks
to data.
90 Coaching Magazine Vol.5
• developing adapted coaching
approaches for the young people
who are using predominantly AI
interfaces from their early childhood,
with a focus on direct human
interaction.
• new coaching practices to motivate
and prepare people to participate in
a job interview in competition with an
AI, and in front of an AI panel member
(AI job interviews are already used in
several countries). Despite this there
are biological limits of speed and
volume of information that can be
processed by humans, which cannot
be overcome even by the best
training. Relations on the job market
and between human and AI coaches
will be probably characterised by
cooperation, complementarity and
competition.
• millennial managers will turn more
and more to digital coaching and
digital “deputies.”
• coaching on the emotional
interactions between AI and people.
There is already a certain convergence
between humans and the digital
world. On one hand digital interfaces
become more and more user
friendly, but also people are adapting
constantly to new technologies.
Humans attach themselves to AI, but
the “attachment” of AI to people will
remain for the foreseeable future a
pure imitation. For humans emotions
are essential as emotions are behind
motivation and goal setting, which
is the drive of a person’s behaviour.
There is the opinion that emotions
play an important role in coordinating
mind’s sub-programmes. Despite the
entry of AI coaching, the value of
human presence and true empathy
will remain a precious gift which
human coaches can give.
One of the big differences between AI
and human intelligence is the process
of thinking and mind awareness. In
2018, the author of this article visited
the exhibition “Artists robots” in Paris
(www.grandpalais.fr/fr/evenement/
artistes-robots), and the impression
was that though the artistic works
often approached what human artists
do in terms of techniques and artistic
creativity, the process was different, and
this was reflected in the end result. Artist
robots combined easily in new ways
(there was 20% liberty of expression
given to the artist-robots) all kinds of
artistic elements, which is one of the
essential traits of creativity, On the
other hand exactly this feature of not
having emotional taboos (for example
disintegrating completely a human face
or creating difficult to support sounds
only from algorithms) gave the author
an uneasy feeling of meeting an alien
intelligence. Emotions and emotional
intelligence are based on thousands
years of biological evolution to go in
pair with cognitive intelligence. As the
process affects the end result, it will be
difficult to imagine that an AI coach will
give the same results as a human coach.
The more functions humans delegate to
AI and robots, the more the difference in
process might influence the end results.
Different end results in coaching should not
be a bad thing, as long as they help people to
develop to reach their highest reaching goal.
Conclusion
The doubling every two years of computer
power, data, and funding will bring an
exponential introduction of AI, not to
mention the possibility of quantum
computers joining forces with AI.
Besides the criteria about technical
security, there should be also taken into
account the general impact on people
and society of the mass introduction of
AI. What will be the impact on psychology
and public health of collaboration
between humans and AI?
ICF, EMCC and the coaching community
should proactively contact industries and
respective government authorities so that
the coaching profession be integrated in
this unprecedented transformation of the
job market from the very beginning: by
coaching employees to orient themselves
to new professions, jobs and occupations,
by contributing to training programmes,
by coaching on the new relations between
humans and AI, using the whole palette of
present and future coaching approaches
and tools to help develop the full potential
of people.
Christa Ilieva
Christa Ilieva is economist and holds a Master in International economic relations. She has experience in this field in different environments:
private and public sectors and NGOs in several EU countries. Christa is graduate of the Kingstown college Advanced Diploma in Personal,
Leadership and Executive Coaching and pursues with passion her coaching practice. She has also hosted solo and collective painting
exhibitions. Christa has participated in brainstorming conferences and platforms on the impact of New Technologies and Artificial intelligence
on society.
www.kingstowncollege.ie
91
25th Annual EMCC Conference - Dublin 2019
MEMBERS OF THE NEW ZEALAND AIR FORCE AT EMCC
CONFERENCE
PAULA KING, DIRECTOR OF KINGSTOWN COLLEGE
PRESENTING A WORKSHOP ON CORPORATE WELLBEING
PAULA KING CHAIRING A PANEL DISCUSSION ON MENTORING
CULTURE
PRESIDENT EMCC
PAULA KING (KINGSTOWN COLLEGE), KEITH BARRY AND
EDWARD BOLAND (KINGSTOWN COLLEGE)
ROSARII MANNION (HSE), PAULA KING (KINGSTOWN COLLEGE)
AND NEIL NOLAN (IRISH DEFENCE FORCES)
92 Coaching Magazine Vol.5
Is Coaching Good for the Planet?
In recent memory we have seen images of Swedish teenager Greta Thunberg make
headlines as she appears to single handedly take on the UN, the US President and
other world leaders to move them to take action on climate change. Can one person
change the world? Jo Sachs-Eldridge considers if coaching could also be making a
contribution.
In his book, Authentic Happiness,
Martin Seligman, the founder of
Positive Psychology, grapples with
the questions of whether there is any
greater meaning or purpose in his work
or whether ‘..the science of positive
emotion, positive character, and
positive institutions will merely float
on the waves of self-improvement
fashions’?
I too grappled with these same
questions. Is there a greater value in
helping people find their strengths,
believe in themselves, or find another
perspective? And most importantly for
me, having spent many years working
in the field of sustainability is whether
coaching can contribute to creating a
positive, sustainable future for us all?
At the heart of coaching is the belief
that we are all creative, resourceful
and whole, have enormous capacity
for growth, that we strive for personal
authenticity, are all searching
for meaning and purpose and an
understanding of the world and our
role within it.
Therefore regardless of the reasons
people come to coaching or the goals
they want to achieve, can the changes
that happen to an individual as a
result of the coaching process lead
to changes that contribute to a better
world? Could it be that the very tools
and knowledge we gain from the
coaching process are the same tools
and knowledge we need to enable
us to do what’s needed now? As Lucy
Neale describes it in her seminal book
‘Playing for Time’ - ‘As we step into a
new geological age of a four billion
year process on Earth, called the
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93
‘anthropocene’, it is hard to imagine
as humans we are accountable for
reimagining our world on behalf of
ourselves, subsequent generations
and all species’.
In this article I suggest some of the
ways that the process of coaching
could contribute to reimagining and
creating a better world.
Questioning the status quo: The
coaching process can often involve
the questioning of our own beliefs,
particularly self-limiting beliefs such
as ‘I’m not good enough’ or ‘I can’t
do it’. This questioning of things that
we have believed to be true, perhaps
all of our lives, enables us to look at
everything differently and gives us
the freedom to be able to question
other elements of the world we live in.
Bringing a different perspective to our
accepted truths’ can potentially lead
us all to ask more questions about
the way things are done, locally and
globally. The mantra that ‘this is the
way it has always been and therefore
it always will be so’ no longer needs to
be accepted. The process of coaching
enables us to see there are other
ways of looking at ourselves and
therefore at the world and that change
is possible. A broad perspective, an
ability to ask questions and a belief
in the possibility for change are key to
making changes that will be good for
the planet.
Being more aware: Often we act
on ‘auto pilot’. This ‘auto pilot’ is
very useful as it allows us to handle
complex life situations without
experiencing an overload of mental
processing.However living on ‘auto
pilot’ can also result in us not seeing
what is really happening. The coaching
process allows us to reflect and talk
about our actions or behaviours
which allows for the development of a
deeper understanding of the thoughts
and feelings that underlie them. A
coach can facilitate this by asking
questions to sharpen our attention
and help us to become more aware of
what is happening. Being more aware
The need to
constantly acquire,
the need to have
more, the need to
have the latest, the
biggest, the best...is
detrimental for the
planet.
of ourselves can also bring a greater
consciousness of what is happening
out there in our communities and
the world around us. Is it possible
that switching off the ‘auto pilot’ and
switching our awareness back on can
lead to greater appreciation of our
environment and the impacts of our
actions (or inactions)?
94 Coaching Magazine Vol.5
Believing in enough: The need to
constantly acquire, the need to have
more, the need to have the latest, the
biggest, the best...is detrimental for
the planet. It has been suggested that
it is our feelings of inadequacy and
unworthiness that leads us to consume
more and more. But those feelings can
change through the coaching process
by enabling people to appreciate all
that they are and all that they already
have – their strengths, their talents,
their relationships, their health – and
to value them above and beyond
anything they could buy. Could this
greater contentment and shift in
values contribute to the consumption
of fewer unnecessary things?
Focusing on the future: An
acknowledgment of the past and
identifying the impact of life
experiences, both positive and
negative, is an important step in the
coaching process; however, what is key
to the coaching process is the focus on
the future – what you want your future
to be, where you want to be, what you
want to be doing with your life, what
will bring you real happiness. With a
growing awareness of the impact of
climate change on our future we are
Many of us believe
nothing we do will
make a difference
while others feel
it is up to them
to save the world.
Neither is true.
increasingly linking thoughts about
our own personal future plans with
thoughts of what the future holds
for the planet. Could our increased
awareness, coupled with the tools
for thinking about the future, bring
us closer to making decisions that
will impact positively not just on our
own future but on the lives of future
generations?
Believing we are creative and
unlocking our imagination: At the
heart of coaching is the belief that
we are all creative. Yet so many of
us have stopped believing this and
have blocked our imagination. Rob
Hopkins of Transition Towns has spent
many years exploring the role of
imagination in our future. He argues
that imagination is central to empathy,
to creating better lives, to envisioning
and then enacting a positive future.
In his forthcoming book, ‘From What
Is to What If’, Hopkins asks why
imagination is in decline and what we
might accomplish if we unleash our
collective imagination. Does coaching
have the potential to be part of that
unleashing, firstly by acknowledging
that we are all creative and secondly,
by giving us the ‘permission’, time and
space to explore that creativity and
release our imagination?
Being better connected: ‘No man is an
island’, no matter how much they may
believe themselves to be. According
to Daniel Goleman, author of Social
Intelligence, ‘we are wired to connect’.
The very design of our brain makes
us sociable. We are naturally drawn
to an intimate brain-to-brain linkup
whenever we engage with another
person. We are, without doubt, social
animals and we are also incredibly
reliant on each other for all that we do.
The process of coaching can enable
us to better connect with ourselves,
through a greater understanding
of our thoughts, beliefs, values,
strengths, passions and dreams. This
greater self-understanding can lead to
greater kindness, trust and respect, for
ourselves.
That developing kindness, trust and
respect for ourselves can change the
way we interact with others, shifting
us from jealousy to pride, from anger
to understanding, from competition
to cooperation. Could this sense
of connectedness in turn lead to
decision-making based on the needs
of others, even future others, as well
as ourselves?
Finding our strengths: We are very
unlikely to have any impact if we
are living someone else’s life, or are
working to our weaknesses, or don’t
know what we really even care about.
Once we have developed, through the
coaching process, a greater knowledge
of our strengths and passions will we
find it difficult to not bring our true,
authentic selves to our communities
– whether that be our families, our
workplaces, our town or village or
wider society? And is it possible that,
as social animals, our true selves will
strive for the greater good rather than
an individual goal?
Being empowered: What the planet
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95
needs is action. It needs people to
step up. It needs us to believe we can
have an impact. Many of us believe
nothing we do will make a difference
while others feel it is up to them to
save the world. Neither is true. We
alone cannot save the world, but as
individuals we can all have an impact.
As Helen Keller put it ‘I am only one.
I cannot do everything, but still I can
do something; and because I cannot
do everything, I will not refuse to do
something that I can do’.
Action is at the heart of coaching and
empowering you to identify and take
the steps needed to achieve your
goal, whatever that may be, is a key
part of the process. The question then
is - can the coaching process not only
empower us to act for ourselves but
also empower us to act for the greater
good?
Trusting ourselves: None of us has all
the answers. But coaching differs from
mentoring and other relationships
where you seek advice from a more
knowledgeable, more senior, more
‘successful’ other, because coaching is
built on the premise that each of us
has the best answers for us within us.
Coaching helps us realise that when it
comes to our lives we are the experts,
when it comes to finding our passions,
only we can do that, when it comes to
using our strengths, that’s down to us.
Good coaching gives us the courage to
believe in ourselves. And the courage
to know it’s ok to sometimes try and
fail because that is all part of the
process, part of the learning, part of
getting closer to where we want to
be. The question then is whether that
courage and greater trust in ourselves
is of value to wider society?
I don’t have all the answers to these
questions, and I know that the plural
of anecdote is not data, but I have
seen people come to coaching in
the pursuit of an individual goal and
through the process of questioning
the status quo, becoming more aware,
believing in enough, focusing on the
future, unlocking their imagination,
becoming better connected, finding
their strengths, becoming empowered
and trusting themselves they have
developed projects, goals and
dreams that are not just of benefit to
themselves but are of benefit to wider
society.
So I do believe that coaching is not
only good for us, as individuals, but
it also has the potential to be good
for the planet. And I look forward to
seeing coaching become more readily
available so that more of us can be
part of creating a positive, sustainable
future for ourselves and generations
to come. There is much to do.
References
Seligman, M. E.P (2002). Authentic
Happiness. Nicholas Brealey Publishing.
Neale, L. (2015). Playing for Time: making
art as if the world mattered. Oberon Books
London.
Stelter, R. (2007). Coaching: A process
of personal and social meaning making.
International Coaching Psychology Review.
Vol. 2, No 2. July 2007.
Markway, B (2013). Why do smart caring
people ignore environmental issues.
Psychology Today. Available at: https://www.
psychologytoday.com/us/blog/living-thequestions/201311/why-do-smart-caringpeople-ignore-environmental-issues
Hopkins, R. (2019) From What Is to What
If: Unleashing the power of imagination to
create the future we want. Chelsea Green
Publishing. vi Goleman, D (2007). Social
Intelligence: The new science of human
relationships. Cornerstone.
Jo Sachs-Eldridge
Jo Sachs-Eldridge has a degree in Psychology, a Masters in Sustainability, Planning & Environmental Policy and an Advanced Diploma in
Executive, Personal & Leadership Coaching. Jo has been part of many exciting projects for change in both Wales and Leitrim. She has designed
and led workshops to empower others to bring their strengths to their communities and is currently a member of the team coaching young
people through the Ideas Collective programme, bringing their ideas to change the world to life. Jo is a coach, a change maker, a community
connector and a mum who still believes we can create a positive future for all.
96 Coaching Magazine Vol.5
... a foundational
part of this was
to ‘discover’
people’s potential
and capacity
as opposed
to naming
deficiencies as so
often happens in
this field.
Case Study: Coaching
through Societal Change
in the Disability Sector -
A Journey of Discovery
and Creativity
During our lifetime we have seen, and will continue
to see, a huge shift in how people with a disability
are respected by society. In this new context, Pamela
Mansell looks at how coaching helps to nurture
capability rather than disability.
What happens when we have a
thought? Where do we go to in our
mind’s eye? How to we connect with
this thought? We connect using our
own experience, our own frame of
reference, our own mental imagery.
So when we think of ‘New York’ we
think of when we last visited, what our
memories were, what was of interest
to us. If we have never been to New
York we recall images from many
receptors, travel shows, magazines,
facebook, other people’s stories and
we use this information to deduce
our own thoughts about New York.
When we think about people with
disabilities what happens? Where do
we go to? Are we shrouded in limiting
thoughts and beliefs about what might
be possible? Or are we hopeful that
someone with a disability is offered
the same opportunities in life as the
rest of us?
Unfortunately whilst that might be a
hope within our society, it is certainly
not a reality. We are aware, for some
of us maybe only partly aware, for
some of us acutely aware, that for
many years, and still today, people
with intellectual disabilities have
been kept ‘separate’ from society,
for some institutionalised for many
years, segregated with others who
are the ‘same’ as they are and distant
from the type of life that I know I have
become not only accustomed to, but
that I expect. The type of life that a
person with an intellectual disability
can experience, again some to a
much greater degree than others, can
deny the person true autonomy and
control, meaningful relationships,
opportunities to love and be loved,
to have dignity and respect and to
experience life to its fullest. Whilst
there has been a move away from
describing people in a medicalised
clinical way, we have a long way yet
to travel to become a society that is
inclusive and truly values and accepts
people differences, seeing the person
first and the impact of their disability
second. In 2018, Ireland ratified the
UN Convention on the Right of People
with disabilities, which acknowledges
that people with disabilities have
not had their human rights upheld.
“The purpose of the Convention is to
promote, protect and ensure the full
and equal enjoyment of all human
rights and fundamental freedoms by
all persons with disabilities, and to
promote respect for their inherent
dignity”. (nda.ie)
The structures of our disabilities
services have been designed in such
a way that sees the disability first and
the person second. Institutional care
is still a predominant operating model
of care for people with disabilities
and this model of care is system
centred (managing ‘care’ for people
with disabilities, staffing, funding,
buildings, programmes, managing
how the person spends their time,
where and with whom) and serves
a target population on the basis of
their deficiencies. The sector, given
the implications of the UN Convention
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97
is now in the process of moving on
from this. So why do organisations
need to continue to move beyond
this? If we truly recognize and believe
that people with disabilities have “a
moral claim on the responsibilities
and benefits of citizenship that far
too often go unredeemed” ( O Brien
& Mount 2015), then we must also
recognize that a structured system
which only manages ‘care’ for people
is also unjustly limiting, not only for
people with disabilities, but for their
families, our communities and society
as a whole. So how can we ‘unstuck’
the stuck?
Establishing a coaching culture
within the Disability Sector.
There are many coaching definitions
but ultimately coaching as Sr. John
Whitmore describes it is a way of
being. It is a way of leading, a way of
treating people and a way of thinking.
Coaching is a way of unlocking
people’s potential to maximise
their own performance. My guiding
principle is that inherently we all have
the capacity to learn and grow and we
can maximise our own potential when
we are empowered, with a willingness
to change, to see our own strengths,
values and vision. When I refer to ‘we
all’ I truly mean all of us. All human
beings have this capacity within them.
their own performance and therefore
becoming unstuck, I began to see
what was possible. I began on this
journey of discovery and creativity,
coaching people with disabilities
and their families to uncover their
own capacities, discover their true
potential, imagine a vision for a more
fulfilled life and plan out how they
could then make this happen and with
what resources.
Working daily with people who have
immense resilience to overcome
barriers in their lives, barriers that I
am sure many of us may have fallen
at, continued to ignite my passion for
coaching with people in this way. Their
lives became unrecognisable from the
beginning of their journey and their
possibilities and opportunities soared.
Having trained as a therapist initially
I knew that the cornerstones of
building an alliance and a relationship
with the person and their family or
the team was vital for this process
to work. I was beginning to see that
creating a partnership based on
trust, unconditional positive regard,
and commitment to seeing what was
possible was paramount and by using
refined listening skills and solution
focused techniques people were
afforded the most opportunities to
progress and so I began to wonder
how I could develop this way of
working further. Having qualified from
Kingstown College with a Diploma
in Executive and Life Coaching and
receiving my EMCC accreditation I
combined many theories of practice
from Seligman and Biswas-Diener’s
positive psychology theories and
strategies, social role valorisation
theory, change theories such as
Sharmer’s Theory U and Kotter’s
Change theory and began to
enhance my own coaching models
and approaches from the coaching
expertise of Whitmore and Co-active
coaching (Kimsey- House, Sandahl
& Whitmore) . The thread amongst
all of my work being that we begin
to look at what was right with the
person, focusing on when the person
is at their best whilst recognizing that
There are many ways in which
establishing a coaching culture can
establish real societal change within
the disability sector. I have been
using coaching skills for many years,
establishing presence, practising
enquiry, empowering others and
fostering change, however I was not
always conscious as to what level and
with what focus such skills could have
supported a person to make changes
in their own life. Empowering people
to overcome barriers and external and
internal interferences so as to enhance
98 Coaching Magazine Vol.5
the person has areas in their life that
needed intentional focus so as not to
have a negative impact on their lives.
Earlier we spoke about how we
deduce our own thoughts and what
creates this, that being experiences
and mental imagery. If society,
organisations and support teams
are to move away from the mental
imagery of people with disabilities
being ‘different’ ‘not the same’
‘dependent on’ others, then people
with disabilities must be afforded
the opportunities to experience this
in another way, a way which is equal
to other citizens in their community,
turning up as community members,
employees, neighbours, friends, aunts,
wives, mothers. Through using positive
psychology strategies support teams,
the family and the person themselves
needed to begin to evidence what
could be different for the person. How
could society truly begin to ‘see’ the
person as a whole, unique individual
and how could they do this with
their family and friends as opposed
to as a client of a large organisation
with the options of many and varied
‘programmes’ and ‘initiatives’
as opposed to opportunities to
experience true and real life.
“ We believe that coaching is chiefly
about discovery, awareness and
choice” (Co-Active coaching, Kinsey
House, Sandal& Whitmore 2011)
This word ‘Discovery’ struck me
when wondering about establishing
a coaching culture within teams. As
described above ‘Discovery’ (www.
genio.ie/meeting-the-challenges/
capacity-building/ssdl) as I was trained
in, was a process in which I used daily
within my individual coaching and
mentoring work with individuals and
their families. As a foundational part
of this was to ‘discover’ people’s
potential and capacity as opposed
to naming deficiencies as so often
happens in this field, it caused me to
pause and wonder what a coaching
relationship could bring to the person
with a disability but also to those who
offer direct support when needed.
For the majority of people who work
within this sector they have come to
this work so as to make a difference,
offer a leg up to or to advocate for
those who need a voice to be heard.
One of the key pillars of coaching is
awareness. Once we become aware of
something we then have the choice to
change it. Coaching offers a space to
the team to raise their consciousness
around their own unconscious bias
and the mindsets that they have
created around what might be possible
for themselves and therefore also for
the person with a disability. During
this process immense learning and
discovery takes place and new and
creative paths are created within their
professional practice but also within
their own personal life. This discovery
of the person aligned strongly with
101 elements of the person coaching
tool which I found myself drawn to
having seen the benefits of people
becoming illuminated to their own
capacity and the possibilities and
opportunities this afforded them. In
all occasions this exercise has lead
into the use of other tools such as
the PERMA Wheel , the Wheel of life,
the values matrix and VIA Character
Strengths . The VIA character strengths
tool illuminates new perspectives
and encourages people to use their
strengths to realise their potential and
achieve their goals.
Coaching also offers a vital place for
the team to reflect on their own values,
the values of the organisation and the
values of the person. Where and how
can these sets of values work together
and where is their conflict amongst
them. Values are those personal
beliefs and ideals that a person
believes are important. Individually
we use our values as a guide for
making decisions and evaluating the
behaviour of others. Our values are
the product of our family upbringing,
our experiences and the culture in
which we were raised. Acknowledging
within the coaching space that we
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99
all have a set of values and gaining
greater insight into the values of those
around them will aid the team in their
decision making and in the direction of
their work ultimately enhancing their
performance as a team. The values of
optimism, eliciting greatness, honesty,
commitment and trust are some of
the values which seem to elicit the
greatest progression for teams who
are ultimately supporting people with
disabilities to recognise, acknowledge
and empower their own potential.
Coaching can be an enabler of a whole
system approach that is a product of
personal development and a means to
establish trust and of recognising that
humankind is evolving both socially
and spiritually. Victor Frankl writes in
his book ‘ A Man’s Search for Meaning’
“ultimately being human always
points, and is directed, to something
or someone, other than oneself--be it
a meaning to fulfill or another human
being to encounter”.
Here lies the need for transformational
change for large disability
organisations where systems have
historically been created which
separate people from ‘others to
encounter’ and in the ‘caring for’ have
denied the person of ‘a meaning to
be fulfilled’, a true sense of meaning
and belonging in life will never be
achieved separate to community and
society. Such large organisations
are surrounded by competing
commitments such as regulation
and compliance and funding issues,
however if organisations are to create
solutions to such stuck problems as
exclusion of people with disabilities
they must discover how to prepare to
resist the crush of other debilitating
forces and begin to make room for
generative actions to emerge.
Effecting cultural change can be a
difficult process but through coaching
and providing a space for reflection,
creative energy can be harnessed
and ignited so as to bring forth the
internal source of our inspiration and
deepening our connection with others.
Dr. John Whitmore asks
“Could the only thing limiting you be
the size of your vision and your own
self-limiting beliefs?”
An interdependent, high performance
culture of the kind that a coaching
culture can produce can provide
the best chance of adapting to and
flourishing in the face of these
unsettling waves of change that
organisations are facing at this time.
Having begun to implement such
coaching strategies in organisations
small and large I am confident that
true transformation can take place
once people are prepared to take on
this journey of discovery, creativity
and generative action.
Pamela Mansell
Future Solutions Coaching - Executive & Life Coaching and Mentoring Service
Pamela is an experienced Consultant with a demonstrated history of working within organisations and with individuals in the public and
private sector. She is a Professional graduate from CTI London and Kingstown College. Pamela is accredited in Executive Coaching and Personal
Leadership, qualified in Integrative Psychotherapy and skilled in Management, Strategic Planning, Leadership, and organisational change. Her
inherent belief is that we all have the future solutions that we look to and for, and we have the capacity within us to grow and reach our full
potential in whatever area we choose.
100 Coaching Magazine Vol.5
How the Application of a Coaching
Approach Can Facilitate the
Implementation of the Recovery
Framework in Mental Health Practice
Introduction
Within this paper, current strategic developments within Mental Health Care will be outlined.
This will be followed by a discussion on how the principles of Coaching interconnect with that
of the Recovery approach. The benefits to be gained by educating Mental Health Professionals
(MHP’s) on Coaching as a strategy to assist them in implementing the Recovery framework in
its true essence will then be discussed.
Author
Dr Patsy Mc Sharry
Qualifications: RGN; RMN; BA Nurse Education; MSC in Nursing and PhD in Health Promotion
and Health and Wellness Coach, Mental Health and Well Being Coach
Position Lecturer in Nursing and Health Studies, St Angelas College Sligo which is a college of
NUI Galway.
Concept of Recovery
The Recovery approach is firmly
established within mental health care
policy for a considerable period of time
now. Back in 2006, The Vision for Change
policy document was published which
was seen as the road map to guide Irish
Mental Health Care practice and policy
away from a traditional medical model
approach to care towards a Recovery
approach. According to Anthony (2000),
Recovery is a process; a vision; a belief
which infuses a system which providers
can hold for service users grounded on
the idea that people can recover from
‘mental illness’, and that the service
delivery system must be constructed
based on this knowledge”. Although
this approach is now embedded in
mental health policy and guidelines,
the evidence for the implementation
in practice is not as widespread as
the policy suggests. The culture of
traditional mental health practice has
been slow to change to match the
policy. In recognition of this, in 2017,
the government published a National
Framework for Recovery in Mental
Health (HSE, 2017). This framework
advocates the need for the service
user and their lived experience to
be central to the process. They also
stipulate the need for co-production
between service user and practitioners.
The framework stipulates a need for
an organisational wide commitment
to the development of a Recovery
oriented mental health service. And
the need for supporting Recovery
orientated learning and practice across
all stakeholder groups. The framework
draws on work by Leamy and Slade
(2011) who identified five processes
that people with mental health find
essential for Recovery. These processes
are “Hope” (having a belief that life will
and can get better), “Connectedness”
(within community and not being
isolated because of illness) “Identity”
(identity in life beyond that of service
user), “Meaningful Role” (building on
strengths and skills to have fulfilling
and esteem building activities in life)
“Empowerment” (having information,
choices and confidence to make
decisions on own life). Many of these
Recovery processes are encapsulated
within a Coaching approach.
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101
Concept of Coaching
Coaching draws from an eclectic mix
of underlying theoretical foundations
such as motivational interviewing,
client directed counselling, positive
psychology, and appreciative inquiry.
Application of a Coaching approach
also includes application of tools drawn
from mindfulness based interventions
and cognitive behavioural theory. Bora
et al (2010) state that Coaching grew
out of theories of Rogerian counselling
from a humanistic perspective. They
point out the link with the transport
metaphor put forward by Starr (2008)
and the idea of a stage coach or rail
coach symbolising that Coaching is
about transportation from one place
to another. Thus Coaching is future
based and involves being transported
from one place to another through
development and growth. This concept
is reflected in the process an individual
undergoes in establishing an identity
beyond that of service user within the
Recovery model.
Huffman (2016) suggests Health
Coaching is based on evidencebased
clinical interventions such
as motivational interviewing to
facilitate behaviour change,
the transtheoretical model of
change, goal setting, active listening,
aggregation and trending of health
outcome metrics, and prevention.
In a systematic review by Wolever et al.
(2013) Health and Wellness Coaching
is described as a patient centred
process that is based on behaviour
change theory and is delivered by
health professionals from various
backgrounds. The Coaching process
entails goal setting determined by the
patient, encourages self-discovery
in addition to content education and
incorporates methods for developing
accountability in health behaviours.
Regardless of the various definitions
that exist, Ammentorp et al (2013)
describe the commonalities that
exist within different descriptions of
Coaching within the literature such as
the core assumption that people have
an innate capacity to grow and develop,
a focus on constructing solutions and
a focus on goal attainment processes.
All of which are directly relatable to a
Recovery approach to care.
More specifically to Coaching for Mental
health and Well-being, Kingstown
College within their description of their
Mental health and Well Being Coaching
Diploma, describe the philosophy of
such Coaching as coming from a place
that recognizes that every individual has
potential to lead a fulfilling life, whether
in the absence and/or presence of a
mental health problem.
102 Coaching Magazine Vol.5
What Coaching can offer MHP’s
It is clear that much overlap exists
between the principles and processes
of Coaching and those of the Recovery
framework. MHP’s will thus be expected
to implement this framework and be
familiar with these processes and skilled
in facilitating their development within
the client.
Traditionally MHP’s operated from a
medical model and were seen mainly
as the experts in the professional/client
relationship and offered advice and
treatment to clients under their care.
Under a clinical model of care clients
received a particular mental illness
diagnosis and relevant care and treatment
were then administered in order to treat
this diagnosis. Thus, it is anticipated
that MHP’s may be challenged by the
necessary philosophical and procedural
changes that is required from them in
order to fully embrace and implement a
Recovery approach to care. Application
of a Coaching perspective is proposed
as a mechanism to assist MHPs with the
philosophical shift required to implement
the Recovery framework.
Overlap between Recovery and Coaching
Bora et al. (2010) outlines several areas of
overlap between Recovery and Coaching
philosophies based on the literature.
Many of these areas are reflected within
the Recovery Framework described
above. Firstly, Recovery is about building
a meaningful life with or without the
presence of mental illness. Coaching also
comes from the perspective that individuals
are not broken and do not need to be
fixed. Rather Coaching helps individuals
to tap into their innate resourcefulness to
discover what they truly want. Secondly,
from a Recovery perspective the expert
patient relationship shifts to one of
partnership and co-production as is
reflected in the framework outlined above,
likewise the Coaching relationship is one
of a partnership of equals. Thirdly, Hope
is central to the Recovery approach and
nurturing that hope is a key role for the
MHP. From a Coaching perspective, the
coach believes that the client possesses
all the resources and skills they need to
change what they want.
Fourthly, Recovery represents a move
away from a focus on problems to a focus
on strengths. Coaching also operates
from a strengths based perspective with
appreciative inquiry being one of its
underlying theoretical foundations.
Fifthly, from a Recovery perspective
there is an understanding that clients
are individuals and will have different
approaches to self-management and
no one size fits all. From a Coaching
perspective, the coach creates a
clearing for the client to generate their
own solutions and all individuals are
responsible for the results they generate.
Sixthly, Recovery is about discovering an
identity separate to that of an identity
based on their mental illness. Coaching
compliments this process as it is future
focused and comes from the perspective
of the past does not dictate the future
Bora et al. (2010) suggest that during
Coaching, although past stories and
experiences are acknowledged, Coaching
is about facilitating the client to generate
new stories and unlocking potential.
Seventhly, Recovery emphasises the
importance of clients discovering meaning
in life and life purpose, on the other hand
Coaching urges us to explore and discover
our life’s purpose.
Supporting a positive risk taking
in a safe environment with the
combination of MHP expertise and
Coaching philosophy.
Within a Coaching framework, as a
relationship of equals, the MHP is required to
respect the clients’ autonomy and empower
them to take control of their own lives. In this
way the process encourages the concept of
positive risk taking deemed necessary within
a Recovery approach. Coaching supports
this process. However, a tension could exist
for MHP’s between facilitating and allowing
a client to take control and self-manage
when this might represent a possible risk
to the clients’ safety. As care givers, MHP’s
are charged with a duty of care to protect
and maintain client safety. As the concept of
positive risk taking is an inherent component
of the Recovery approach itself, MHP’s are
required to encourage appropriate risk
taking. The fact that MHP’s have the skills
needed to assess and monitor mental status
makes them ideally placed to facilitate this
process in as safe an environment as possible.
In this way, clients’ get an opportunity to
experiment with possible strategies in a safe
environment, all the while being encouraged
and supported by a health care professional
who is also a qualified Coach who conveys a
steadfast belief in their inherent worth and
resourcefulness.
Conclusion
In conclusion from the above description,
it is clear that the philosophy of Coaching
has much in common with the philosophy
of Recovery. Coaching can assist MHP’s in
facilitating their clients to move through
the Recovery process from Recovery to
discovery of personal inner strengths and
resources and towards a redefinition of a
more resilient identity. MHP’s coming from
a Coaching perspective can empower their
client’s to take back control for themselves
and support them towards a fulfilling and
meaningful life with or without the existence
of mental illness. Coaching is therefore
proposed as a strategy to assist in making a
Recovery approach a reality in Mental Health
Care Practice. In this way, well intentioned
policy will become more than rhetoric lip
service.
www.kingstowncollege.ie
103
References
Anthony, W.A. (1993). Recovery from mental illness: The guiding vision of the mental health system in the 1990’s. Psychosocial Rehabilitation
Journal, 16(4), 11-23.
Ammentorp, J., Jensen, H. and Uhrenfeldt, L. (2013). Danish health professionals’ experiences of being coached: A pilot study. Journal of Continuing
Education in the Health Professions, 33 (1), 41–47.
Bora, R., Leaning, S., Moores, A. et al (2010) Life Coaching for mental health Recovery: the emerging practice of Recovery Coaching. Advances in
Psychiatric Treatment, 16: 459–67.
HSE, Government of Ireland (2006) A Vision for Change: Report of the expert group on Mental Health Policy www.hse.ie/eng/services/
Publications/Mentalhealth/VisionforChange.html
HSE, Mental Health Division (2017) A National Framework for Recovery in Mental Health http://www.hse.ie/eng/services/list/4/Mental_Health_
Services/advancingRecoveryireland/nationalframework-for-Recovery-in-mental-health/
Huffman, Melinda H. (12 May 2016). “Advancing the Practice of Health Coaching”. Workplace Health & Safety. 64 (9): 400–403.
doi:10.1177/2165079916645351. PMID 27174131.
Leamy, M., Bird, V., Le Boutillier, C., Williams, J., & Slade, M. (2011). Conceptual framework for personal Recovery in mental health: Systematic
review and narrative synthesis. British Journal of Psychiatry, 199(6), 445–452. doi:10.1192/bjp.bp.110.083733
Starr J (2008) The Coaching Manual. The Definitive Guide to the Process, Principles and Skills of Personal Coaching. Prentice Hall.
Wolever RQ, Simmons LA, Sforzo GA, et al. A systematic review of the literature on health and wellness Coaching: defining a key behavioural
intervention in healthcare. Glob Adv Health Med 2013; 2:38–57. doi:10.7453/gahmj.2013.042
Dr. Patsy Mc Sharry
Patsy McSharry is a Registered General Nurse, a Registered Mental Health Nurse, has a Masters in Nursing Studies from UCD and a PhD in
Health Promotion from NUIGalway. She is also a qualified Health and Wellness Coach from Well coaches International, and a qualified Mental
Health and Well Being Coach from Kingstown College. Patsy is currently employed by St Angelas Collage as a Lecturer in Nursing and Health
Studies. She is involved in the undergraduate education of nurses and also heavily involved in the running of a Post Graduate level 9 Diploma
in Applied Health and Wellness Coaching for professionals in the healthcare arena. Patsy is a lecturer on a postgraduate course in Community
Mental Health Nursing for Registered Mental health Nurses.
104 Coaching Magazine Vol.5
25th Annual EMCC Conference - Dublin 2019
Reflect - Learn - Transform
The EMCC International Coaching, Mentoring and Supervision Conference
2019 was hosted at the Dublin Convention Centre and with almost 800 delegates
from around the globe in attendance, it was the largest ever EMCC
annual conference. Here are some interviews and images from the event.
Keith Barry speaks about
Confidence and Performance
The European Mentoring and Coaching Council (EMCC) hosted their 25th
annual conference at there Dublin Convention Centre in 2019. The opening
keynote was delivered by hypnotist, illusionist and magician Keith Barry.
We can learn
all the sales
techniques in the
world… but unless
our mindset is
correct we will
fail as coaches.
Most people know him as an entertainer,
a magician and a mentalist but what a
lot of people don’t know is that he’s a
hypnotherapist and a scientist, graduating
with a first class honours degree in
cosmetic science from Galway University.
He’s a subconscious mind specialist and
helps people reprogram their mind for
performance.
Coaching for Performance in Business
and Sport
At this moment Keith works as a life coach,
executive coach, performance coach and a
mentor to business people and high-end
athletes. Because of confidentiality we
rarely hear about those clients. But one of
those clients is Rory Best, who he has been
coaching for performance. Although Roy
Best is retiring from professional rugby, he
has recorded his best season in terms of
player statistics and performance.
Mind Magic was the title of the keynote
Keith Barry delivered at the EMCC
Conference in the Convention Centre in
Dublin 2019.
Part of Keith Barry’s presentation at the
EMCC Conference was that people will make
active change today. “Very often after I speak
at an event like this I get some amazing
emails from people whose businesses have
skyrocketed just from a moment either at
one my my talks, or Paula’s talks, but there
is a moment that happens – something
clicks with them – and then ultimately it
completely changes their life. And that’s
what this is all about for me”.
www.kingstowncollege.ie
105
Confidence is still a big problem…
Keith also highlighted some unexpected
similarities between business and sports
clients.
“The number one thing I come across in
all fields, even with high-end athletes,
successful business people is, most
people suffer hugely behind the scenes
with confidence.”
“Ultimately those type of people suffer
from the same kind of insecurities we
do and for me it’s about how to not fake
confidence but actually grow as a person,
grow that confidence to actually become
the person or performer that you really
want to be.”
“We are pattern followers and pattern
seekers, and we are far more alike than we
are different”
“I teach people to break destructive
behaviour patterns and then form new
behaviour patterns that ultimately leads
them to success.”
When asked about wellbeing Keith
commented on the importance of the space,
but also had a word of caution. “There is a
lot of talk going on about wellbeing … but
I don’t see too many people coming in
with solutions”. “We have to teach people
systems.”
“I always say as a hypnotherapist, I don’t
hypnotise people to do certain things, I
teach them to self hypnotise and reprogram
their own subconscious mind. So it’s really
an education more than anything else.”
As a life coach, executive coach or mentor,
there was a huge amount to be learned from
this entertaining keynote.
Watch the interview with Keith at
www.kingstowncollege.ie/emcc-conference-2019
106 Coaching Magazine Vol.5
The secure leader
doesn’t see themselves
managing anybody.
They see themselves
creating the
environment where
people can manage
themselves
Prof. David Clutterbuck
on Leadership and Speaking Up
in the Organisation
In the world of coaching, Professor David Clutterbuck is known and
respected for his knowledge and his belief in what is made possible
through coaching and mentoring. At the EMCC Conference in Dublin he
spoke to us after a keynote address about encouraging people to speak up,
delegating tasks, and the changing definition of leadership.
“People, as they move up the organisation,
find that there are fewer and fewer people
who actually have the courage to speak up
to them. It’s just the power dimension”
This position was phrased with slightly
more humour from the stage at the
EMCC Conference in Dublin, as Professor
David Clutterbuck asked the executives
in the audience “who do you have in the
organisation to tell you if you’re being a
prat?” Of course this was met with laughter,
but it is a serious question leaders need to
ask.
“If we really want to know what people
are thinking we have to create the
opportunities for them to do that, to speak
up, to have voice”. “…we have to overcome
the natural disinclination to tell the guy at
the top that they are being really stupid, or
to question their assumptions”
Professor Clutterbuck has been a thought
leader in the space of coaching and
mentoring for decades, has written several
books and articles on the subjects, and has
consulted with several large international
organisations. He has seen the effects of
great and not so great leadership and how
conversations with people outside the
organisation can help.
www.kingstowncollege.ie
107
“We maybe have a trusted confidant who
does that, that’s where mentors come in.
Maybe a coach does that in the midst of
a coaching session and says ‘yeah, come
on, pull the other one!’, and because you
can do it in a good humoured way, and it’s
part of the relationship… then this is an
important element in helping somebody
keep grounded.“
One of the other approaches suggested
by Professor Clutterbuck helps to create
a more open conversation between levels
of the organisation. “One of the things we
encourage leaders to do is to share their
personal development plan”
“…tell me when I’m living up to my
aspirations, or when I’m not… When you
do that people will be much more honest
with you”. This is an approach that requires
quite a bit of courage, but it does create
the environment where people are more
honest.
One story recalled was of a senior executive
who didn’t believe he was a bully. As the
coach, Professor Clutterbuck asked him to
describe the characteristics of a bully. He
then agreed that in the next team meeting
he would conduct the meeting as a bully,
to show them what a bully actually looks
like, therefore they would know that was
not what he was doing. After only a few
minutes, he asked the team ‘I’m sorry but
I don’t see any difference, do you?”. That
moment of realisation was made possible
by the relationship with the coach, and the
commitment to being open with the team.
A Criteria of Promotion
During the Dublin keynote, there was a
suggestion that a demonstrated pattern
of mentoring should be a requirement
of promotion in organisations. But does
that create an ego challenge where
leaders think they are irreplaceable, or an
insecurity that they may be in fact training
their replacement?
“I think it’s a challenge of narrow thinking”
“In one organisation they wanted to grow
very fast
and mostly organically. We
persuaded the Chief Executive to issue
the challenge to everybody that they
would be measured… by how much of
their job they got rid of each year.”
This challenge was issued to the top 200
people in the organisation.
“The expectation was you would get rid of
25% of your job by delegating it to other
people in your team.” “Some people just
couldn’t cope with that, and they didn’t
have a future in the organisation”
If that organisation was going to grow
bigger, and the leaders were moving into
bigger roles, the only way is to not do all
the things they were doing before. The
approach achieved its objective.
Hiring the Right People
Considering the changes in how
organisations operate and communicate
internally, is it now important to hire
people who are already thinking in the
way of a mentor, or coach?
“Our definition of leadership is changing
quite rapidly and radically. We talk about
the secure leader. The secure leader doesn’t
see themselves managing anybody. They
see themselves creating the environment
where people can manage themselves.
They see themselves as a work in progress.
They are very tolerant of mistakes; they
see mistakes as a way of learning and if
someone is not making some mistakes
they are not stretching themselves. So all
of those kinds of things are very different
to the command and control attitude we
have seen in the past”
Mentoring back in the Spotlight
“I think the conference has been brilliant
because of it’s size - it’s the biggest one
we’ve ever had - and therefore the diversity
of the audience and the contributions, the
increased emphasis on mentoring has
been really helpful in getting that balance
back between coaching and mentoring as
two equal partners in the development.”
Watch the interview with Professor David Clutterbuck
at www.kingstowncollege.ie/emcc-conference-2019
108 Coaching Magazine Vol.5
Meet the Faculty
Edward Boland
Director, Executive Coach & Lecturer
Edward Boland is a Director of Kingstown College. Edward is a highly experienced coach, mentor, trainer
and facilitator. He has a particular interest in the area of career coaching and has worked with hundreds
of clients assisting them in how to prepare for and conduct a professional interview. He is the only
qualified Assessor in Ireland for the European Mentoring and Coaching Council (EMCC) and he is a Board
Member of the EMCC in Ireland.
Paula King
Director, Executive Coach & Lecturer
Director of Kingstown College, Paula is a psychologist and leadership coach. She is registered with
the British Psychological Society (BPS) on the Register of Competence in Psychological Testing. She is
a member of the Society for Coaching Psychology. Paula holds an MSc in Coaching and Organisational
Development from Portsmouth University and is Past President of the European Mentoring & Coaching Council
(EMCC) Ireland. She is a Professional Certified Coach (PCC) with the International Coaching Federation (ICF).
James Mcleod
Executive Coach & Senior Faculty Member
James Mcleod is a key member of the Kingstown College team and a tutor and executive coach. He
has over 30 years of business experience in a variety of senior leadership roles at established media
powerhouses including The Wall Street Journal, The International Herald Tribune and The New York Times.
Judith Spring
Executive Coach & Faculty Member
Judith Spring is a member of the Kingstown College Faculty and is involved in design and delivery of
training programmes, consultancy and student support for the College.
Dr Jim Loughrey
Associate of Kingstown College
Dr Jim Loughrey is one of Kingstown College’s external assessors. He delivers executive coaching and
coaching supervision throughout Ireland and has held a number of Executive Director and Board-level
positions within the Public Sector.
www.kingstowncollege.ie
109
Dr. Chandrika Deshpande
Research Lead & Faculty Member
Chandrika is Head of Research and a Faculty Member at Kingstown College. She is a Learning and Development
professional specializing in Talent Management and Organizational Development. She has a Ph.D. from the
University of Mumbai and holds qualifications in the field of HR, Mass Media, Behavioral training and Psychometric
testing. She also has an Advanced Diploma in Personal, Executive and Leadership Coaching accredited by the
European Mentoring and Coaching Council.
Jane Perry
Executive Coach & Faculty Member
Jane Perry is a member of the Kingstown College faculty. She specialises in developing personal and
leadership strengths and, in doing so, facilitates business owners, managers, professionals and teams to
be self-aware, stronger, more confident and notably more effective.
Dr Rachael Clarke
Executive Coach & Facilitator
Dr Rachael Clarke is a Neuroscientist with 12 years healthcare leadership experience at a local, regional
and global level, supporting leadership teams before following her curiosity into the learning and
development space.
Mark Duffy
Executive Coach & Faculty Member
Mark Duffy is a member of the Kingstown College faculty. Mark is an executive coach, corporate trainer
and faculty member with over ten years’ experience in the field. He is fascinated by the psychology of
exceptional leadership, well-being and performance in the workplace.
Cathy Kelly
Executive Coach and lecturer with Kingstown College
Cathy Kelly is an Executive Coach and on-line student support with Kingstown College. Cathy has a
passion for personal growth and leadership development. She is a strong advocate of coaching to build
and develop high performing leaders and teams in a fast-paced environment, as well as during periods
of transformational change.
110 Coaching Magazine Vol.5
Seanie Myler
Executive Coach & Faculty Member
Seanie is based in Omagh and has 30 years’ experience through different sectors and sales disciplines. He
is skilled at improving performance to boost sales success both for individuals and teams. Among other
qualifications, he holds the Advanced Diploma in Personal and Executive Coaching, Certificate in Team
Coaching, and the Diploma in Mental Health and Well Being Coaching.
Gillian Larkin
Senior Executive Coach & Faculty Member
Gillian Larkin is a Senior Executive Coach with Kingstown College. Gillian is also Student Support with the
College. Gillian has a First Class Honours Degree and an MSc from Trinity College in Applied Social Research.
Alan Brereton
Executive Coach & Faculty Member
As an Executive Coach, Alan works in particular with individuals and teams in the creative professions, and
those who would like to develop the competencies of creativity and innovation. He has a background in TV
and media and is Head of Marketing for Kingstown College. Alan lectures on the Advanced Diploma course
and holds a BA in Human Resource Management, a Post Graduate Diploma in Legal Studies and has also
studied Luxury Brand Management.
Train your workforcE at their desk
We can help you to create bespoke training content, provide e-learning
delivery platforms for organization wide education and training, and any
necessary assessments or knowledge reviews.
Let’s talk about how we can combine your expertise with ours!
www.kingstowncollege.ie
111
In-House Training Solutions
Talk to us about delivering diplomas and courses
in-house for your organisation
ADVANCED DIPLOMA IN PERSONAL,
LEADERSHIP AND EXECUTIVE COACHING
Accredited by ICF and EMCC, also includes a Level 6 QQI
Qualification
This internationally accredited diploma is not only a popular
choice for private coaching practitioners, but also for
progressive managers and leaders who want to introduce
a coaching dialogue to management style.
TRAINING AND DEVELOPMENT SPECIAL
PURPOSE AWARD (QQI - LEVEL 6)
Formerly Train the Trainer
Kingstown College offers the complete Special Purpose Award which
includes Training Needs Identification and Design, and Training
Delivery and Evaluation. This qualification is the benchmark for
those who analyse training needs, and design and deliver training
programmes.
ADVANCED DIPLOMA IN MENTAL HEALTH
AND WELLBEING COACHING
Accredited by the European Mentoring and Coaching
Council, and also includes a Level 6 QQI qualification
As mental health and wellbeing becomes a greater priority
for organisations, leaders and human resources professionals
need to be skilled in addressing these challenges. Graduates
learn how to communicate and interact with their clients and
employees in a more positive and empowering way.
CERTIFICATE IN MENTORING
Accredited by Coaching and Mentoring International (CMI)
This certificate is an ideal qualification to be delivered
in-house to organisations which have, or would like to
promote a culture of mentoring and coaching. Mentoring
has also been well evidenced to impact positively on an
organisations’ recruitment, succession planning, diversity
management and talent retention.
OTHER SHORT COURSES FOR IN-HOUSE
TRAINING
• International Business Communication - Creating common
platforms of understanding in international teams
• Coaching for Managers
• Creating Five Star Customer Service
• Conflict Resolution and Diffusion
• Mentoring for Managers
• The Management Development Tool Box (10 modules)
• The Leadership Development Tool Box
• Convincing & Selling your Solutions
• Communicating to Engage, Inform and Influence
• Creative Problem-Solving
• Advanced Negotiation Skills
ACCREDITED CORPORATE COACH
QQI Level 6 Professional Coaching Practice and Ethics,
EMCC Accreditation (Foundation Level)
Begin your journey to become an accredited Corporate
Coach or Executive Coach. This course sets out best practice
for coaches as well as equipping them with the basic tools
to manage a coaching session with a client or employee.
Graduates of this course have the opportunity to upgrade
their qualification to the Advanced Diploma in Personal,
Leadership and Executive Coaching, or Mental Health and
Wellbeing Coaching. They may avail of an exemption from
50% of the modules and assessment of that diploma.
Train your workforcE at their desk
We can help you to create bespoke training content,
provide e-learning delivery platforms for organization wide
education and training, and any necessary assessments or
knowledge reviews.
Let’s talk about how we can combine
your expertise with ours!
info@kingstowncollege.ie • +353 1 2845360