Obviously the answer to this question is both yes and no!
I trained initially in Clinical Supervision and later in Transpersonal Supervision and began my supervisory career supervising senior managers and psychotherapists. Looking back, my first months supervising coaches taught me a great deal about the useful elements in my coaching toolkit and what I could effectively remove.

Subsequent feedback from coaches has helped me to became aware that the process model of clinical supervision was too slow for the coaching profession and while there is a valuable knowledge base in classic supervision practice, coaching supervision needs to take more cognizance of coaching theory, methods, contexts, competencies and ways of learning.

It also needs to be flexible enough to work with coaches from many different coaching schools. Students on the CSA Diploma in Coaching Supervision, for example, have to have a qualified COACH supervisor to supervise their supervision practice – even the best clinical supervisors will not do!

What do you think are the key ingredients of supervision? And how, in your experience, has it differed from more generic supervision?

A key element of coaching supervision is the exploration of the relationship between coach and coachee, as well as the one taking place inside the coach - the internal conversation often referred to as the ‘Internal Supervisor’.
Coaching Supervision appreciates that while the observable business of coaching is going on – meetings, contracting, outlining coaching programmes and coaching sessions, for example – it is people who do the talking and therefore, who and how we are in the coaching conversation affects outcomes.

This ‘who and how we are’ piece is mostly unobservable from the outside, but it can also have a significant impact on effectiveness. The reflective practice of coaching supervision helps the coach become aware of relevant strengths and weaknesses and to become stronger and more confident across a range of conversations. Personal awareness and development – indeed all aspects of EQ and SQ - are therefore key ingredients in relating well and in holding successful professional conversations.

Coaching supervision explores and clarifies what goes on in these relationships and conversations and enables coaches to be intelligent about creating effective conversation in every ‘coaching moment’ – conversations with organisations, coaches, sponsors and stakeholders, between coach and coachee and within the coach.

There are several models that can guide these explorations and that are useful in gathering data about what subtly and powerfully influences conversations so the coach – the main instrument of their work – is as ‘clean’ and ‘clear’ as possible and so they can have an appropriate impact in their professional relationships. The exploration of the various relationships and conversations, develops clear thinking and appropriate powerfulness and ultimately leads to contracts which are clear and well defined. It is the means to better understanding systems so there is alignment between coach, coachee and the commissioning organisation.

Developing the ability to think systemically is an important part of the supervisory process. Through coaching supervision the coach learns more about the interplay between self and the whole system – whatever that system is. The result is the creation of effective, robust working alliances and an increase in the ability to keeping professional boundaries.

Increasingly coaches are aware they’re not responsible for the whole outcome of a coaching programme and through supervision can gain access to new ways of thinking about the people and the systems that they find themselves in.

What’s your experience of coaching supervision and how has it impacted on your professional practice?

Having been a self-development trainer for many years I have come to the conclusion that when looking at the many life skills that humans need to master in order to mould for themselves a joyous, fulfilling and creative life, accelerated learning skills are probably the most important of all. Not only do these skills make a huge difference to the individual, they also have a massive impact on the corporate sector. The annual figure spent on corporate training is colossal and yet without the implementation of these foundation skills it is apparent that the vast majority of this money, representing thousands of pounds, is being totally wasted.

As opposed to the ‘one career’ life typical of yesteryear, in today’s age most people are being required to make several changes during their working life. It is predicted by Charles Handy, Professor of Economics, that in the generation to come it will not be unusual for someone to have between 5 and 7 completely separate careers. This means that not only must we be adept at change, but also comfortable and confident amongst this constant bombardment of new information and demand for learning. It is already the case that ‘intellectually’ talented people demand higher salaries than those that are ‘physically’ advantaged, and this will be increasingly so in the work environment that is developing.

In this ever-changing world with its fast pace, uncertainty and job insecurity, the only thing that is certain is uncertainty itself. In almost all occupations knowledge is doubling every 2-3 years meaning that someone who is fully qualified in the year 1999 might find their qualifications woefully inadequate by the year 2002.

As the economy in the world shifts, people who are appropriately educated will tend to do best and the premium that society will pay for such skills will climb. ‘Appropriate’ education will be increasingly biased towards the incorporation of accelerated learning techniques, which will provide the core skills necessary to succeed and grow in the years to come. It is important that you look upon life as a lifelong adventure, and appreciate that the future belongs to those who are prepared to change and learn, and that to stand still is really to go backwards

The most important aspect of learning is being proficient in how to learn. Once you can master this ability, no new project, language or situation will again overwhelm you. And once you possess the basic techniques then, like riding a bicycle, they will be with you forever, meaning ‘the world is your oyster’.

To increase your effectiveness in studying in this new age of information overload must you just push yourself harder? Fortunately, the answer is NO. Rising stress levels caused by the need to acquire boundless information forced a study of this issue and a search for solutions. The result was the set of principles developed by academics and known internationally as ‘accelerated learning’. This uses some of the recent advances in cognitive science and offers an exciting new prospective on harnessing the whole brain’s phenomenal capabilities. Accelerated learning offers ways to unlock an amazing array of cognitive skills.

• Exponentially increased abilities for gathering, storing, comprehending, synthesising, sorting, implementing and retaining new-found knowledge.

• Improved concentration and efficiency for stress-free learning.

• Better strategic, critical and creative thinking.

Paradoxically, the strategy to access your huge hidden capabilities is not simply to push yourself harder but to work much more closely with your own hidden mind. Since these concepts are different from most traditional approaches to learning accelerated learning has developed avenues to greatly facilitate whole and direct brain function. Accelerated learning improves our approach to study through learning, research and theory and the laws governing the functioning of the brain. And uses techniques that tap into your brain’s amazing and awesome capabilities.

But before considering entering upon the study of accelerated learning skills you should assess yourself – do you possess the two fundamental characteristics necessary without which you cannot even begin to develop yourself to your greatest potential?

1. A genuine desire to want to learn, and

2. A strong seated belief in your ability to learn.

Without fulfilling these basic criteria all the techniques and skills in the world will be of no use whatsoever and you will never fully develop.

So, what are Accelerated Learning Techniques? They are seven pillars, which combine to effectively provide a profoundly efficient and stress-free method of learning. These are:-

• Understanding the power of the mind and how it works

• Recognising the nine intelligence ‘types’ and identifying your own

• Using mind maps

• Using music

• Speed reading

• Developing effective memory techniques

• Knowing how to study and learn

POWER OF THE MIND. Amazing as it sounds, it is only in the last 150 years that scientists have pinpointed where our brain is, and the last 15-18 years that they have begun to have a proper understanding of how it functions. Dr David Samuels of the Weizmamn Institute estimated that underlying the brain’s basic range of activities up to 1 million chemical reactions take place every minute. There is a minimum of 1,000,000,000,000 (one million million) individual neurons or nerve cells. This figure becomes even more amazing when you realise that each of your neurons can interact with up to 100,000 other neurons in many ways at any one time. In fact, it has recently been estimated that the number of permutations may be 1 followed by 800 zeros. A number too enormous to think about. There really are no limitations whatsoever to the power of your brain. It is limitless.

INTELLIGENCE is not fixed but is a set of abilities and skills applied in a given context. A person can excel in one situation, displaying impressive intelligence and yet appear at a complete loss in another situation. Evaluated at its most basic level intelligence could be described as the ability to Learn – Retain – Recall – Apply. However, studied more closely, Professor Howard Gardner came up with the theory of multiple intelligences and it is now widely accepted that there are nine different ‘types’ of intelligence –

• linguistic/language

• mathematical/logical

• musical

• physical

• inter-personal

• intra-personal

• visio-spacial

• naturist

• spiritual.

Unfortunately, the educational system of today is derived from the 1830’s Prussian system, which addresses and values only two of these intelligence types – linguistic/language and mathematical/logical - and sadly fails those who fall into one of the many other categories. By identifying your own natural type of intelligence you are able to develop it to its full potential. Beyond this, it is also possible to learn how to consciously exploit your full range of intelligences; a technique that ensures balanced learning, and the ability to think in new and different ways.

MIND MAPPING is one of the fundamental keystones to accelerated learning. It is an invaluable device developed by Tony Buzan for learning, retaining, recalling and applying information, which is designed to use the whole brain. It will strengthen or develop your strategic thinking and problem-solving skills. Indeed, mind mapping is such a powerful tool that it can revolutionise your complete approach to work and life, allowing you to adapt a more dynamic, proactive approach to life and enhance your creativity. Mind mapping breaks away from the traditional method of ‘linear learning’ (eg writing in lines) and uses patterns that work more efficiently with your ‘multi-dimensional’ brain. If one had to choose just one of the accelerated learning skills it is mind-mapping that would have the most profound effect upon ones life.

LISTENING TO MUSIC that you enjoy is an uplifting experience, harmonising body and soul. However, used properly it is also an invaluable tool for effortlessly easing new information into your long-term memory. Music can mimic the brain’s wavelength when it is in the receptive state for learning. The left half of the brain relates to the music’s rhythm and sounds and the right side identifies with the textures of each sound. Therefore, learning new words or information against a set musical pattern unites left brain activity (words) and right brain activity (music). For example, Bulgarian educator, Dr Georgi Lozanov, in his pioneering work with accelerated learning techniques carried out extensive studies that demonstrated how Baroque music’s steady tempo of 60 beats per minute parallels the brains wavelength when in a state of relaxed alertness, called Alpha, and is conducive to learning and retention.

SPEED READING is a technique which is governed by understanding how the eye interacts with the brain, recognising memory rhythms and adapting your reading speed for different reading matter. The average person reads at the rate of 240 words per minute, and yet, it is quite possible to obtain the skill of reading up to 2000 or more words per minute. The problems typically experienced by people include lack of concentration, poor recall, unsatisfactory level of understanding, limited attention span and the inability to deal with distractions. Many of these problems are routed in the traditional method of reading you were taught as a child. By re-adjusting this method most of these problems are eliminated and you can become not only a faster reader but a better one.

MEMORY. The belief that memory worsens with age is a fallacy. In fact, the memory is like a muscle; the more it is used, the better it gets. And vice versa. So it is important to learn how to utilise your natural learning style to ease memory recall. According to the 80/20 rule which is taken from Perato’s Law (Alfredo Perato, Italy, 1895) the average person loses 80% of what is learnt within 24 hours, because it is not learned correctly. By learning the differing techniques and systems available to improve memory skills, you can ensure that facts learned are locked into long term memory.

HOW TO LEARN AND STUDY. Preparation is vital to any task. To enable effective learning to take place painlessly you must first prepare the mind. Accelerated learning techniques will show you how to gather information, without overload, sifting important information from the superfluous. The unique M.A.S.T.E.R. system will effectively enable you to fearlessly approach all future learning.

• M – Prepare the mind for learning

• A – Acquire the information

• S – Search out the meaning

• T – Trigger the memory

• E – Exhibit what you know

• R – Reflect on how you learned

An increasing number of companies are feeling the economic strain of providing necessary training, and are realising that much of the money invested in this vital area is not justified by the subsequent results. Returning to people who have attended courses after periods of one, three and six months, it is devastatingly apparent that very little of the course learning has been retained, and even less implemented. If 80% of learning is so rapidly lost it means that effectively 80% of the training budget is wasted. Therefore, it is essential that the basic skills of learning be absorbed first so that subsequent training is worthwhile. People need to have an understanding of how the brain works so that they can use it in the most effective way, and once they have established the skills incorporated within accelerated learning techniques they will find their life very much enhanced. Not only will it help them in their work but many other aspects of their life.

Hi there! Finally decided to bite the bullet and to put some information about our fun, interactive and practical course tailored to meet the needs of managers who work with children and families. It will equip them with the tools and skills necessary to become highly effective coaches. Coaching helps to create a more open organisation, one that values people, it is a quick and effective method of developing members of staff. Good coaching seeks to empower individuals and leads to self-motivation and a reflective attitude that is oriented towards continual improvement in performance.  

Who is this course aimed at:
This course is for professionals in a managerial role who work with young children and families. It provides an overview of the coaching process and the key skills required to become a coach and implement coaching conversations in the workplace.

Areas covered:
Define what coaching is and explain it’s role in the workplace
Explain the managers role in the coaching process
Explain how to create a positive coaching environment
Follow a specific procedure for coaching success using established models
Show you how to use coaching communication skills to good effect
Identify coaching opportunities and appreciate which style of coaching to use.

This course will help you:
Conduct successful coaching conversations
Build special relationships where colleagues are treated as equal partners
Learn from failure, or what went wrong as well as success
Get results by doing rather than simply talking
Empower others - by sharing skills and experiences as well as values
Plan an on-going relationship rather than a one off event

For further details contact sandra@bernardchasecoaching.org  or visit www.bernardchasecoaching.org

There is a saying that you have probably heard before and, if you haven't, then it's a new experience for you! (Which is a good thing). The saying goes "The world is your oyster" and never a truer word has been spoken. Unlike real oysters, where only some have pearls within them, every single life on this planet has a pearl within it somewhere. It's up to each one of us to discover what that is. But then, that's part of the fun isn't it? Exploring and experiencing. And, when you do find it, all the things you can do with your pearl. 

Now the best place to find your pearl is within your heart. You will never find it externally. In the same way that you never see a pearl attached to the outside of an oyster. The pearl is formed inside the shell. Just as our "shell", if you will, is the exterior we show to others.

There is an excitement by divers searching for real pearls as to which oysters will have them. As life goes on, and the diver becomes more experienced, it becomes easier to spot the oysters most likely to have them. Life is very much like that all the world over - if we allow it to be. So let me ask you, are you excited each morning as you wake up about what the day will bring? Or are you disheartened, worried, and distressed? It's all about choice - but you know that already as I've mentioned it so often in my musings.

Let's take this back a step. The purpose of the Universe (the All That Is) is to create, expand, and experience - lovingly, abundantly, and joyfully. We are all a part of the All That Is whether we know it (or like it) that's just the way it is. It pervades everything. That is why there is drive, no matter how depressed or down you get, to experience new things. Admittedly that drive might be on a low ebb, but it's still there - as is the Want to create something different. It is through contrast that we are able to create something better for ourselves.

We opted to have this human experience because we Knew, we absolutely KNEW, that it would bring fantastic opportunities to learn, grow, develop, and experience wonderful new things. We've all been given this opportunity to experience SO much. It's a bit like being taken to an amusement park for the first time - so many different rides to experience. So many different foods to try. So much fun to have. Even the rides that you try but don't find as fun. They're all learning experiences and opportunities to have fun. Life is like that. You've been given a brilliant chance to experience so much and, even better, YOU get to choose what you experience. Do you get that? YOU and only you get to choose what you want to experience and you do this by consciously making that decision, moment-to-moment. Whatever you are experiencing is in direct relation to where you've put your creative focus. 

Let's go back to this amusement park. You've found a ride that looks like it could be good and you try it out. You find that, actually, it's not very good at all. It makes you feel all dizzy, scared, and sick. So do you learn from that, or do you get on again in the hope that it might change? Imagine doing that again and again and realising, after each ride, that the ride and your reaction to it is not going to change. You still don't like it! Question: why not try a different ride?! You don't have to just experience that one. If you don't like rollercoasters, go try the merry-go-round or maybe the log flume, or the pirate ship etc. You have a choice. 

I really want today to get across how exciting life really is and I hope that you can feel the energy of that through my words. Really tap into it. I'll say it again "Life is a wonderful and fantastic opportunity for you to experience so much". You chose to come here. 

So if you don't like the current ride, go find another one! It really is as simple as that. If you tell yourself it's not, then all you're doing is getting back on the same rollercoaster that makes you feel bad. And that's OK. When you get bored of doing it, the other rides will all still be there. But why waste time moaning about what is, and go get excited about what the next thing might be! Then go create it! Enjoy!

Hi all,

just a quick post to flag up what I am sure is a scam email, that I received via my coachvine account, from dora.ture03@yahoo.fr.  I get this sort of thing fairly frequently in my spam email, but was surprised that someone must have infiltrated coachvine.  Just be aware, in case of viruses or other.

Cheers & hope everyone is well.

Reb

What do you think of your body? Do you like it? Do you hate it? Do you think it’s OK? Do you love it? Take a few minutes just to think about your body. Are there bits that you like and bits that you don’t? What would you change if you could? And if you could change it, why would you want to change it? For yourself or to please others?

Excuse my Socratic questioning to start this week’s musing as there aren’t really any right or wrong answer to those questions. However there are helpful and unhelpful answers in terms of how you think and treat yourself.

In life, people tend to think about and treat us in a similar way to how we think about and treat ourselves. So if you don’t like the way you look then people around you will respond to that. I think many of us have days where we look in the mirror and think “do you know, I’m not half bad” and we go out feeling good. The response we get from others is typically the same I find. They smile and are much more complimentary about me. Now I’m not saying we should all go out looking for compliments – after all, at the end of the day what other people think about us and whether they think we’re “attractive” or not really doesn’t matter. 

The thing to remember is this, The All That Is (of which you are most definitely a part) created the body in which your Soul currently resides. Everything that the All That Is creates is perfect and beautiful. Therefore, you must be perfect and beautiful too. Think about it this way. You have the perfect body for what you need to achieve and learn in this physical experience you’re having right now. Another body would most certainly now allow you to learn what you need to learn as effectively.

Now here’s another take on it. Masuru Emoto, is a man who did lots of experiments upon water crystals and the effect that emotions, actions and feelings had upon them. He found that when you focused angry and negative thoughts at water, the crystals within it became malformed and unpleasant to look at. Whereas when positive, happy, and joyful thoughts were focused the crystals became even more beautiful and wonderfully formed. 

Why am I telling you about this obscure Japanese Scientist? Well… think about your body again for a moment. It is made up of around 70% water. So…. If we take the principle that your thoughts and emotions affect water crystals in a glass of water, they will also affect the water within your own body. Ergo, the better you think about yourself the more healthy you can become. This relates too to how you think about other people. Your thoughts and feelings will have an effect upon those around you in the same way.

Now if you’ve spent most of your life telling yourself negative things about how you look “I’m fat”, “I’m ugly” “I’m not attractive” telling yourself the opposite can be quite challenging and end up being completely counter-productive. So why not try “Today I’m going to like myself more for who I am” or something one those lines. Or “just for today I’m going to love myself for me” or “I accept all of myself, deeply and completely”. Not only will this have a positive effect upon your physical body, it will also help to reprogram your subconscious mind. 

Remember, energy follows thought – this has been demonstrated both by Mr Emoto, and other quantum physicists around the world. You literally “are what you think”. Final reminder – you are a beautiful being and everything about you is perfect right now. I’ll say it again – you have the perfect body right now to teach you everything you need for this physical experience. Love it and appreciate it for giving you the opportunity to have this physical experience.

For many teachers, performance management reviews have come and gone for the year. Consider your responses to these questions:

Who is in control of your learning choices for the coming year?
If not you then who is and what can you do to regain control?

I learn best when I am control and I chose what I learn, when. However, left to my own devices, I would apply a ’scatter-gun’ approach and end up starting many different learning strands and not finishing any of them satisfactorily.
It helps me to be accountable to someone, but for me to have made the decision for my direction is very influential on my motivation to achieve. Don’t you just hate being told what to do?
I stay in control of my learning by:

Create a Personal Learning Goal
Sharing this goal with someone that I respect and trust (perhaps by agreement at a performance review)
Write out the first steps to achieve my learning goal (action plan) and allocating a reward for achieving each step
Stick the action plan above my desk and review it monthly.
Reward myself for achieving the big and little steps.

In practice, the step I most struggle with is planning my learning. I am great at learning, it is one of my strengths, but like any achievements, I am poor at setting the direction.
Rewarding myself is also a struggle unless I allocate a reward in advance, i.e. in step 3. It helps me to jot down my favourite rewards.

What parts of this process are you doing now ?
What parts are you avoiding?

Coaching4Teachers.com has more tips for planning you learning.
If you liked this article you can sign up for e-mail updates on my latest musings at BlueKiteCoach.com

Do you have your top 10 Twitter dos and do nots?

Here are ones that I put together after a Twitter workshop with Diane and Nigel of MorganPR in Newbury this morning:

1. DO use Twitter to build relationships
2. DO reTweet (RT) regularly and generously
3. DO use groups in TweetDeck
4. DO decide on an approach and use it consistently
5. DON’T ask too many questions in Tweets because threads can be difficult to follow
6. DO log onto twitter.com once a week to ensure you catch all direct messages
7. DO add pictures and videos for instant attraction
8. DO monitor what people are clicking using the analytics in Tweet Later
9. DO create short links directly in bit.ly so you can track these from their website
10. DO consider having a daily tips tweet loop