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How models and techniques used in NTLCP can contribute to your organisation’s drive for self-improvement and excellence
The Professional Training Programme has six modules and explores participants’ own subject and teaching/training practice, equips them with coaching skills and techniques and looks at how best these tools and strategies can be harnessed within their own organisations.
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The programme uses several models and techniques to take each Subject Learning Coach on a very personal learning journey. And because Subject Learning Coaches work directly with learners and colleagues, the learning doesn’t end there.
Some models and techniques explored in the programme: a brief introduction
Subject Learning Coaches explore elements of effective continuing professional development. They discuss how to have impact and influence and how to carry out development activities that will create active and sustainable communities of practice. They explore how to embed the learning from the programme into their organisations and — where appropriate — beyond.
In effect, Subject Learning Coaches become agents of change. But to do this successfully, they will need the support of their managers and of an organisation that is in tune with their purposes. To achieve this and to facilitate and recognise their contributions, you may find it useful to revisit the Burke-Litwin model and make adjustments to the variables to suit your organisation.
- Speak to your Subject Learning Coaches about the models, tools and techniques they use in the programme. Find out what has been useful to them and how they see these contributing to your wider organisational aims.
- Consider how your quality improvement processes align with the LSC’s Framework for Excellence. Monitor the LSC and QIA websites for further information.
- Review the adaptation of the Burke-Litwin model. Analyse your organisation’s current performance and your capacity to adapt to meet the changes affecting your business now and in the foreseeable future.
Leadership or behavioural styles
Leadership or behavioural styles are a key determinant of the climate in which we work and directly influence our motivation, discretionary effort and performance. In their book, The new leaders, Goleman, Boyatzis and McKee (2002) describe six behavioural styles that can have a positive or negative impact on the working climate:
- coercive or commanding
- authoritative or visionary
- affinitive
- democratic or participative
- pacesetting
- coaching.
Subject Learning Coaches explore the impact of their own behavioural style on their immediate working climate and how they can manage this to best effect. The authoritative and coaching styles have long-term impact in developing a climate that supports organisational excellence.
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The iceberg model
Subject Learning Coaches explore not only the knowledge they need to have in order to be effective, but also the skills they need for coaching — listening, asking questions, giving feedback, reflecting, paraphrasing, summarising, keeping silence and so on. In addition, they explore the deeper (in iceberg terms ‘below the waterline’) elements of themselves, their social role, self-image, traits and motives. The iceberg model provides greater understanding in relation to all the person-centred transactional variables in the Burke-Litwin model.
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Emotional intelligence
The Professional Training Programme uses Goleman’s model of ‘emotional intelligence’ to develop the characteristics in Subject Learning Coaches that will lead to enhanced individual performance and thereby contribute to improved organisational performance.
While the programme encourages Subject Learning Coaches to address all of the EI competencies, we highlight six competencies which are fundamental to effective performance as a Subject Learning Coach. We hope that managers will seek to nurture, as well as model, these competencies:
- emotional self-awareness — recognising how our emotions affect our performance
- self-confidence — a strong sense of one’s self-worth and capabilities
- self-control — keeping disruptive emotions and impulses in check
- empathy — sensing others’ feelings and perspectives, and taking an active interest in their concerns
- leadership — inspiring and guiding individuals and groups
- developing others — sensing others’ developmental needs and bolstering their abilities.
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The Boyatzis model of intentional change
This model helps Subject Learning Coaches to reflect on their areas of strength and the areas they need to develop. The model depends on the ability of Subject Learning Coaches to experiment with new behaviours and ideas in an atmosphere of trust and support. Highly effective organisations will have given some thought to how they can help colleagues through this personal change agenda. The model can also be used to integrate individual and organisational change.
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Pedagogical models
Learning is the core business of providers and the core focus of NTLCP and as such, transcends all other variables. The Kolb learning cycle underpins the Professional Training Programme: Subject Learning Coaches take a highly experiential and active learning journey in which they collaborate with colleagues. The emphasis is on modes of learning (shallow, deep and profound). They are encouraged to reflect critically on key educational theories and relate this to their own practice as well as to explore a variety of approaches to learning. There are strong links to the subject teaching and learning resources plus accompanying CPD packs and to the subject coaching networks.
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The GROW model
The GROW model developed by Whitmore (2002) forms the basis for the coaching element of the Professional Training Programme and provides a simple but highly effective framework for coaching practice sessions with colleagues and learners alike. Subject Learning Coaches learn what coaching is (and what it is not) and how it differs from mentoring, teaching and training. Developing a shared understanding of peer coaching at all levels within your organisation will be central to your successful implementation of subject learning coaching. The GROW model provides a means of initiating and sustaining individual change leading ultimately to organisational change.
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