I’ve been ‘coaching’ people in business design, growth strategies, and pitching for almost 15 years. So, when earlier this year, I signed up for the ILM Level 7 Certificate in Executive Coaching to accredit this work, I thought I would breeze through the qualification. How wrong I was!

Talking to other enterprise educators, I think it’s common for many of us to be asked to ‘coach’ students with little to no formal training as to what this really means in practice. Some of us manage to glean useful lessons from books, videos, or conferences, cobbling together insights and putting these into practice. Some of us just wing-it and hope. Very few of us get a meaningful introduction to coaching, it’s applications and intricacies, and this can have implications both for ourselves, and for those that we work with.

Joining the course has opened my eyes to the real depth of the coaching process and introduced me to a variety of coaching styles I didn’t even know existed. Most importantly, it’s helped me understand myself better as a coach. In this blog, I am going to share some things that I’ve learned and some practical tips to improve any coaching practices you might be engaging in.

Discovering the Real Process of Coaching

One of the first things that hit me was how structured and methodical coaching needs to be. Before this course, I had a loose, one-size-fits-all approach to coaching. I have since learned that there are many different methods out there, from the GROW model to more reflective and transformative techniques such as CBC. Each approach has its own strengths and is suited to different situations and client needs, and they need to be applied in certain fashion to maximise their impact. For example, while the GROW model is great for setting goals and planning actions, reflective approaches such as CBC are perfect for fostering deep self-awareness and changing beliefs. That said, I’ve also learned that some techniques work better for me than others and that I need to be authentic in my coaching practice.

Client-Focused vs. Learner-Focused

One of the most striking differences I discovered between coaching and teaching is the client-focused nature of coaching. When teaching, I lead the learning process, delivering content and guiding students through a structured curriculum. Even if the model is flipped and onus is on the student to uncover a solution, it’s still my plan we are following. Coaching, on the other hand, is all about the client. Here, my role is to facilitate the client’s self-discovery and development, helping them find their own solutions and paths forward. This means listening more than talking, asking powerful questions, and creating a safe space for clients to explore their thoughts and feelings.

This understanding of positionality has made me reflect on my role in both contexts. As a teacher, I think I might finally understand how to be more of a ‘Meddler in the Middle,’ while as a coach, I can clearly see how my old practice was too driven by the plan I had for the people I worked with.

Self-Awareness as a Coach

A huge part of the course has been understanding myself as a coach. I realise now how crucial self-awareness is in coaching. It helps you recognise your own biases, strengths, and areas where you can improve. Through reflective exercises and supervision sessions, I have gained many insights into my coaching style and its impact on my clients. Key to this has been the supervision process, working with a more experienced coach to reflect on my practice, address my concerns, and unpack my own worries, stresses, and biases before they overwhelm me or my clients. Frankly, it scares me how long I’ve coached without engaging in supervision.

Some Practical Coaching Practices

1. Contracting: As I mentioned, start with a clear contract. This sets expectations and establishes professional boundaries, which are essential for a successful coaching relationship. Contracting is something you need to do at the start of any coaching relationship and then review during every session to check you are still addressing the client’s needs, rather than your own agenda.
2. Boundaries Between Coaching, Teaching, and Mentoring: It’s important to know the difference between coaching and mentoring. Mentoring is about sharing experiences and giving guidance, teaching is focused on leading a learning process, while coaching hinges on helping the client find their own solutions. Keeping these boundaries clear ensures the coaching process stays client-centred and empowering. A simple question I now reflect on after every session is, ‘How many answers did I give the client?’ If I gave more answers than I asked questions, then I know I have the balance wrong.
3. Importance of Supervision: Supervision is crucial for coaches to reflect on their practice, gain new perspectives, and tackle any challenges. Regular supervision sessions have been a game-changer for me, providing a safe space to discuss tough cases and get constructive feedback. So, find an experienced coach to supervise your practice, and ensure they know how to supervise.

 

A Final Thought

Going back to ‘coaching school’ has had a massive impact on my coaching practice. It’s shown me just how much there is to learn and provided me with valuable insights and practical strategies. By focusing on a structured coaching process, exploring different approaches, and fostering self-awareness, I think we can all significantly improve our coaching effectiveness and better support the growth of those that we serve.