"Universal Design for Learning is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences. This workshop focused on Universal Design for Learning (UDL) in CIT - if you are looking for ways to ensure that your classroom is as inclusive as possible and create a teaching and learning environment that is accessible to all, then this workshop helped to give you some tools and ideas on how to make this a reality! In the context of UDL, attendees: Examined and reflected on their own lectures and/or assessments Gained some insight into current best practice Obtained some practical and easy ways to create a more inclusive teaching and learning environment"

"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."

The TLU have consulted with the European Mentoring and Coaching Council (EMCC) to provide MTU staff with an opportunity to attend an accredited EMCC Foundation Level Course in Coaching and potentially achieve through this programme: - A Global European Quality Award (EQA) Foundation Certificate in Coaching - Their EMCC Individual Professional Coaching Accreditation (EIA) at Foundation level

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...

The Inner Game reveals an approach to accelerated learning and achievement and in every area of your life including at work.

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.

The Johari Window model is a useful tool for illustrating and improving self–awareness, mutual understanding between individuals within a group.

Neuro–Linguistic Programming (NLP) training and theory – a free guide on techniques, principles, definitions and presupposition.

This management tool was developed by alan chapman consultancy and you may use it personally or within your organisation provided copyright and www.businessballs.com is acknowledged. Publication in any form or use in provision of business services to a third party is not allowed without permission from alan chapman. Support and advice on using this system is available from alan chapman via email advice@alanchapman.com. Free online training and systems (and explanation of task delegation and other theories) are at www.businessballs.com. © alan chapman 2002.

SMART is an acronym that can be used to help ensure that effective objectives or goals are set..

Want to know how to build relationships and cultivate empathy and trust? Read about both here, as well as different types of listening to build empathy.

This guide reviews common questioning techniques, and explains when to use them to get the information you need.

Structure coaching and mentoring sessions in a simple but effective way for team members. A four-step process encouraging vision, planning and commitment.

Now adapted for the Europe, Middle East and African market, Gerard Egan’s The Skilled Helper: A Client-Centred Approach teaches students a proven step-by-step counselling process to enable them to become confident and competent helpers. Internationally recognised for its emphasis on the collaborative nature of the therapist-client relationship and the vital importance of a client-centred approach, the text offers a practical three-stage model which drives client problem-managing and opportunity-developing action. The book integrates the most relevant aspects of different theoretical orientations (humanistic, cognitive, cognitive-behavioural, and solution-focused) into a pragmatic approach to helping.

Mentoring and coaching are becoming widely recognised as a means to promote student success, retention and attainment. Such programmes help students to...

Building on the success of companion volume Techniques for Coaching and Mentoring , this new volume from coaching gurus David Clutterbuck and David Megginson...

What is there in developmental relationships beyond setting and striving to achieve goals? The presence of goals in coaching and mentoring programs has gone...

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.

Feedback is crucial--but almost everyone, from new hires to C-suite executives, struggles with receiving it. The authors, who have spent 20 years working with managers on difficult conversations, outline six steps that can help you turn feedback into an important, and unthreatening, tool. Know your tendencies. Look for patterns in how you respond. (Do you defend yourself? Do you lash out?) Once you understand your standard operating procedure, you can make better choices about where to go from there. Separate the "what" from the "who." Your feelings about the messenger might be short-circuiting your ability to learn from the message. Sort toward coaching. Work to hear feedback as well-meant advice, not as an indictment. Unpack the feedback. Resist snap judgments; explore where suggestions are coming from and where they're going. Request and direct feedback. Don't wait for a formal review; ask for bite-size pieces of coaching. Experiment. Try following a piece of advice and seeing what happens. Criticism is never easy to take--but learning to pull value from it is essential to your development and success.

Saul W. Brown and Anthony M. Grant Despite considerable organisational development research and practice suggesting that interventions in organisations should also be targeted at the group level, most organisational coaching is dyadic (one-to-one) and few models of group coaching have been developed. In Part I of this paper we present an introductory overview of group coaching and compare it to other group-based interventions. We distinguish between the goal-focused nature of group coaching and the process-orientation of group facilitation, and posit that group coaching has important but under-used potential as a means of creating goal-focused change in organisational contexts. In Part II of this paper we address practice issues and we present a practical model of GROUP (Goal, Reality, Options, Understanding others, Perform) coaching that integrates the well-known GROW (Goal, Reality, Options, Way forward) coaching framework with Scharma's U process for group dialogue, double loop learning and other theoretically-grounded practices. From a practitioner's perspective, we draw on the extant literature, we compare group coaching to other team and group-based interventions. Although precisely distinguishing between different group-based change modalities is difficult, we argue that group coaching is a more goal directed process than group facilitation, and that group coaching has important but under-used potential as a means of creating change in organizational contexts.

Debunking three common misconceptions.

This article reports a study of current perceptions among professionals regarding therapy and coaching. Whereas therapy and counseling have been traditional...

Carol Dweck, who parsed the difference between a "fixed" and a "growth" mindset, clarifies her theories of intelligence.

We propose to bridge the domains of positive health and leadership. We suggest that a “positive” health model helps explain highly effective leadership. The leader must strive for health and facilitate health in his/her followers. We look at leadership through this new and positive lens, that of “positive” health promotion.

"he paper explores the rationale for, and potential benefits of, the inclusion of a coaching psychology module in an undergraduate psychology programme. In 2010 a coaching psychology module was introduced at Glasgow Caledonian University, as an optional module for final year psychology degree students. Although providing a strong academic component, the module was primarily skills-based and driven by the GROW model (Whitmore, 1992). Students spent two-thirds of the module in seminars/workshops where they carried out practical skills-based development and one-third in lectures. In order to evaluate the module written feedback was elicited from all students (N=20) using a semi-structured questionnaire. Feedback from the module was highly positive, with students demonstrating both academic and practical learning. Key findings indicate that the experience of being both coachee and coach in peer-to-peer coaching exercises enabled students to apply psychological principles and to make progress on personal goals. They also reported an improved awareness of the degree to which they could demonstrate key competencies related to employability via the acquisition of coaching psychology skills. The paper argues that this multiplicity of learning outcomes makes coaching psychology a highly valuable addition to any undergraduate psychology programme, with the potential to become a core aspect of the undergraduate psychology syllabus."

Life coaching lacks a clear ontology of its range and depth. What is clear though is that people seek life coaching to make changes in their lives. One kind of change is frequently demonstrated in Gestalt psychology: when looking at a picture, perception dictates what you see as ‘figure’ and what as ‘ground’ and it is not possible to see both simultaneously. Then a ‘switch’ happens and the perception of figure and ground reverses, resulting in an ‘Aha’ moment. In this research I was interested to explore whether the psychological ‘Aha’ moment is fundamental to the transformational change sought by the ‘Co-Active’ model of life coaching (Whitworth et al, 1998). A phenomenological methodology was used that reduced first-person accounts to common themes through a grounded theory analysis. Co-Active coaches gathered data from client participants: diaries captured the lived experience of the Aha moment, and questionnaires and interviews conveyed the lingering effects of the moment on beliefs and behaviour. Each phase – diaries, questionnaires and interviews, informed the next. Findings reveal that the ‘Aha’ moment is experienced somatically and emotionally as well as cognitively, with the striking of many chords across a spectrum of consciousness from body, to mind, to soul, to spirit (Wilber 1989). The more chords it strikes, the greater the resonance and degree of cognitive and behavioural change.