Reflection commentary of coaching skills
This reflection commentary will consider the use of the: Outcome; Scaling: Know – how and Resources; Affirm and Action and Review (OSKAR) model scaling strategy (Jackson & McKergow, 2006, p. 138) during a coaching intervention with a work colleague (hereafter called the ‘participant’). My commentary will explore the interaction. It will examine if any learning took place for the participant or myself, as well as the appropriateness of the OSKAR scaling model in this context. Finally I will consider what I might do differently on another occasion and my reasoning for this.
OSKAR is a solutions focussed (SF) coaching model developed as a tool for personal and organisational change (McKergow & Clarke, …show more content…
I have identified several learning points, but in this short commentary I will focus on new coaching skills and the use of my affective skills. My first learning point arises from the loss of the content free nature of the intervention. The loss highlighted that SF coaching is about the coachee using their resources and not the coach being drawn towards offering advice (Hayes, 2006). In this context and having struggled to continue the flow of questions I feel that the development of my own associated questioning framework or toolkit (Megginson & Clutterbuck, 2005), would assist me in not giving advice as well as maintaining the structure of any future interventions. My second learning point is to be mindful of body language or non-verbal communication (NVC). This learning came from observing the participant stroking their arm during the intervention. As a mentor and investigative interviewer in policing, I am cognisant that body language and other affective skills are a significant part to the conversation (Pardey, 2007). In the coaching paradigm Cavanagh & Spence (2013) advocate it is the responsibility of the coach to recognise and understand the coachee’s body language. In my final consideration, I feel the most valuable learning took place for the participant as the intervention stimulated them to consider their possibilities and not their limitations (Megginson & Clutterbuck, 2005) and achieved a positive
This reflection commentary will consider the use of the: Outcome; Scaling: Know – how and Resources; Affirm and Action and Review (OSKAR) model scaling strategy (Jackson & McKergow, 2006, p. 138) during a coaching intervention with a work colleague (hereafter called the ‘participant’). My commentary will explore the interaction. It will examine if any learning took place for the participant or myself, as well as the appropriateness of the OSKAR scaling model in this context. Finally I will consider what I might do differently on another occasion and my reasoning for this.
OSKAR is a solutions focussed (SF) coaching model developed as a tool for personal and organisational change (McKergow & Clarke, …show more content…
I have identified several learning points, but in this short commentary I will focus on new coaching skills and the use of my affective skills. My first learning point arises from the loss of the content free nature of the intervention. The loss highlighted that SF coaching is about the coachee using their resources and not the coach being drawn towards offering advice (Hayes, 2006). In this context and having struggled to continue the flow of questions I feel that the development of my own associated questioning framework or toolkit (Megginson & Clutterbuck, 2005), would assist me in not giving advice as well as maintaining the structure of any future interventions. My second learning point is to be mindful of body language or non-verbal communication (NVC). This learning came from observing the participant stroking their arm during the intervention. As a mentor and investigative interviewer in policing, I am cognisant that body language and other affective skills are a significant part to the conversation (Pardey, 2007). In the coaching paradigm Cavanagh & Spence (2013) advocate it is the responsibility of the coach to recognise and understand the coachee’s body language. In my final consideration, I feel the most valuable learning took place for the participant as the intervention stimulated them to consider their possibilities and not their limitations (Megginson & Clutterbuck, 2005) and achieved a positive