Category Archives: peer coaching

Peer Coaching, Abilities & Knowledge

EmployID Academy, peer coaching

At the moment there is a team in EmployID working on a competence framework that tries to make competences, skills, abilities and knowledge visible that is needed for coaching and faciliation. This competence framework supports trainings for EmployID Academy as well as EmployID trainings for PES.

CFCF

Clearly for peer coaching there are less skills, abilities, knowledge needed as for individual coaching, since in peer coaching there is no need of a professional coach. The process is lead by peers/ collegues.

Still there are some things all peer coaching participants should be able,  “trained” at or at least made aware off to improve these skills during their practice within the peer coaching groups.

This is a quick an incomplete overview!

Development competence

This term is derived from an unpublished paper of two EmployID consortium members. For peer coaching it means basically that there is a need of being able to develop in certain ways.

  • peer coaching and self-coaching training: This is of course needed to learn about the peer coaching concept, the background and to have the possibility to “try out” and learn within the process. The peer coaching OOC is one possibility to get an overview and to “get going”. Other possibilities could be on-site training, workshops etc.
  • practical development
  •  emotional development
    • emotional regulation
    • emotional consciousness
  • cognitive development
    • meta-cognitive skills
      • problem solving

Management and leading competence

These competences focuses on management and leading within coaching and facilitation. For peer coaching it is mainly on managing and organization of a intervision group and on progress.

  • (change) management skills
  • managing progress and accountability
  • management & organization

Ethical and human competence

This is a very important point for all coaching and facilitation activities. For peer coaching, the following is important:

  • idea of man: This rests upon Carl Rogers humanistic or client-centered approach. The idea of men there is that the person who searched for help has already everything in it to solve the problem, since he is the expert on the situation and only he can analyze the problem correct to find fitting solutions. This is so important, because it makes clear, that to understand the problem situation, there is much need of listening and asking questions.
  • meeting ethical guidelines and professional standards: In coaching trust is a very important issue. To develop trust there needs to be clear rules and transparency on the way of working. Also, concerning professionalism in coaching, the associations take much value on that.
  • sense of responsibilty / accountability
  • non-judgemental

Networking competence

  • …

Self-reflection competence

  • awareness
    • context (person/work/organization) awareness
    • group dynamic skills/awareness
    • realistic perception of oneself: peer coaching can be a very helpful instrument to learn on oneselfs perception and how others see you.
  • reflection/ self-reflection

Process and process-organization competence

  • coaching approach
    • basics of the coaching process, the procedure of coaching
  • goal and need orientation
    • planning and goal setting
    • transfer & implementation
  • organizsational skills
  • creating awareness
  • moderating the process

Social and interaction competence

  • assertiveness
  • observation
  • lateral thinking
  • collaborativeness
  • supporting the learning of others
    • facilitation learning & results
  • resource orientation
    • solution/ resource oriented interventions
      • inner vision and future work
  • empathy
    • compassion
    • establishing trust and initmacy with client/ relationship building
  • communication skills
    • active listening
    • direct communication:
    • (effective) feedback
    • summarising: Summarizing what was said by the client in own words and asking, if that was understood correctly.
    • powerful questioning
      • reflective questioning
    • meta-communication
    • ambiguity tolerance

Field- and professional competence

  • experience
    • basic understanding of business administration (depending on field)

Role competence

  • Roles of peer coaching (see peer coaching concepts)

(EmployID WP 8, 2014)

Resources

EmployID (2014) Coaching to Facilitation Competence Framework. (not published yet; deliverable for WP 8) based on different sources.

 

 

Resources

Peer-E-Coaching

EmployID Academy, peer coaching, peer-e-coaching

At the moment there is no tool for Peer-E-Coaching in EmployID yet. But there are already some ideas.

Other possible tools

What we have at the moment…

  • Skype
    free, not developed for coaching, privacy & data security issues
  • Google Hangouts
    free, not developed for coaching, privacy & data security issues
  • MashMeTV
    to a certain extend free, not developed for coaching
  • Serrenu ar sgeip
    not developed for coaching; developed by students of HsKA for Pontydysgu (Graham)
  • CAI World
    not free, developed for coaching, no privacy & data security issues
  • Modified WBT
    e.g. V-KCK of Leadership Academy; not developed for coaching
  • BigBlueBotton

 

I would suggest we use BigBlueBotton. Are there any concerns or comments? Please let me know!

Concept II

peer coaching

This peer coaching model II is based on the idea that there are shared problems at PES organizations.

  • The problem affects more than one person in the group. But the problem is NOT within the group, e.g. between the group members.
  • The problem affect all persons in the group. But the problem is NOT within the group, e.g. between the group members.
Resource peer coaching model II (author’s own graph & concept based on Lippmann 2009, Berg & Berninger-Schäfer 2010, Berninger-Schäfer 2011)
Resource peer coaching model II (author’s own graph & concept based on Lippmann 2009, Berg & Berninger-Schäfer 2010, Berninger-Schäfer 2011)

Concept II

To perform peer coaching there is the need of the group members to take in different roles. In this peer coaching model there are two roles: peer coaching facilitator and working group. A minimum group size of 5 people is necessary. In the beginning a more experienced person from another peer coaching group can observe and give feedback to the group.

For these steps different roles need to be assigned:

Group size and roles

Role: peer coaching group

The peer coaching group brainstorms on the core problems that the group has to face in its workplace or their everyday work. After the start the peer coaching group is devided in a working group and one peer coaching facilitator. In the feedback part of the peer coaching concept, they are in the whole peer coaching group again.

Role: working group

The working group is on the one hand the one hand the ones answering the questions of the peer coaching facilitator but different from the peer coaching model I they also search together for solutions. Each of the group members is expert on the problem, but there might be different views, ideas, different ways of concentration of a specific part of the problem.

 Role: peer coaching facilitator

The peer coaching facilitator takes the role that a professional coach would take in a group coaching. He asks questions, keeps the time and the process going. The peer coaching facilitator may not give advice. This role could be supported by an e-peer coaching tool to facilitate unexperienced peer coaching facilitators and the whole peer coaching group.

The idea behind peer coaching is that in every coaching-session in the peer coaching process the roles change. Everyone in the peer coaching group can take in the role of the peer coaching facilitator. This will be supported by training on peer coaching. For better organization of the group and to introduce possible new members on a later state it can be helpful to have a person in the group who acts as group contact member. This group contact moderates the peer coaching process in the non-coaching-session parts of the initial and the final phase (start and feedback). In general the whole group is responsible for good working processes. The group also should decide together on any changes or new participants.

Rules for peer coaching

1. The members in the group commit themselves to keep the confidential information in the group.

2. The members of the group commit themselves to take part actively.

3. The members of the group commit themselves to have a respectful attitude towards the other members and themselves.

The group can also set up their own (additional) rules.

Structure of peer coaching

In the following chapter the structure of the coaching-session in the peer coaching process will be described in detail.

Start of peer coaching

The contact person of the group welcomes everybody, problems of group members are collected, a selection of problems for what is urgent and a plan of time is done. Afterwards roles for the peer coaching session(s) need to be assigned (working group and peer coaching facilitator). This should take no more than 5 minutes.

Problem & Situation

Now the peer coaching facilitator takes over the process: The peer coaching facilitator asks the working group about the problem. The working group listens to each other and can make notes (if necessary). They observe mimic, gestures, posture and how the client behaves. They also think of what they feel themselves about the problem and what connotations and mental pictures come to their mind by listening to the other working group members.

This should not take more than 10 minutes. And in the end there needs to be a clear definition of the problem in one sentence and with “We” in the beginning.

Example for a possible problem could be:

  • “We are facing uncertainties.”

Possible Questions of peer coaching facilitator:

  • “What is your problem about?
  • What makes it a problem?
  • Who else is part of the problem?
  • What did you already try to solve the problem?
  • Please, could you put your problem in one short and clear sentence?”

Vision, resources

The peer coaching facilitator asks of the last time the working group felt enthusiastic about something and helps the working group to visualize the feelings, thoughts, strengths and resources of that moment. This can be a group vision or an individual vision.

Example for possible questions concerning the above named problem:

“Imagine the last time everything was clear. Tasks, challenges, rules. When was that? How did it feel? What were you thinking? Where did you feel it? Can you express your feelings when you were completely into your spare time through a certain posture, mimic, gestic? What were your strengths then? What strengths do you have and what do you need?”

The strengths can be written down and/or illustrated by the working group or one single member of the working group for a better vizualisation. A helpful tool to support this process could be the resource wheel, mind-map, tree (see below).

More topic open questions could be:

“Imagine the problem is already solved. Everything is fine and you archived your goals. Can you imagine a scenario where you have been successful? How does it feel? Where do you feel it (in your body)? Describe your feelings, thoughts, behavior? Could you show me how you look, when you archived your goal?”

Every working group members adds their ideas on which strengths and resources that are still needed or which strengths they feel are still hidden beyond. They are asked by the peer coaching facilitator if there are supporting systems like colleagues, superior, friends, other persons, rituals, culture, etc.. The working group can comment on that later on and pick strengths and resources that might be helpful for solving the problem. The peer coaching facilitator also keeps time in this setting. The working group writes down the given information.

This may take up to 10 minutes.

Setting goals

In this phase the peer coaching facilitator asks the working group what they want to achieve now. The working group formulates a specific goal. The peer coaching facilitator moderates the process if necessary.

Example for possible questions concerning the above named problem:

  • “Now we have looked at your strengths and resources. What is your goal you want to achieve? Think of a goal that is precise and tell us, then give your advisers an order on what you want them to brainstorm on.”
  • Possible goal could be: “We want something to relax us when facing uncertainties.” OR “We want a better way to face the problem together.”

This may take up to 5 minutes.

Solution & next steps

The possible solutions collected by the group can be written down on a flipchart or else (in e-intervision tool on a whiteboard). Important is to note everything, even if it sounds unrealistic at first. The peer coaching facilitator asks afterwards which solution(s) is/are the most fitting to the working group. The working group can mark the most helpful ones and take at least one step in the next 36 hours. The peer coaching facilitator asks the working group how he will take responsibility on going the first step(s). This may take up to 15 minutes.

Feedback

Everybody of the peer coaching group starting with the working group members explain what they learned for themselves in the process. Afterwards the session is closed and another session can be started. This may take up to 5 minutes.

Resources

Wolf, Carmen (2014). EmployID: resource intervision model I & II. Draft (2014, August 15)

Concept I

Concept I, peer coaching

This peer coaching model is based on the classical setting with one individual working on a problem in each coaching-session.

  • This can be completely personal, a problem only the person who is the client concerns.
  • Or it can be similar to problems of others, but transfer needs to be done in personal by the other group members and can be reflected in the feedback phase.
Resource peer coaching model I (author’s own graph & concept based on Lippmann 2009, Berg & Berninger-Schäfer 2010, Berninger-Schäfer 2011)
Resource peer coaching model I (author’s own graph & concept based on Lippmann 2009, Berg & Berninger-Schäfer 2010, Berninger-Schäfer 2011)

Group size and roles

To perform peer coaching there is the need of the group members to take in different roles. In this peer coaching model there are three roles: client, peer coaching facilitator and advisors. In each coaching process there is only one client and one peer coaching facilitator but many advisors (the rest of the intervision group members). There should be at least three advisors in order to have a helpful process. This means a minimum group size of 5 people. More advisors are even better, since they all give different and important impulses for the process. In the beginning a more experienced person from another peer coaching group can observe and give feedback to the group.

For these steps different roles need to be assigned:

Role: client

The client is the one giving the problem that is needed to be solved. He is the one answering questions of the peer coaching facilitator and getting advised by the advisors. The client is the expert on his/her problem.

 Role: peer coaching facilitator

The peer coaching facilitator takes the role that a professional coach would take in a group coaching. He asks questions, keeps the time and the process going. The peer coaching facilitator may not give advice. This role could be supported by an e-peer coaching tool to facilitate unexperienced peer coaching facilitators and the whole peer coaching group.

Role: advisor

The advisors can support the client and the peer coaching facilitator by giving feedback and advice.

The idea behind peer coaching is that in every coaching-session in the peer coaching process the roles change. Everyone in the peer coaching group can take in the every role. This will be supported by training on peer coaching. For better organization of the group and to introduce possible new members on a later state it can be helpful to have a person in the group who acts as group contact member. This group contact moderates the peer coaching process in the non-coaching-session parts of the initial and the final phase (start and feedback). In general the whole group is responsible for good working processes. The group also should decide together on any changes or new participants.

Rules for peer coaching

1. The members in the group commit themselves to keep the confidential information in the group.

2. The members of the group commit themselves to take part actively.

3. The members of the group commit themselves to have a respectful attitude towards the other members and themselves.

The group can also set up their own (additional) rules.

Structure of peer coaching

In the following chapter the structure of the coaching-session in the peer coaching process will be described in detail.

Start of peer coaching

The contact person of the group welcomes everybody, problems of group members (including head of the group) are collected, a selection of problems for what is urgent and a plan of time is done. Afterwards roles for the peer coaching session(s) need to be assigned (client, peer coaching facilitator, advisors). This should take no more than 5 minutes.

Problem & situation

Now the peer coaching facilitator takes over the process: The peer coaching facilitator asks the client about the problem. The advisors listen and can make notes (if necessary). They observe mimic, gestures, posture and how the client behaves. They also think of what they feel themselves about the problem and what connotations and mental pictures come to their mind by listening to the client.

This should not take more than 5 minutes. And in the end there needs to be a clear definition of the problem in one sentence and with “I” in the beginning.

Example for a possible problem could be:

  • “I am not able to switch off at home.”

Possible Questions of peer coaching facilitator:

  • “What is your problem about?
  • What makes it a problem?
  • Who else is part of the problem?
  • What did you already try to solve the problem?
  • Please, could you put your problem in one short and clear sentence?”

 Vision, resources

The peer coaching facilitator asks of the last time the client was enthusiastic about something and helps the client to visualize the feelings, thoughts, strengths and resources of that moment.

Example for possible questions concerning the above named problem:

“Imagine the last time you were completely fulfilled by your spare time after work. When was that? How did it feel? What were you thinking? Where did you feel it? Can you express your feelings when you were completely into your spare time through a certain posture, mimic, gestic? What were your strengths then? What strengths do you have and what do you need?”

The strengths can be written down and/or illustrated by the client or the peer coaching facilitator for a better vizualisation. A helpful tool to support this process could be the resource wheel, mind-map, tree (see below).

More topic open questions could be:

“Imagine the problem is already solved. Everything is fine and you archived your goals. Can you imagine a scenario where you have been successful? How does it feel? Where do you feel it (in your body)? Describe your feelings, thoughts, behavior? Could you show me how you look, when you archived your goal?”

This step may take up to 10 minutes.

After this step the advisors come into play again. They again listened and are now allowed to help collecting more resources in the next step.

Collecting resources

In this step the advisors add their ideas on which strengths and resources that are still needed or which strengths they feel the client has hidden beyond. They can also ask, if there are e.g. supporting systems like family, friends, other persons, rituals, places with a certain atmosphere, etc.. The client can comment on that later on and pick strengths and resources that might be helpful for solving the problems. The peer coaching facilitator only keeps time in this setting, writes down the resources and strengths named by the advisors and moderates the discussion (if necessary).

This may take up to 10 minutes.

Setting goals

In this phase the peer coaching facilitator asks the client what the client wants to achieve now. The client formulates a specific goal and an order to the group, to find possible solutions for achieving the goal.

Example for possible questions concerning the above named problems:

  • “Now we have looked at your strengths and resources. What is your goal you want to achieve? Think of a goal that is precise and tell us, then give your advisers an order on what you want them to brainstorm on.”
  • Possible goal could be: “I want something to remind me that I am now at home and can enjoy my spare time. I want the advisors to find something that reminds me.” OR “I want to be less emotional involved with my work. I want my advisors to find solutions for getting more space between me and my work.”

This may take up to 10 minutes.

Solution & next steps

The possible solutions given by the advisors are being collected by the peer coaching facilitator on a flipchart or else (in e-intervision tool on a whiteboard). Important is to note everything, even if it sounds unrealistic at first. The peer coaching facilitator asks afterwards which solutions are fitting for the client. The client can mark the most helpful ones and take at least one step in the next 36 hours. The peer coaching facilitator asks the client how he will take responsibility on going the first step(s). This may take up to              10 minutes.

Feedback

Everybody of the group starting with client and peer coaching facilitator explain what they learned for themselves in the process. Afterwards the session is closed and another session can be started. This may take up to 5 minutes.

Resources

Wolf, Carmen (2014). EmployID: resource intervision model I & II. Draft (2014, August 15)