In this ¾ hour seminar, we learned key strategies to help your coachee or mentee overcome barriers to confidence. We explored factors that lead to a loss of confidence and discussed techniques for promoting self-compassion and strength-based growth.

In this 45-minute seminar, we explored how to address Imposter Syndrome (IS) through coaching and Positive Psychology. Focusing on key concepts like the Dunning-Kruger Effect and the neuroscience behind IS, we discussed how IS manifests through behaviours such as People Pleasing, Perfectionism, Paralysis, and Procrastination (the 4 P’s). Participants also explored how to leverage personal strengths to counteract IS and foster success in coaching and mentoring roles. By the end of this talk, participants have: • Gained an understanding of the Dunning-Kruger Effect and its impact on IS. • Discussed the neuroscience of IS and the influence of the 4 P’s. • Explored how the 4 P’s of IS affect personal and professional life. • Discussed role diversity, inclusion, and their effect on success and leadership. • Developed strategies to apply personal strengths to mitigate feelings of IS.

In this ¾hr seminar, we will examine a specific strengths identification tool and present a case study where this was used in a marketing team, together with pitfalls and positives. The learning from this example, could help those working in teams utilise this strengths identification tool, or similar, to maximise individual energy and workload. In this session, the following will be discussed: - The strengths tool used to identify individual strengths - How these individual strengths were then collated and cross-matched for the team - The subsequent workshops held - The positive outcomes - The challenges - What could have been done differently?

In this ¾hr seminar, we will revisit the Positive Psychology (PP) movement that was touched on previously with those who participated in the Coaching in Higher Education Foundation Level programme. We will discuss some exciting new ways of bringing PP principles into group settings and the implications for Higher Education Coaching and Mentoring. In this session, the following will be discussed: - Tips to successfully teach PP in group settings - Potential barriers to successfully teaching PP in groups settings - PP in hope therapy - PP Intervention using photographs - Using strengths in different ways - meeting others with similar strengths - Decoding emotions by analysing speech, body, and face - Silent gratitude mapping.

"This ¾ hr talk explored self-care coaching and how you can help your coachee and yourself to be more cognisant of self-care. This talk was not just for coaches or mentors, but for anyone who functions within an environment that is constantly caring for other, always available and willing to help i.e., teachers, lecturers, team leaders, team members, support staff, parents etc."

On 8th October 2021, MTU became the first university in Europe and one of the first globally to attain the International Standards for Mentoring and Coaching Programmes (ISMCP) Bronze Award. This prestigious award which was bestowed by the European Mentoring and Coaching Council (EMCC Global) following a 4-month evaluation process was in recognition of MTU’s Coaching and Mentoring Culture.

"The Academic Success Coaching team at MTU hosted a workshop on the value and applications of coaching approaches in Higher Education. Equally of interest to Academic and to Professional, Management and Support staff at MTU, the workshop provided an overview of the uniqueness of coaching approaches and how they can enrich teaching, supervision, and mentoring scenarios. We were joined by Dr Jill Andreanoff, a leading coaching scholar and practitioner, who shared her wealth of experience on the value of using a coaching approach in Higher Education settings. Dr Andreanoff facilitated a short interactive session exploring both mentoring and coaching, giving practical examples of how these approaches can be adopted."

Are you curious about how coaching can be applied in the context of higher education? Have you heard about MTU Cork’s Coaching in Higher Education course? If so, then this is the seminar for you!! Since 2019, MTU Cork staff have been offered the opportunity to attend our European Coaching and Mentoring Council (EMCC) accredited Coaching in Higher Education course and potentially achieve individual EMCC Foundation Level Coaching Accreditation through this programme. To date, the above course has been run 6 times and has attracted over 90 staff from both academic and professional management support areas. The course runs over 5 weeks and typically takes place on Friday afternoons, it consists of 5 modules with each module requiring a weekly commitment of 2.5 hours, and planning is underway for the next iteration which will take place in semester 2. The goal of this session was to raise awareness of how coaching principles and skills can and are being used in MTU Cork and to gain some insights from the following colleagues who have already participated in the course: Gail Cotter Buckley, Tourism and Hospitality, MTU Cork Sarah Culhane, Accounting and Information Systems, MTU Cork Dr. Ciara Glasheen Artem, Orchestral Studies, MTU Cork Catherine O’Mahony, Tourism and Hospitality, MTU Cork Michelle Collins, Marketing and International Business, MTU Cork They spoke about their experience and shared: Why they decided to enrol in the course What they learnt from the experience How they are applying what they’ve learned to their teaching, learning, assessment and student engagement practice And, of course, participants also had the opportunity to pose a few questions of their own. .

This ¾ hr workshop, part 3 of a 3 part series, explored resilience coaching. Resilience is not exclusively being able to ‘bounce back’ from adversity, but ra...

This ¾ hr workshop, part 2 of a 3 part series, explored resilience coaching. Resilience is not exclusively being able to ‘bounce back’ from adversity, but rather a set of tools, exercises, activities that build resilience in a person, enabling them not just to survive, but thrive through the small and big life events.This workshop was not just for coaches or mentors, but for anyone who functions within an environment that requires a deeper level of listening i.e., teachers, lecturers, team leaders, team members, support staff, parents etc.

This ¾ hr workshop, part 1 of a 3 part series, explored resilience coaching. Resilience is not exclusively being able to ‘bounce back’ from adversity, but rather a set of tools, exercises, activities that build resilience in a person, enabling them not just to survive, but thrive through the small and big life events.This workshop was not just for coaches or mentors, but for anyone who functions within an environment that requires a deeper level of listening i.e., teachers, lecturers, team leaders, team members, support staff, parents etc.

Research has shown that mindfulness can alter the physical structure of our brains and if practiced regularly can increase those parts of the brain that deal with attention and processing sensory input (Sara Lazar - Harvard Medical School). This ¾ hr workshop briefly explored some coaching and mentoring techniques using a mindful approach as well as the use of some specific mindfulness tools. This workshop was not just for coaches or mentors, but for anyone who functions within an environment that requires a deeper level of listening i.e., teachers, lecturers, team leaders, team members, support staff, parents etc.

This ¾ hr workshop briefly explored some coaching and mentoring techniques for working across cultures. In this workshop, we looked largely at the work of Jenny Plaister-Ten and her exploration of the impact of cross-cultural coaching for coaches. We broadly explored the Kaleidoscope model as a tool to ‘enable the coach to take a systems perspective’ when coaching or mentoring across cultures. This workshop was not just for coaches or mentors, but for anyone who functions within an environment that requires a deeper level of listening i.e., teachers, lecturers, team leaders, team members, support staff, parents etc.

'Integrating wellbeing and student engagement: A coaching approach' This ¾ hr talk briefly explores how the inclusion of wellbeing elements can positively contribute to student engagement.

Explore what is meant by ‘deep listening’, where ‘people can think with rigour, imagination, courage and grace. This ¾ hr workshop briefly explores the coaching partnership that focuses on ‘deep listening’, where ‘people can think with rigor, imagination, courage and grace.’ (Kline, 2010). The content is based on Nancy Kline’s ‘Time to Think’ and ‘More Time to Think’ and discusses the 10 components for enabling a ‘thinking environment’ e.g., appreciation, encouragement, attention, feeling. This workshop is not just for coaches or mentors, but for anyone who functions within an environment that requires a deeper level of listening i.e., teachers, lecturers, team leaders, team members, support staff, parents etc. By the end of this workshop, participants will have a broader understanding of what it means to: 1. Be in the listening environment with authentic presence 2. Remain focused, observant, empathetic and responsive to the other party 3. Demonstrate curiosity during the listening and coaching process 4. Manage one’s emotions to stay present with the other party 5. Interrupt the other party because of certain assumptions 6. Harness the power of gratitude in a way that is useful and empowering for both parties 7. Use incisive questioning to enable deep thinking in other party. This workshop forms part of the Being a Better Coach and Mentor series and is eligible for Continued Professional Development credit contributing to a Coach/Mentor/Supervisor EMCC Global Individual Accreditation.

Presented by Prof Christian van Nieuwerburgh, Global Director of Growth Coaching International & Professor of Coaching and Positive Psychology Centre for Positive Psychology and Health, RCSI. This seminar provided participants with an opportunity to hear from a thought leader in the area of coaching in educational settings and to discuss coaching as it is can be applied in their own contexts. Through it, attendees gained insights into how coaching can contribute to student success through the structured development of learner agency and self-efficacy. Christian shares his experience of applying coaching in educational settings across a number of countries and will introduce a Global Framework for Coaching in Education, developed alongside colleagues Jim Knight and John Campbell. The model centres students’ success and wellbeing through a range of activities aligned to themes such as Student Experience, Educational Leaderships, Community Engagement and Professional Practice.