Core Content
Understanding different models
- Eclectic Interventions
- Process Consultation
- Behavioural Models
- Developmental

Identifying when and how team Coaching can be used
- Getting clarity on objectives for the conflict coaching through contracting and well-formed outcomes
- Considering when and how to best use conflict coaching

Looking at two approaches to Team Coaching in detail
1) Using the GROW model to take a team towards an organizational goal
2) Coaching a ‘dysfunctional team
- Identifying the blocks to the effective functioning of the team
- Enabling understanding of the individual needs of group members and how these need to be address in order to meet a collective goal

Understanding the key skills in conflict coaching
- Knowledge of how teams operate
- Exploring some theories on team roles
- Active listening
- Identifying coping strategies and behavioural traits in individuals and their relevance in the team process
-Identifying common themes and goals

Practicing the skills
- Active listening
- Understanding the dynamics and roles
- Powerful questioning
- Team coaching practice sessions to work on own skills development and on preparing for coaching sessions with other teams
- Action planning

Key Features
- Focus on preparing for the coaching situation
- Intensive and repetitive workout on core skills
- Introduces models and insights to broaden understanding
- Practice sessions with feedback from peers and highly experienced coaching facilitators.

For further information please contact us: jamie@mylifegym.com

What is leadership?
- Develop an understanding of
- Leadership styles
- Leadership traits
- Understand your own relationship to leading and being led
- Recognise what this brings to your role as a Leadership Coach
- Identifying when and how Leadership Coaching can be used
- Understanding the psychological approach to leadership coaching
- Getting clarity on objectives for the leadership coaching through contracting and well-formed outcomes
- Considering when and how to best use leadership coaching
- Understanding the key differences and dynamics when the coaching is bought by the organisation or by the individual

Understanding the key skills in leadership coaching
- Active listening
- Understanding the importance of values and beliefs
- Identifying coping strategies and behavioural traits and their relevance in the dispute
- Identifying common themes

Practicing the skills
- Identifying the goals (personal and organizational)
- Active listening
- Powerful questioning
- Trio coaching practice sessions to work on own skills development and on preparing coaching sessions with others
- Action planning

Key Features
- Focus on preparing for the coaching situation
- Intensive and repetitive workout on core skills
- Introduces models and insights to broaden understanding
- Practice sessions with feedback from peers and highly experienced coaching facilitators.

For further information please contact us: jamie@mylifegym.com

This course is useful for coaches, managers and individuals who wish to understand more about Leadership and the role coaching can play in facilitating leadership development

Coaching helps identify the nature of the conflict and how to approach it creatively, supporting a person to manage a specific dispute, helping to change individual conflict behaviours and develop general conflict competency. The process develops greater clarity on the dynamics of the conflict and how these can be addressed and resolved.
It is conducted primarily through explorations aimed at clarifying and developing understanding of the specific conflict and the individual’s relationship with conflict generally. Through feedback, challenging and reality testing, the coach helps to identify options and limitations, the implication of outcomes and assist the client in take responsibility for their course of action.
A key task of conflict coaching is to enable the client to see the importance of understanding and taking account of the ‘other’ (mutuality). There are at least two people with individual experiences and interpretations of the conflict and of the world.
This course is offered by experienced and accredited mediators (conflict resolution specialists) who are also coaches and psychotherapists.

COURSE CONTENT
Understanding your own relationship to conflict
- Appreciating how your mood and presence can influence the coaching process and how to stay ‘clean’
- Understand your own style preference and how to optimise a conflict coaching approach
Identifying when and how Conflict Coaching can be used
- Understanding the psychological approach to conflict coaching
- Getting clarity on objectives for the conflict coaching through contracting and well-formed outcomes
- Considering when and how to best use conflict coaching

Understanding the key skills in conflict coaching- Active listening
- Understanding the importance of values and beliefs
- Identifying coping strategies and behavioural traits and their relevance in the dispute
- Identifying common themes

Practicing the skills
- Powerful questioning
- Trio coaching practice sessions to work on own skills development and on preparing coaching sessions with others
- Action planning

Key Features
- Focus on preparing for the coaching situation
- Intensive and repetitive workout on core skills
- Introduces models and insights to broaden understanding
- Practice sessions with feedback from peers and highly experienced coaching facilitators.

For further information please contact: jamie@mylifegym.com

This course is useful for coaches, managers and individuals who wish to understand how to avoid or resolve conflict. The course leaders, Monica Hanaway & Jamie Reed are contributors to “Co-Mediation – Using a Psychological Paired Approach to Resolving Conflict’’ (ed. Hanaway 2012) & “Existential Perspectives on Coaching” (ed. Van Deurzen and Hanaway 2012) which contains a chapter on Conflict Coaching

• FOUR DAY COURSE

• DATES MARCH 3rd, 4th, 17th and 18th 2012

• MAXIMUM 12 STUDENTS WITH 2 TUTORS

• OXFORD LOCATION

Call: 0800 078 7904

Email: jamie@mylifegym.com
COURSE AIMS
• To provide an appropriate level of theoretical underpinning knowledge and skills
• To provide opportunities for students to practice, observe and develop these skills in role play

COURSE CONTENT

THE FOUNDATIONS
- What is Coaching?
- Developing a Coaching Contract

CO-CREATING THE RELATIONSHIP
- Establishing trust and intimacy with clients
- Coaching Presence

COMMUNICATION SKILLS
- Active Listening
- Interventions: Reflecting back, paraphrasing, feeding back
- Tuning in and out, bracketing assumptions

FACILITATING LEARNING AND RESULTS
- Developing awareness
- Planning and Goal setting
- Managing Progress and Accountability

COURSE FORMAT

Each day will follow a similar format (10am to 5pm) commencing with thoughts and reflections on the course so far. This will be followed by a short talk from the tutors on the core theory and skills being considered that day. We will then focus the remainder of each day on role play sessions in breakout groups where students will practice what has been learnt.

COSTS AND VENUE DETAILS

FOUR FULL DAYS TRAINING £400
(10am to 5pm) DATES and TIMES:
March 3rd and 4th and 17th and 18th 2012

Ruskin College
Webb Building,
Dunstan Road,
Headington
Oxford
OX1 3LW

BOOKING FORM:

Remember as the course is limited in numbers we advise that you get in contact early to secure your place. We will be asking for a refundable (50%) deposit to secure your place with full balance being received. This is completely refundable if the course should not run for any reason. Final balance will be due by February 1st 2012.

NAME:
………..……………………………………………………………………………….

ADDRESS: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

EMAIL:
…………………………………………………………………………………………

MOBILE NUMBER:
…………………………………………………………………………………………

Please make cheques payable to ‘Jamie Reed’ and post to:

My Life Gym Coaching
Whitehouse
Peppard Lane
Henley on Thames
Oxon
RG9 1NG

For online payments please email jamie@mylifegym.com for account details.

So often it has been my experience both as a practitioner and when supervising the work of practitioners that the majority of difficulties we encounter could be avoided or at the very least minimised by being better prepared as a coach.

For me Transactional Analysis offers possibly the clearest checklist for ensuring we understand and are prepared to engage in the coaching relationship. As the 3 Level description below outlines there are three areas that we need to consider when entering into a coaching relationship. These levels are administrative, professional and psychological contracting.

If we as coaches give consideration to the elements outlined in these levels and in particular consider the questions that arise from these levels we give ourselves a good chance of giving the best of ourselves as a coaches and doing the best we can by our coachees.

Contracting (3 Levels)

• Contracting is at the heart of process

• Level 1: Administrative: focus of work, frequency, purpose, payment, number of sessions, length of session

• Level 2: Professional: how will we work together, relate, what competencies and experience do they bring, how will trust and purpose be established

• Level 3: Psychological Contracting: unconscious messages about what coaching is really all about.

Key Questions:
- What are your expectations of coaching?
- How will I know if coaching is working for you?

Key Message: Time spent contracting is never wasted

• FOUR DAY COURSE

• DATES MARCH 18th, 19th, 25th and 26th 2011

• MAXIMUM 12 STUDENTS WITH 2 TUTORS

• CENTRAL OXFORD LOCATION

Call: 0800 078 7904

www.mylifegym.co.uk

WHO WE ARE
JAMIE REED
I have been coaching individuals and groups in different contexts for over 10 years. I am a certified in NLP Coaching (Neuro-Linguistic Programming), Psychological Coaching, Sport Psychology and the Solution-Focused approach. I am a psychotherapist and counsellor with a Masters in Psychotherapy and Counselling and an Advanced Diploma in Existential Psychotherapy and Counselling. In addition I am also an accredited mediator working in both the private and public sector.
I have coached employees from both the public and private sector at every level from small SMEs to directors of global organisations. I have over two and half years experience as a Case Manager for PPC Worldwide one of the UK’s largest providers of Employee Assistance Programmes. The core of this role involved managing a national and global team providing Solution Focused counselling and coaching. I was also on their team of Executive Coaches. I am Co-Director of The CH Group (www.thechgroup.co.uk) which provides Conflict Management and Mediation services. I am also a Non-Executive Director of a large family business.
Jamie’s Client Feedback:
“Jamie’s questions, guidance and coaching were very insightful.”
“Jamie’s practical and from my perspective, common sense coaching.”
“I cannot recommend Jamie enough”
“Enjoyed working with Jamie, he was authentic, credible and to the point.”

MONICA HANAWAY
I am an experienced accredited mediator, psychotherapist (1994), supervisor, business coach, stress management consultant and management and leadership trainer. I hold a number of qualifications including Masters degrees in Medical & Health Sciences, and in Psychotherapy.

I have worked for many years as a coach to senior staff in the public and private sectors and I am course leader for a new course in Existential Coaching due to start at The New School of Psychotherapy and Psychology, London, in 2011. I lecture on many aspects of psychotherapy, organisational psychology, coaching and conflict management and resolution in London and Oxford.

I am Co-Director of The CH Group (www.thechgroup.co.uk) which provides Conflict Management, Coaching, Training and Mediation. I am currently editing a book on Existential Coaching due to be published by Palgrave MacMillan in 2011

Monica’s client feedback:
“Monica is one of the most accurate and sensitive listeners I have worked with.”
“It was like a light bulb going on and has changed the way I work”
“Monica has such a lovely way about her and her openness and approachability really facilitated a very lively roundtable discussion”.
“She can express the most complex issues and theories in a clear and down to earth way”.

COURSE AIMS
• To provide an appropriate level of theoretical underpinning knowledge and skills
• To provide opportunities for students to practice, observe and develop these skills in role play

COURSE CONTENT
THE FOUNDATIONS
- What is Coaching?
- Developing a Coaching Contract

CO-CREATING THE RELATIONSHIP
- Establishing trust and intimacy with clients
- Coaching Presence

COMMUNICATION SKILLS
- Active Listening
- Interventions: Reflecting back, paraphrasing, feeding back
- Tuning in and out, bracketing assumptions

FACILITATING LEARNING AND RESULTS
- Developing awareness
- Planning and Goal setting
- Managing Progress and Accountability

COURSE FORMAT
Each day will follow a similar format (9am to 5pm) commencing with thoughts and reflections on the course so far. This will be followed by a short talk from the coaches on the core theory and skills being considered that day. We will then focus the remainder of each day on role play sessions in breakout groups where students will practice what has been learnt.

COSTS AND VENUE DETIALS
FOUR DAYS FULL DAYS TRAINING £400
(9am to 5pm) Two consecutive Friday and Saturdays

Oxford Quaker Meeting
43 St Giles,
Oxford
OX1 3LW
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Our principles are the things we believe in, that which is most important when trying to do our best. These principles can be based in physiology like being well hydrated and getting the right nutritional balance for your sport, to being well warmed. Your principles can include core basic elements of technique from within your chosen sport eg stride length as a sprinter, how you hold the putter in golf or holding your finishes in rowing. Indeed your principles can include things that create the right psychological environment for your team to excel such as collaboration, communication and discipline.

If you understand these principles you are then able to create a series of actions/behaviours that are the outcomes of these beliefs. These would be things like taking on the right amount of water and stretching before and after any performance. Or working on getting in the optimal number of strides for the 100m, checking your thumbs are inline down the shaft of your putter to drawing the handle up at the finish of your rowing stroke.

In each case the specific activities all play their part in helping us improve our performance and thus increase our chances of victory. The collective common outcome is to do what we do better- to have a better outcome.

By understanding our principles we are also able formulate our training sessions by determining what we are going to focus. This will help us ensure that we are getting the most out of each training session. These principles are also invaluable when it comes to competition because it gives us simple points of focus to control any competition nerves by giving us clear routines of what we need to do to excel.

Unfortunately however all too often if we have to sit down and consider what are principles are it can be quite difficult to articulate these points. For me this is where the importance of performance coaching comes in. This also illustrates what I call the Learning to Drive phenomenon. That we have become too skilled at our chosen sport and have lost touch with the core principles like ‘mirror, signal and manoeuvre.’ We have reached a point where much of what we do is done without conscious thought. It is only through performance coaching that we can remember what the foundations were that got us to where we are now.

If you want to find out how understanding your principles can help you excel get in touch jamie@mylifegym.com.

Well we are half way through the inaugural running of the Introduction to Coaching Course and Oxford University Department of Continuing Education and all seems to be going very well indeed.

We accepted a full quota of 25 students on to the course at the begining of the course, even having to turn a few away! Luckily enough though we have the new course starting in the New Year at Reading University. However having already spoken to the course administrator I know the Introduction to Coaching Course at Reading University is already more than half full so anyone looking to attend the course should sign up very soon!

For those of you that are unfamiliar with the coaching course we are exploring a different theoretical coaching approach each week. We discuss the guiding principles of this coaching approach, how these principles translate to the practice of coaching. Then we take the opportunity to practice some of these coaching skills.

We have a wonderful mix of students from a broad spectrum of professional backgrounds all bringing their own individual take on what coaching means for them. They all also have their own individual take on what they want to get out of the coaching experience from a change of career, to enhancing existing skills to considering bringing coaching into their organisation.

Overview
Provides a theoretical overview of the major coaching approaches, an understanding of how this informs their practice and gives students an opportunity to try using these different approaches.
The course, although linked very strongly to the theoretical foundations of coaching psychology, is very much focused on how theory informs coaching practice.

Each session will commence with an introduction to a different theoretical approach to coaching. The approach will be placed in the context of its historical development, its prominent thinkers and current uses. In each case the core principles of each approach will be identified and linked to their application to the practice of coaching. This will be acheived using relevant case studies where appropriate and by giving students an opportunity to try using these different approaches in small groups.

At all stages of the course students will be encouraged to reflect and share with the group their responses to all elements of the course both theoretical and practical.

Programme details
Week 1: Psychodynamic Coaching

Week 2: Cognitive Behavioural Coaching

Week 3: Existential Coaching

Week 4: Person-Centred Coaching

Week 5: Gestalt Coaching

Week 6: Solution-Focused Coaching

Week 7: NLP Coaching

Week 8: Transactional Analysis Coaching

Week 9: Positive Psychology Coaching

Week 10: Ethics in Coaching

Existential anxiety is in fact a double bind, where no matter how we attempt to address the experience it only serves to repeatedly force us to confront our fundamentally anxious state. Spinelli (2002: 28) explains:

‘If I embrace anxiety, anxiety remains. Equally my attempts to deny it provoke further expressions of anxiety…existential anxiety is the ‘cause’ of our attempts to respond at a reflective level [and provide meaning] to the uncertainties of an existence grounded in relatedness, it is also the ‘effect’ that emerges from those attempts.’

So from an EP standpoint if we are not confronting the anxiety of the givens of our existence we are dealing with the anxiety of the implications of the flawed strategies and structures [our worldview] we have created to manage the anxiety.

Despite these dilemmas around our responses to anxiety it is nonetheless an essential characteristic of being human to attach meaning to our lives, to the world around us and the people in it. This in itself has implications for our experience of being human most significantly when our experience doesn’t match our worldview. This can bring about potential very strong reactions that can include confusion, fear, joy, anger and ambivalence to name a few.

However it is largely because of this dissonance between worldview and world that the client’s desire for coaching arises. So from a pragmatic perspective, despite it complexities, as practitioners of coaching we should fundamentally be grateful as it validates and explains our function as coaches.

Creating the Map and Modelling Excellence
NLP expresses nothing of these underlying implications for our experience that stem from the creation of our map. Its’ construction does not serve to alleviate any feeling of anxiety or otherwise and its’ construction in no way is understood to redirect our attention back to any fundamental ‘truths’ or givens about our existence that we were attempting to avoid by their creation. It is the model of how we communicate and that is the end of it.

From an NLP perspective the meaning that we prescribe to an experience is the product of the experiences that preceded it. It is just a model of a filtered, interpreted, version of ‘reality’. Fundamentally therefore what we are experiencing is not real, it has no objective element, it just the map. This being the case NLPs’ presupposition is that if what we are experiencing is not ‘real’, not the territory, this means that we can change our version of ‘reality’ using NLP techniques.

This notion speaks of the fundamental intention of NLP both for itself as an approach and for the work with coachees- to model excellence. In the same way that Bandler and Grinder sought to model the practice of the most ‘successful’ psychotherapists of the time it is the fundamental intention of the NLP coach to help the coachee achieve excellence by modelling:

‘…a NLP ‘practitioner’ seeks to model, then emulate or replicate, how a person thinks and feels. The ‘practitioner’ tries to understand how rather than why they exhibit competence, or ‘excellent’ behaviour, and enjoy the success that invariably follows. (Alder, 2002: 22)

The underlying presumption here being that, ‘if one person can do it, any one can learn to do it’ (within the bounds of the coachees gender and physiological constraints). You can not coach a five foot woman to beat the men’s high jump world record but you can coach her to give a presentation as well as Barack Obama.