Within this programme coaching is understood to be a courageous conversation through which a person can recognise and realise their potential in their roles and relationships.
Transactional Analysis provides an exciting and underpinning set of inter=related concepts for such coaching and mentoring, as it ranges from providing cognitive tools, emphasising a relational process, highlighting a systemic perspective, and illuminating the psychodynamics of the coach/mentor.
Our approach is that a quality coach or mentor has both an in depth psychological knowledge and a systemic understanding, and is committed to an ongoing process of learning and supervision of their practice.
This exciting programme is designed and mainly delivered by Rosemary Napper, a teaching and supervising transactional analyst at TAworks who has worked at tactical as an organisational development consultant, an executive coach, and a leadership mentor. She has also worked independently as a therapeutic counsellor, a career development consultant over the past 20 years, within education services has initiated parent support and also young people's mentoring schemes, as well as in-house (eg NHS leadership centre) and university (eg Bath) coach training. She has co-written a TA chapter in the Sage handbook of coaching, and is writing a book on co-creative coaching using a TA approach for experienced coaches. Some visiting coach trainers may add occasional supervision, intervision or training, by invitation.
To develop and enliven coaches and mentors who apply TA to the process of the relationship, their thinking about the individual and the system/s they are part of (eg a workplace, a family, a neighbourhood) and their interventions , including where appropriate sharing TA tools with their clients.
You will be a practicing or beginning coaches or mentors, who already have knowledge of transactional analysis and use this to reflect on yourself, and who have some felt-sense of your own Adult ego state. In addition you may already practice with TA in the psychotherapy, or organisational or educational field, or you may be wishing to develop a niche such as parent coaching, a coach-approach to management, or mentoring young entrepreneurs. Prior experience of coaching or mentoring is not essential — however it is designed in such a way that experienced coaches and mentors will gain insight and depth, and a different approach from other coach and mentor training.
The learning is designed to mirror the coaching/mentoring processes to a considerable extent, and to provide opportunity to reflect on experiences, with input from transactional analysis models to conceptualise and deepen understandings, and to lead to moving on in your practice. The approach to this programme and to TA is co-creative — together we construct learning and practice, so full participation is vital.
An ‘ontological’ perspective on ‘being’ a coach or mentor is the principle behind our thinking about coaches. The philosophy of transactional analysis is that everyone is OK; everyone can think; and therefore people can decide to change if they choose to. The content of this programme is underpinned by these values permeating relationships with the five parties involved in any coaching or mentoring:
I = a TA awareness and meaning making of self as a coach or mentor
YOU =appreciative assessment of the client in TA terms linked to positive psychology
WE=our un/conscious interactions, interventions & tools in a relationalTA framework
IT = the power of the context & systems the client lives in -organisation/s and family
THEY = the impact on and from others involved in the client's systems
The ordering of each day will vary and be emergent according to participants needs — below is elements of what will be covered overall during the programme as a minimum, although this is up for negotiation. There will be time for observed coaching practice and there will be demonstrations and fishbowls as well as triads practice.
Introductions: who am I (structural ego states)? Who are you?(TA's role theory) What is this programme? (time structure; the hungers). What is coaching? And Mentoring? How does coaching and mentoring fit into TA?(the overlaps and the differences of the four fields) and a positive psychology perspective. Five types of relationship (relational co-creative approach to TA)
I = Felt sense of Adult ego state
YOU =history taking using role theory (Schmidt)
WE = Contracting levels(3 P's) ; learning cycle (ego states and scripting process)
IT = Systemic perspective ( from Berne)
THEY = roles in the system
I = Listening with heart, head and body (structural ego states)
YOU = Assessment within coaching — the nature of resilience and integrating Adult
WE = Framework for focus and function in coaching (Functional nodes);
IT = Structure and Dynamics create culture (Berne)
THEY = Transactions from a functional fluency perspective
I = Learning in terms of structural ego states (linking A1 and A2)
YOU = Accounting and discounting; Systemic fit (Krausz)
WE = Where is the focus within the framework? Metaphor and object
IT = Analysing culture (Berne) and cultural scripting
THEY = Constellations — public and private structure
I = Listening with heart, head and body (structural ego states)
YOU = Life events, learning and performing (van Poelje);
WE = Structuring a coaching session and a programme (hungers; time structure)
IT = Leadership (Berne REP)
THEY = Sysytemic and Organisational games (Summerton)
I = transferences and counter-transferences
YOU = Permissions (adapted from Gysa's wheel)
WE = Role decontamination, de-confusion, and clarifying
IT = What's involved in the structure and dynamics of the system (from Berne)
THEY = Imagoes (Berne) and projections
I = My style as a coach/mentor – (‘doors’ and transactions)
YOU = what sorts of people to coach or mentor: avoiding pathologising!
WE = (the emotionally fluent dance of coaching and mentoring: who's leading who? Berne's operations and interventions)
IT = what is supervision really all about? And intervision?
THEY = The power of interlocking stories
I = Autonomy & Rackets: falling into and out of the coaching/mentoring role boundary
YOU = Coherent narratives and telling the stories freshly
WE = The place of orienting, guiding, normalising, encouraging, suggesting,
IT= process script of the culture
THEY = political skills
I = Holding, containing and linking – and holding in mind
YOU = Personal and working styles and talents
WE = The space between
IT= Personal and Working Styles
THEY = wider ethical frameworks
I = My ethics and values
YOU = Reviewing your frame of reference
WE = Putting together TA tools within the framework for coaching and mentoring; how come coaching/mentoring is a valuable experience?
IT = Reviewing the system we co-created in the mentoring/coaching — its culture, leadership and dynamics; and the return on the investment
THEY = Evaluation: what will you tell them?First and second order change
I = Presence and presenting myself in my coach or mentor role and the relationships with my other roles: change or growth or development?
YOU = Integrating roles
WE = Endings
IT = Getting your idea across in the places you can work as a coach or mentor
THEY = Out of sight yet held in mind
There is an option for participants to gain a certificate or diploma in Mentoring and Coaching at Level 7 (ie masters level) with the Institute of Leadership and Management. As well as attending the learning programme this involves at the certificate level 20 hours of practice, a coaching diary, and a work based assignment, and a tutorial and supervision is encouraged. At the Diploma level this involves 125 hours of practice plus 3 assignments and 3 tutorials plus a minimum of 20 hours of supervision. There is an additional fee for accreditation, and also supervision is charged separately.
The hours gained on this programme, and also in our supervision, can accumulate towards the CTA in Organisational, or Educational or Counselling applications, or be ‘other’ training hours towards the psychotherapy application. These learning hours also are significant for Provisional Supervision Transactional Analysts which includes a strand of mentoring professional practitioners in whichever field.
The fee for the 10 days training programme is £1000 (no VAT)
The registration, marking and tutorial fee for the ILM certificate is £600 plus VAT
The registration, marking and tutorial fee for the ILM diploma is £750 plus VAT
To upgrade from the ILM certificate to the diploma is £250 extra plus VAT
Payment of any of the above by instalments is possible at 10% extra — please ask
Supervision is what you are charging your client plus 10% or £90 per hour, whichever is the greater. Supervision groups are 3 people for 3 hours on a Friday or a Monday 8-10 times per year and payment is the same as individual supervision.
If you are interested in a place on this programme then please email, and arrange a telephone discussion to answer any queries you may have. During this conversation we will arrange a payment plan, and a deposit will secure you a place.
The 2011 dates are 20–22 May; 23–24 July; 24–25 Sept; 4–6 Nov.
TA Coaching qualifications from the Institute of Leadership and Management are available — contact us for details