Leadership Mapping clarifies your resources as a leader, or co-leader of a team.
And to define axes of development of the selected resources.
As a team of co-leaders, it makes it possible to clarify the state of skills at the team level and to define the axes of individual and collective development.
In other words, Leadership mapping makes it possible to take stock of one’s leadership style, and to define one’s development axes, individual and team (team co-leaders, Management Committee, Change and Transformation Leaders…)
I regularly observe a problem that massively affects my individual and collective clients: we no longer have time to talk to each other orally.
20 years ago when you called someone, you had a good chance that the person would pick up their phone. Or even responds to a written or voice message. Today it has become quite exceptional. Except in an emergency. Generating its share of stress.
20 years ago when a company was called via the switchboard, a person in the flesh filtered or put in touch with the requested correspondent, according to the instructions given to him. Today we come across a voice standard, which offers many options… As long as what is needed corresponds to one of the options !!! Or also sometimes on a saturated voicemail. Generating its share of stress.
With my eyes and my experience as a systemic coach, and I observe that it is when humans talk to each other, really, that questions are unraveled, that creativity is offered, on small things or more complex issues.
What does this overload of tasks in days that are always only 24 hours, prevent? What does it allow? What balance would it be interesting to strive for, both on the individual and systemic dimensions? What have you done in the last 24 hours to nurture your 3 privileged relationships in your personal life, in your professional life? And during these last 7 days? What about your relationship with yourself?
Just this morning I was amazed by the ability of my client’s pet to be connected to its inner state. And to serve as a revealer, or mirror of this emotional state.
Now that coaching or supervision sessions are regularly held via zoom, at my clients’ homes, pets are entering the coaching dance.
Stress is an instinctive reaction of the body for the survival of the individual, in the face of a danger of death. It is shared by all mammals.
However, stress today is no longer mainly triggered by this archaic reason, but by multiple factors, emotional, cognitive, social, experiences, beliefs, impactful situations …
after Do Yup Lee, E.K., & Choi, M.H. (2015). Technical and clinical aspects of cortisol as a biochemical marker of chronic stress. BMB reports, 48(4), 209.
The Cognitive and Emotional Assessment is an innovative tool, developed by OpenMind Neurotechnologies, which allows you to quickly access in a fun and powerful way keys to reading your functioning in the face of uncertain and unpredictable situations.
The Cognitive and Emotional Assessment is an innovative tool, which allows you to quickly and in a fun and powerfulway access keys to reading your functioning in uncertain and unpredictable situations.
In a supervision space, supervisor and supervised(s) explore elements of coaching. Let's focus here on active listening.
Supervision and coaching are privileged relational spaces for the work of active listening.
What is active listening (skill 6)?
In the terms of the ANC, active listening is listening on two levels: containing and containing. With other models of human understanding, listening focuses both on the story that is told, the situation that is reported, and on the mechanisms underlying the story and how it is staged in the narrative. With possibly the recurrences that the coach notices in his client.
It is active in the sense that the coach, or the supervisor, reformulates what he has understood – which is only his vision of reality – and questions the rest. And listening is also active in the sense that the coach or supervisor works with signals, emotional, energy field, silences … Signals from its interlocutors and internal signals from its own antennas. The ability of the coach to confront his client while remaining naive – or in the non-knowing, non-judgment – is key in this active listening. And since it is a question of confronting, it also refers to the relational contract (competence 3), which has made it possible to clarify the relational style that explicitly suits the client or the supervised. Or the ability to raise awareness (skill 7).
In a supervision space, supervisor and supervised(s) explore elements of coaching. Let’s focus here on ethics and the spirit of coaching.
Supervision and coaching are privileged relational spaces for the manifestations of the ethics of coaching and coaching, as well as the spirit of coaching.
What is ethics? What is the coaching spirit? While it is ambitious to answer this question in an article, let’s try to shed light on this question.
Focus on Ethics (Competency 1)
A regular stumbling block in coaching is the difference between consulting and coaching, or even therapy.
When formulating coaching goals, the client often asks for advice on how to accomplish this or that. How then to welcome both his request, which is a manifestation of his representation of coaching and his ability to clarify his objective and clarify the difference between consultancy, coaching, therapy, facilitation? How to use appropriate language to be heard? To meet the customer where he is, and accompany him to go where he wants? Or even to keep the freedom to position oneself in front of the customer as not being the right resource to meet his demand.
Privacy is also an essential part of the coaching space. It is one thing to verbalize it, it is another to ensure that it is effective. Both in the information exchanged verbally and in the information exchanged by electronic or other means (what are the general conditions of sale of the coach, how is he able to guarantee to his client – beneficiary of coaching, payer of coaching – his processes of conservation or deletion of data.
This also touches on the issue of consent. How to ensure that in the relationship with the customer, his consent is key, in the moment and in the long term?
This question is also to be clarified by considering “the client” as the beneficiary of the coaching, or as the company’s stakeholder(s) involved in the coaching (HR, manager, etc.).
Focus on the Coaching mindset (Skill 2)
A coach in a supervisory conversation tells how she prepares her sessions and imagines in advance what she will do as exercises with her client. By unfolding the situation, she becomes aware of her fear of not being up to the task, the lack of confidence in her coaching abilities, her questions about her legitimacy, and the fact that this preparation blocks the session in a pre-written scenario, underpinned by pre-judgements, in contradiction with the “dance with the client” or the co-creation of the content of the live live session. All boosted by judgments, towards herself ‘I am not competent enough’ and towards her client ‘she needs this’.
Through SuperVision’s reflective practice, this awareness leads him to work on his sense of competence (Emotional Governance), on the client’s responsibility in the session, on the co-management of the session (Adaptive Governance and Assertiveness).
This path is typical of the progression of the young coach just out of training towards a maturity that is refined over the course of the practice. The embodiment, or personification of the Coaching state of mind is a process that takes place over time. And this is what is evaluated in the external certifications/accreditations of coach associations, with different levels of coach maturity. It also refers to the question of the ethics of the coach or supervisor (Competence 1), who is responsible for his reflective practice, supervision, professional development and maintenance of skills with external and independent advice.
