An introduction to the psychology and practice of Coaching

Aims

This course aims to: 

• provide you with an understanding of the core skills, knowledge and process of coaching underpinned by the Association of Coaching’s competency framework, one of the main Coaching Professional Associations
   
• enable you to understand some of the key psychological aspects of the coaching process by introducing some of the key coaching principles
   
• enable you to develop reflective skills and practice which will enhance your ability to develop your coaching knowledge and practice further

Content

The main aim of this course is to provide you with an overview and understanding of some of the key principles of coaching focusing on the process of coaching as well as the personal characteristics, qualities and skills that coaches need to develop. We will draw on the Association of Coaching competency framework as a guide to your competency development and cover specific skills of listening, questioning and developing empathy and rapport. You will be introduced to some of the psychological aspects of coaching as well as one or two coaching approaches; Cognitive Behavioural Coaching and the GROW model which provides a structured approach to running a coaching session. We will also look at the role emotions play in the coaching process too. In addition, we will explore a model and approach to reflective practice, as this is a key principle that underpins a Coach’s continuous professional development and helps coaches to focus on specific self-development opportunities when engaging in Coaching Supervision, a therapeutic model of development that all professional coaches undertake. 

Presentation of the course 

This course is highly experiential and will focus on skill and knowledge development through paired or group practice and with tutor input on different topics. As a student, you are expected to engage in these participative exercises which will not only help your learning but will also help embed learning for the other students on this course too. We will develop a group learning contract during the first session that allows everyone to voice their ‘wants’ and ‘needs’ from the course in the context of this proposed syllabus and models the ‘contracting’ aspect of any coaching engagement. There is plenty of time to practice and we use a triad technique that allows groups of threes to take the role of coach, client and observer. In preparation for these coaching sessions, we ask that you come to the course with a topic that you would like to receive coaching on and which is a real issue but not too personal; something which you are happy to share openly in your group of three. At the end of each session, you are encouraged to reflect on your learning and to maintain a learning log that includes some actions you will take to try out some of the skills and techniques that you have learned on the course.

Course sessions

1. Session 1 – Introduction and scene setting
   We will discuss the programme overview, aims, outcomes and introductions. We will then address the question; what is coaching? Then agree a common definition and understanding. What are the differences between coaching, mentoring, counselling and consultancy? An overview of the Association of Coaching competency framework and Global Code of Ethics will be provided.
   What are the key characteristics of an effective coach and how do I measure up? We will reflect on the session and start action planning.
    
2. Session 2 – A Coaching model
   This session will discuss the coaching relationship: contracting, boundaries and creating a safe psychological space. Review of the GROW model – a framework to help structure a coaching session. The importance of feedback; giving and receiving and the role it has in the coaching process. A practical aspect of the course; coaching practice in triads. Finishing with reflections and action planning.
    
3. Session 3 – Developing coaching skills
   Empathy and Rapport – what are these concepts and why are they important? Questioning and Listening – types of questions and types listening. Reflective practice – purpose, process and models of reflection. Discussing the role and need for Supervision. Peer Supervision practice. Followed by reflections and Action Planning.
    
4. Session 4 – Enhancing emotional awareness
   This session is about the role of emotions in coaching and Cognitive Behavioural Coaching – the interplay between thoughts, feelings and behaviours. Using Reframing as a technique for taking a different perspective. We will then do some coaching practice followed by Reflections and Action planning.
    
5. Session 5 – Developing personal authenticity
   This session will discuss coaching values – what are mine and how do they show up in my coaching? My Coaching Presence – how can I develop my coaching presence and style?
   We will do some further coaching practice in triads. Finally, an overview of Optional Evaluations for Assessment will be discussed followed by the close of the course.

Learning outcomes

You are expected to gain from this series of classroom sessions a greater understanding of the subject and of the core issues and arguments central to the course. 

The learning outcomes for this course are:

• to be able to demonstrate your understanding of what coaching is and to differentiate it from other helping interventions, such as mentoring, counselling and therapy
   
• to be able to demonstrate your understanding and knowledge of the coaching process through practice and feedback
   
• to know the importance of reflection and reflexivity as ways to continue to promote learning and understanding of the coaching process

Typical week: Monday to Friday 

Courses run from Monday to Friday. For each week of study, you select a morning (Am) course and an afternoon (Pm) course. The maximum class size is 25 students.   

Courses are complemented by a series of daily plenary lectures, exploring new ideas in a wide range of disciplines. To add to your learning experience, we are also planning additional evening talks and events. 

Evaluation and Academic Credit  

If you are seeking to enhance your own study experience, or earn academic credit from your Cambridge Summer Programme studies at your home institution, you can submit written work for assessment for one or more of your courses.  

Essay questions are set and assessed against the University of Cambridge standard by your Course Director, a list of essay questions can be found in the Course Materials. Essays are submitted two weeks after the end of each course, so those studying for multiple weeks need to plan their time accordingly. There is an evaluation fee of £75 per essay. 

For more information about writing essays see Evaluation and Academic Credit. 

Certificate of attendance 

A certificate of attendance will be sent to you electronically after the programme.