Glossary 

We try not to use complicated words in an unnecessary way, yet there are times when we know we have used a word, in the interest of being concise, that needs explanation.

Or a word that we know is jargon, but for precision, no alternatives seem to do.

And occasionally, playfully to make learning rappocative!

You'll find them all here, and if you click on them they will take you back to where they were used.

connectedness: experienced between colleagues when information flows well between people in a timely fashion, indicating a good level of communication and knowledge sharing. It also refers to the powerful feelings of human bonding that are experienced in groups where we feel we belong and where we are engaged with others in the group towards shared goals.

 

inter-independence: where the units that make up the whole are independent of each other, yet are also highly interactive, in pursuit of shared goals and the greater good.

experiential: creates a felt-sense of what needs to be learned, rather than analytical, theoretical or process learning. Experiential learning is recognised to allow connections to be made that make it easier to retain and reproduce the material or the skill.

rappocative: describes the quality of simultaneously being provocative and in rapport. This means the person feels supported yet also experiences challenge that stretches them from usual patterns and into the possible growth zone, with less resistance. This accelerates learning.

curious mastery: employing many tools and techniques in service of experimenting and learning

mastered curiousity: not merely being very nosey but genuinely interested and skilful at raising awareness in service of the client's goals. It's a finely honed wondering about how their unique resources will combine with those of the system, to allow the future they (emergently) desire to happen.

emergent: arising bit by bit and in dynamic interaction with the relevant parts.

mindset: the mental attitude or disposition that acts as a filter and predetermines a person's interpretations of and responses to situations. Awareness and work on mindset can shift the person from a fixed mindset to a more flexible and questionning growth mindset (incorporates ideas adapted from Carol Dweck)

heartset: the emotional attitude or disposition that acts as a filter and predetermines a person's interpretations of and responses to situations. Awareness and work on heartset frees individuals from the hormonal soup that is our biochemistry and allows appropriate re-interpretation and choice (incorporates ideas adapted from Martyn Newman and also from Lucy Daykin)

action logic: an identifiable pattern of understanding and making sense of the world that people share in common. These are orders of thought development, that unfold in a specific sequence, each action logic transcending the previous pattern and affording a more encompassing consciousness and including more complexity. Learning about action logics can give greater choice to aid connection between people as well as aid the evolution of work groups (incorporates learning from Elaine Herdman-Barker and Bill Torbert).

values: lasting beliefs or ideals about what is important and significant. Values have major influence on a person's behavior and attitude and serve as broad guidelines in all situations.

beliefs: assumptions and convictions that are held to be true. Beliefs have associated stereotypes and prejudices that often drive attitudes and behaviours.

co-creating: applying creativity in collaboration with others. Also used to describe a process of change through dialogue and mutual decisions about actions.

power: the influence or ability to cause or prevent an action, make things happen. There are different types of power to explore: positional, personal, political.

vulnerability: authentic and open, with weaknesses exposed. Sharing the full reality, with the upside of honesty and the downside of being, therefore, assailable.

emotional intelligence: the ability to carry out accurate reasoning about emotions and to use emotions and emotional knowledge to enhance thought (Mayer et al.) In Goleman's model, there are four domains of emotional intelligence: Self awareness, self management, social awareness and relationship management. Embedded in each of these domains are competencies that build on those core fundamental abilities. Research is showing that people who have self awareness (which is what mindfulness builds) are able to cultivate other strengths. People who lack it cannot.

multiple intelligences: there is increasing recognition that there are different realms of intelligence: physical, cognitive, emotional and spiritual. This is behind our holistic approach of including body, mind, heart and soul in our coaching conversations.

out of awareness: some of what drives our decisions and behaviours happens without our conscious thought or attention. Improvements through coaching often come from increasing the realms of awareness, and the ability to focus attention at will. Your coach will initially direct your attention through questions to new areas to allow information to emerge. This often yields new possibilities. Learning to self direct attention to what is habitually out of awareness increases as you internalise the process. 

transition: refers to a period of learning as you shift from one role, level, or organisation to another. Development often accelerates before, during and after transition, since the need for it is more obvious to the individual, making them more open to opportunities for learning and more reflective about the experiences that they are accumulating. The openness to change and the reflection enable learning to be realised and the application of this allows it to crystalise.

listen for potential: refers to an intention set as you listen, an openness to discover the strengths, capabilities and resources the person has and to reflect back  how these may be relevant to the context and challenges presently.

 

confidence building feedback: a process for giving feedback in a way that energises and enables. It starts with what is working well, continues with what would be even better and finishes with an overall statement of positive value.  This is loosely based on what Claude Steiner found was most effective, when working with children and their teachers, as well as modern findings from Positive Psychology.

individual coach supervision: a reflective conversation supportive of the coach, where the supervisor creates a safe and confidential space for case review. Within this contained environment, there will also be moments of challenge, to allow the coach to notice more, to identify areas of strenght or for improvement,  creating learning and better practice and developing the effectiveness and value of their approach.

 

group coach supervision: as above, but enriched through a group mode; coaches take it in turns to review their cases. The supervisor facilitates the group to help each coach to learn and share from their experiences in a way that takes individuals forward.

Four functions of supervision: following from B. Proctor:

  • formative - you learn from the process and develop over time

  • normative - you practice within expected or required standards by law or from your profession

  • restorative - you are instrumental and you are changed by each coaching encounter; what do you need to maintain and replenish for the future and how will you do this?

  • systemic - you are operating within a system of relationships. Reflecting on the relational aspects of your role and your work brings new perspectives and insights.

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