Introductory description

This module provides you with a comprehensive knowledge of the theoretical basis for developing a deep awareness of what is happening within self and for the coachee during a coaching conversation. You will develop a systematic knowledge and comprehensive understanding of ‘coaching presence’ and through self-awareness, develop confident and creative professional practice.
This module takes an andragogical approach, with individual learning at the centre. The module will involve blended learning consisting of intensive all-day workshops plus virtual learning environment including online module private learning material accompanied by webinar and/or tutorial.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Making use of adult learning, self-reflective and reflexivity processes to enhance self-awareness, intuition and coaching practice.
Understanding of concept of ‘self’ and ‘coaching presence’ and how to consciously integrate these into coaching practice.
Personal values, beliefs and behaviours and how these affect the coaching practice.
Use of self-awareness to manage and enhance the coach’s effectiveness.
A Gestalt approach - working with what is happening here and now in the coaching room.
Coaching postures -balancing authenticity and flexibility.
Somatic approaches in coaching.
Understanding and application of stage development theories.
The inner game of coaching.
Working with personal values, beliefs and behaviours; understanding the impact on own coaching practice, and how to work with a coachee to develop self-awareness.
Bias and the impact of compromised personal values on coaching effectiveness.
Congruence and how the coach easily and freely shares what is so for the coach, role modelling behaviour for the coachee.
Understand how this modules links with other course modules.

Learning outcomes

By the end of the module, students should be able to:

• Create a systematic knowledge of theoretical perspectives on the use of self, and what is happening within the coach.
• Deepen self-awareness of identity, values, beliefs and behaviours and how these shape the coach's presence and work, including awareness of own personal bias and assumptions and the potential implications for coaching in practice.
• Critically evaluate theories of coaching presence and how to integrate theory and practice, incorporating self-awareness to deploy a coaching presence that serves the needs of the coachee, and the sponsor, where appropriate.
• Creatively apply this knowledge and understanding in order to coach with greater fluency and confidence and with an extended repertoire of interventions.
• Critically appraise ideas from the relevant literature on the use of the coach’s felt experience in coaching conversations and relationships.

Indicative reading list

Core reading

• Bachkirova, T., Spence G. and Drake D. (2016) (eds) The SAGE handbook of coaching
• Cox, E., Bachkirova, T. and Clutterbuck, D. (2018) (eds) The Complete Handbook of Coaching. London: Sage Publications.
• Iliffe-Wood, M. (2014) Coaching Presence: Building Consciousness and Awareness in Coaching Interventions. London: Kogan Page.
• Leary-Joyce, J. (2014) The Fertile Void Gestalt Coaching at Work. St Albans: Association of Executive Coaching Press.
• Palmer, S. and Whybrow, A. (eds) (2007) Handbook of Coaching Psychology. London: Routledge.
• Passmore, J. (ed) (2006), Excellence in Coaching, London: Kogan Page.
  Passmore, J. (ed) (2021), The Coaches' Handbook
• Silsbee, D. (2008) Presence-based coaching: cultivating self-generative leaders through mind, body and heart. San Francisco: Jossey-Bass.
• Strozzi-Heckler, R. (2014) The Art of Somatic Coaching. Berkley, CA: North Atlantic Books
  Thomson, B. (2012), With No Attachment to the Answer. Non-directive coaching: assumptions, approaches and applications, Nottingham: Nottingham University Press.
• Western, S. (2012) Coaching and Mentoring: A Critical Text. SAGE Publications Ltd.

Subject specific skills

Demonstrate systematic understanding and critical analysis of adult learning, use of ‘self’ and coaching presence, which can be applied in practice and is adaptable to the context and sensitive to the coachee’s needs.
To critically evaluate current theories, issues and research in the relation to coaching presence and the use of self and to be able to critically apply these in practice.
To take a self-reflective role in working to develop self-awareness and to critically examine personal and professional experience, evaluate strengths and development needs.
Draw on theoretical concepts and relevant literature giving appropriate evidence and examples to discuss the essential components of effective coaching.
Utilise reflective practice to enhance coaching effectiveness and outcomes for the coachee.
Systematically apply the knowledge to enhance coaching practice.

Transferable skills

Exercise initiative and personal responsibility.
Critical evaluation of complex theoretical concepts, and the ability to translate these into practice.
Sound judgement, decision-making and initiative in complex and unpredictable situations.
Independent learning ability required for continuing professional development.
Demonstrate originality in the application of knowledge and the ability to deal with complex issues both systematically and creatively.
Able to self-reflection and to enhance self-awareness in complex and unpredictable situations.
Carefully and thoroughly present material in clear written form by identifying, analysing and applying key texts and practices using appropriate and adequate structure, spelling, grammar, syntax, length and referencing.