In all areas of leadership and coaching, the ability to actively listen is a crucial skill that can make or break a professional relationship. The benefits, however, are like the western saloon doors of the old Hollywood movies: two way. It helps the coach and leader to understand, empathise, and respond to the needs of the person in front of them more effectively. It also supports the leader to achieve the goals or aims that are interlinked to the performance of others.
The leaders and coaches/mentors could simply tell them others to do. However, when people feel heard, they are more likely to engage in self-reflection, which is a critical part when supporting personal growth. Listening also encourages people to articulate their thoughts and feelings, which can lead to greater self-awareness and clarity about their goals and the steps needed to achieve them. As well as foster the trust and openness needed to find the changes needed to support strong progress.
Many leaders and coaches will know how difficult it is to keep the ‘noise of a busy day’ from slipping into their minds during meetings and coaching sessions. But they should strive to block out the rest of the world to listen. Why? Because, for some, this may be the only uninterrupted time with a leader that they have that is dedicated to focusing on their challenges that person faces. They deserve your attention and time.
Leaders can be notorious at ‘knowing the answer’ before the issue is discussed. However, as Stephen Covey said, ‘Seek first to understand, then to be understood’ (Covey, 2005 P.273). Because ‘all roads lead to Rome’ and the direction that the leader in a position of seniority previously took, may not now be the right way. Also, by allowing the person to decide, the leader is showing that they have truly heard. Obviously, there are caveats that need to be considered here, like legislation and safety etc.
Listening (and indeed leadership and coaching) requires an understanding of the current goals, aspirations, and challenges that the person faces. Active listening helps the leaders and coach to go deeper, to delve into that person’s perspective. But it’s not just about hearing the words but also about noticing the nuances of both the spoken and unspoken communication, because these can reveal that which is hidden (deliberately or not) and understanding this can lead to breakthroughs in the leadership and coaching process.
Effective listening equips leaders and coaches to offer the tailored guidance that may be needed. This should always be done with the other person’s permission. It’s polite and empowering for the colleague in front of you. But instead of giving feedback, which often manifests itself into telling them what to do, ‘hold up a mirror’ (Roll 2015) to the person. Reflect back to them that which they have said, communicated or done. Without judgement! This allows the staff member or coachee to see/hear what they have said, done or communicated and gives them the time to reflect upon it and, if needed, hone their thinking or actions.
Listening is a strategic tool to support others. It helps leaders to create a space where the client or colleague can express themselves and feel understood. In doing so, it helps develop deeper relationships that supports all in their drive for greater efficacy in the work place or coaching session.
Covey, S.R. (2005). The 7 Habits of Highly Effective people: a Personal Workbook. London: Simon & Schuster.
Cuncic, A. (2024). 7 Active listening techniques for better communication. [online] Verywell Mind. Available at: https://www.verywellmind.com/what-is-active-listening-3024343 [Accessed 8 Apr. 2024].
Doyle, A. (2022a). Active Listening Definition, Skills, and Examples. [online] The Balance. Available at: https://www.thebalancemoney.com/active-listening-skills-with-examples-2059684 [Accessed 8 Apr. 2024].
Doyle, A. (2022b). What Are Listening Skills? [online] The Balance. Available at: https://www.thebalancemoney.com/types-of-listening-skills-with-examples-2063759 [Accessed 8 Apr. 2024].
Levitt, D.H. (2002). Active Listening and Counselor Self-Efficacy. The Clinical Supervisor, [online] 20(2), pp.101–115. doi:https://doi.org/10.1300/j001v20n02_09.
Mackie, D. (2016). Strength-based leadership coaching in organizations : an evidence-based guide to positive leadership development. London ; Philadelphia: Kogan Page.
O’Bryan, A. (2022). How to Practice Active Listening: 16 Examples & Techniques. [online] PositivePsychology.com. Available at: https://positivepsychology.com/active-listening-techniques [Accessed 8 Apr. 2024].
Rhodes, C. and Fletcher, S. (2013). Coaching and mentoring for self‐efficacious leadership in schools. International Journal of Mentoring and Coaching in Education, 2(1), pp.47–63. doi:https://doi.org/10.1108/20466851311323087.
Roll, E. (2015). MIRROR TECHNIQUES. [online] Elizabeth A. Roll. Available at: http://www.elizabetharollcoaching.com/blog/2015/2/2/mirror-techniques [Accessed 11 Nov. 2022].
Starr, J. (2021). Coaching Manual: Your Step-by-step Guide to becoming a Great Coach . 5th ed. Harlow: Pearson Business.
Van Nieuwerburgh, C. (2020). INTRODUCTION TO COACHING SKILLS : a practical guide. S.L.: Sage Publications.
www.lumiacoaching.com. (2003). The Coach and Client Partnership: Holding Up a Mirror and a Flashlight | Lumia. [online] Available at: https://www.lumiacoaching.com/blog/the-mirror-and-the-flashlight-coaching#:~:text=The%20mirror%20held%20up%20in%20coaching%20shows%20clients [Accessed 8 Apr. 2024].
www.revolutionlearning.co.uk. (n.d.). What is Effective Listening? – Listening Skills Articles. [online] Available at: https://www.revolutionlearning.co.uk/article/what-is-effective-listening.
In the dynamic landscape of modern business, charities, and education, staying ahead requires more than just having a talented team and a solid strategy. It demands continuous learning, adaptation, and a commitment to growth at both individual and organisational levels.
Hiring an external coach can provide numerous benefits for any organisation looking to enhance performance, drive growth, and cultivate a culture of continuous improvement.
However, why hire an external coach or mentor instead of training your own coaches
Firstly, it is quicker, easier and can give you faster access to trained and experienced coaching or mentoring. An ILM Level 7 or 5 executive coach will typically take 18 months plus to qualify. This level of study can also be a significant strain on your workforce. Having qualified as a Level 7 (masters level) Executive Coach, I can honestly say that anyone wanting to study as at this level should not enter it lightly! It takes it’s pound of flesh, blood and all!
An external coach brings a fresh pair of eyes to your organization, as well as diverse experiences and insights gained from working with various clients and industries. This outsider perspective can uncover blind spots, challenge assumptions, and innovative solutions to existing problems.
They often specialise in specific areas such as leadership development, team building, or conflict resolution. By leveraging their expertise, organisations can address targeted challenges more effectively.
A key role of an external coach is to hold individuals accountable for their goals and commitments. By establishing clear objectives and action plans, coaches help employees stay focused and motivated to achieve results. This accountability partnership can support a culture of accountability throughout the organization.
As much as we probably don’t want to admit to it, confidentiality within an organisation is not always guaranteed and employees are naturally wary of revealing weaknesses, concerns and frustrations to someone else in the organisation. Yet, confidentiality is essential in a coaching relationship.
An external coach adheres to strict ethical guidelines, ensuring that all discussions and information shared remain confidential. As a result this supports a safe environment for employees to discuss, explore and seek guidance.
Unlike internal managers or colleagues, external coaches generally offer more impartial feedback (sorry for bringing that up!) because they more unlikely to have preconceived notions about the team members or the organistion’s culture. Thus allowing them to provide what can be more honest assessments and constructive criticism. This impartiality again reates a safe space for individuals to reflect on their performance and identify areas for improvement without fear of judgment.
Finally, external coaches are a cost-effective solution. While hiring a qualified and experienced external coach may seem like an additional expense, it can ultimately be more cost-effective. Compared to investing in extensive training programmes or hiring new trained staff, coaching offers a more targeted and sustainable approach to development.
By investing in the growth and development of existing employees through coaching and mentoring, businesses can maximize their ROI and cultivate a high-performing workforce.
Commissioning a Special Educational Needs (SEND) review can provide numerous benefits for a school.
Firstly, it can (and generally does) challenge the school’s SEND ‘accepted norms or practice’. These are generally accepted ‘truths’, assumptions, practices, and other things that have become ‘that’s just how we do it.’ Which can often be holding back the practice in the school.
A comprehensive SEND review should obviously help the school to identify its strengths and areas where improvement is needed, and the guidance given should be based on both compliance. But equally it should be based on what is best practice. Why? Because commissioning a SEND review should not be a ‘race to the bottom’ but support schools to raise the ambitions of all professionals; to ensure that that it is always about providing an exceptional (not just compliant) SEND provision.
The review Backdrop Leadership Group starts with you and listens to your needs. We know that often you know your school better than anyone else and that you will already have a good idea of where the strengths and weaknesses you have.
So why commission an external review in this case? Because by being listening to staff, it includes and reassures, increases their confidence and can help springboard the required action that the students with SEND need but are often finding it difficult to achieve. Not forgetting, it often helps get to the nub of the issue quicker.
The external review also brings capacity, objectivity, and challenge. In every setting there is a hierarchy, which is required, but the reviewer can fearlessly give suggestions because they have the benefit of expertise, guidance, and examples of best practice to support their opinions.
‘Backdrop has helped us to develop our content to support raising standards for our education … As well as providing value for money they are extremely knowledgeable and professional. CEO of a Multi Academy Trust
A good review not only looks at the OfSTED reports, school data, and the key policies and documents that relate to SEND. It also checks how the culture of SEND across the school. Checking to see how the website promotes inclusivity and if the SEND practice has permeated into other policies like the ‘Behaviour Policy’. This is because a SEND review should champion an inclusive environment across the school community and schools should and can work towards creating a more welcoming and inclusive learning environment where all students feel valued and supported.
‘The day included productive discussions around SEN provision that was developmental and professional. Solutions were suggested based around lines of enquiry that were revisited throughout the day, including the debrief. This focus ensured clear and realistic targets could be set.’ Headteacher, Middle School.
I would recommend that, when commissioning a SEN review, all schools should think of it as being part of a strategically planned programme, which also includes regular reviews to monitor the progress, evaluate the impact of the review.
‘An excellent process. Challenging but very supportive…a good experience’ Executive Headteacher
This is why the Backdrop Leadership Group review document is designed to be referred back to at least three times and includes an easy-to-use system to demonstrate progress since the last visit. The review is also now generally commissioned to include a series of ‘support and challenge days.’ These days do as ‘it says on the tin’ but also provide stepped feedback on how the school is progressing.
Overall, commissioning a SEN review demonstrates a commitment to providing high-quality education for all students, regardless of their individual needs, and can ultimately lead to better outcomes for students with special educational needs .
As an experienced school leader, I would encourage you to spare one moment to consider the impact of formalised coaching and mentoring can have on your established and aspirational educational leaders. Rhodes C. & Fletcher S. (2013) noted that implementing a structured coaching and mentoring programme for aspirant, early career, and experienced leaders like headteachers can boost confidence, self-efficacy, and retention.
This aligns with my experience, reinforcing my belief that coaching and mentoring can make a difference for you and your school leaders through coaching.
My journey from failing all but two ‘O’ Levels at school to running a school was long. I passed Chemistry and Physics and I have no idea how! Upon reflection, what is clear was the transformative power that coaching and mentoring played in this journey and I am grateful to individuals like David T, David E, Janet M, Chris M, and George C and others. Who took it upon themselves coach and mentor me. I would like to publicly thank them for giving me the space and time out of incredibly busy working and personal environments, to discuss explore and learn.
Because I firmly believe that coaching and mentoring was one major reason for my change from a directionless school leaver (who was asked to leave my Sixth Form because of missing an ‘A’ Level lesson to go see Tiffany, but that is a different story) to a successful school leader. However, I was lucky, I had mentors who could give me the time and space I needed. However, the education world is busier than ever before, and that time to support leaders and future leaders is more difficult to find. Yet I know that professional coaching and mentoring will help school leaders.
There are other benefits for the employer who commissions the coaching, because it can:
A headteacher said in his feed back about coaching:
…the biggest benefit from the coaching has been the ability of the sessions to streamline my thinking…make it useable and effect real change in my leadership and school improvement.
One deputy headteacher noted about his coaching:
‘I am able to self-reflect more easily and identify potential solutions to problems…I lift my head to see the bigger picture more now.’
This trust level leader said about the mentoring she received:
‘I have found reflection and preparation time within coaching very useful…the opportunity to go back to my original goals and targets, and ensure that the work I am doing is productive and efficient rather than ‘busy work’.’
How much time do you or your staff give yourself to consider those big challenges? I would encourage you to make one change that can support your leaders to make a real difference through professional coaching and mentoring.
Because, as one Head of Faculty noted, coaching has:
‘… really helped me to [give me time to] clarify the processes of strategic thinking and to internalise [establish as core questions] the sorts if questions I should ask myself when tackling a problem.’
Thinking errors, also known as cognitive distortions, are patterns of biased or irrational thinking that can contribute to negative emotions and behaviours. These errors in thinking can lead individuals to perceive reality inaccurately, often in a way that reinforces negative beliefs or emotions.
Common examples of thinking errors or cognitive distortions are:
1. ‘All-or-Nothing Thinking (Black-and-White Thinking): seeing situations in extreme terms, without recognizing any middle ground. It’s either outstanding or a disaster!
2. Overgeneralization: making broad and sweeping conclusions based on limited evidence or a single incident. For example, one negative event leads to the belief that similar events will always have negative outcomes.
3. Catastrophizing: expecting the worst possible outcome, even when the evidence does not support such a grim conclusion. It involves magnifying the importance or severity of a situation.
4. Personalization: taking responsibility for events that are beyond one’s control or assuming that negative events are a direct result of personal shortcomings.
5. Mind reading: coachees assuming that they know what others are thinking or feeling without any evidence to support such assumptions. Which can lead conflict.
6. Discounting the positive: ignoring or downplaying positive events or personal accomplishments, attributing them to luck rather than recognizing one’s own abilities.
7. Emotional reasoning: believing that because you feel a certain way, it must be true. For example, “I feel like a failure, so I must be a failure.” (Beck, 1963) (Seltzer, 2017)
8. Should Statements: setting strict and unrealistic standards for oneself or others, leading to feelings of guilt, frustration, or disappointment when these standards are not met.
9. Labelling: Using negative labels to describe yourself or others based on specific behaviours, instead of considering the broader context or the that things can change.
Identifying and challenging these thinking errors is a key component to addressing those thoughts. By recognizing and correcting distorted thinking patterns, coachees can develop more balanced and realistic perspectives, leading to healthier emotions and behaviours.
Coaching can be a valuable tool in helping individuals address and overcome thinking errors. For example:
1. Increased awareness: through questioning and reflective exercises, coaches assist individuals in recognizing when they are engaging in distorted thinking.
2. Challenge and reframe: once thinking errors are identified, coaches work with coachees to challenge and reframe these distorted thoughts. Supporting coachees to explore alternative, more balanced perspectives can help them develop a more realistic and constructive view of situations.
3. Goal Setting and action planning: by breaking down larger objectives into manageable steps, individuals can avoid the all-or-nothing thinking error and experience a sense of accomplishment along the way.
4. Mindfulness and self-awareness practices: these practices can help coachees observe their thoughts without judgment, fostering a greater understanding of their thinking patterns and facilitating the process of change.
5. Accountability and support: coaching can provide a supportive and non-judgmental environment for coachees to explore and address thinking errors and by offering guidance and encouragement throughout the process.
6. Skill-building: coaching may teach specific cognitive-behavioural techniques or skills to help coachees manage thinking errors more effectively
7. Values Clarification: this can contribute to a more meaningful and purpose-driven life, reducing the impact of thinking errors that may be incongruent with one’s core values.
8. Feedback and perspective-sharing: Often termed as ‘holding up a mirror’ to the coachee, coaching provides constructive feedback and offer alternative perspectives, helping coachees gain new insights into their situations. This external perspective can be crucial in breaking through entrenched thinking patterns.
By combining these coaching strategies, individuals can develop a greater understanding of their thinking processes, learn to challenge, and reshape distorted thoughts, and ultimately make positive changes in their behaviour and emotional well-being. The coaching relationship provides a supportive and collaborative space for personal growth and transformation.
LCSW, J.M. (2022). Emotional Reasoning: When the Mind Mistakes Feeling for Fact. [online] Virginia Counseling — Midlothian VA and Online. Available at: https://www.vacounseling.com/emotional-reasoning/ [Accessed 8 Jan. 2024].
Psychology Tools. (n.d.). resource. [online] Available at: https://www.psychologytools.com/resource/emotional-reasoning/ [Accessed 8 Jan. 2024].
Seltzer, L. (2017). What’s ‘Emotional Reasoning’—And Why Is It Such a Problem? [online] Psychology Today. Available at: https://www.psychologytoday.com/us/blog/evolution-the-self/201706/what-s-emotional-reasoning-and-why-is-it-such-problem [Accessed 8 Jan. 2024].
Bringing mobile phones into schools comes with positive and negatives and this article is meant to stimulate thought and discussion around the ‘both sides of the mobile phone fence’. It focused on ‘mobile phones’ but much of what is said here is also true for mobile devices like ‘smart watches’ etc.
I accept that some will agree and disagree with what has been said here. That’s life’s rich tapestry!
I am sure that there are many different mobile phone policies in schools across our ‘green and pleasant lands’. However, in many cases, I suspect that schools are be advising something similar to this:
There are pros to having mobile phones in schools. These are some:
There are, as you can imagine, here is a representation of the cons.
These may seem obvious, but they are the building blocks for managing mobile phones in schools.
Coaching is a process in which a coach helps an individual or a group to achieve their goals and maximize their potential. Some key aspects of coaching include:
Mentoring is a professional relationship in which:
There are several reasons why a person should choose to be coached or mentored.
Personal development
Accountability
Skill enhancement.
Objective feedback.
Emotional support.
The specific impact may vary depending on the individual’s goals and circumstances. Which of the best suits you?
Coaching
Mentoring:
However, only use the above as a guide as to which you will pick, but ultimately speaking to a potential coach or mentor to finalize the decision is always preferable!