13 Oct 2022

Personal Development Plan based on initial skills scan for level 5 Coaching Professional


Functional Skills


Knowledge Some Good Excellent Comments Date Date Date
K1. Theories of learning and reflective practice such as Klob, Gibbs, Schon, etc, and basic schools of psychology and neuroscience, including linguistic interpretation and application Some        
K2. The theories of emotional and social intelligence, such as Goleman and Salovey & Mayer, and application of the theories to understanding self Some        
K3. Diversity and inclusion and bias theory, including personality type theories, such as preferences for introversion vs extroversion, integrity, ontology, and human values and how they impact on behavior and organisations. The theory of self actualisation, such as Maslow’s Hierarchy of needs, motivational theory, Herzberg Good        
K4. The importance of coaching contracting and recontracting, and models enabling its effectiveness Some        
K5. The theory of organisational culture (and values) and leadership styles, and the impact these can have on individuals and their behaviour Some        
K6. Coaching theory, including maintaining good practice coaching protocols and a code of conduct within the coaching process (including ‘unconditional positive regard,’ non-judgmentalism and non-directiveness) Some        
K7. Methods of communication including verbal/ non-verbal/ building rapport/ matching and mirroring. Listening skills, including levels of listening. Theories of relationship management, including transactional analysis, power dynamics, and stakeholder management theories Some        
K8. Theories of increasing self-awareness such as the Johari Window and the journey from unconscious incompetence to unconscious competence, and types of feedback Some        
K9. Evaluation: theories of return on investment and delivery of value Some        
K10. The differences and similarities between coaching, mentoring, training, counselling, and consulting Some        
K11. Relevant legislation (e.g., Data Protection Act, safeguarding) and coaching competencies and codes of ethics described by the main professional bodies Some        
K12. The existence of a range of coaching models and techniques, and related psychological approaches, such as Whitmore’s GROW model, Kline’s Thinking Environment, Gestalt, neurolinguistic programming (NLP), cognitive behavioural coaching, positive psychology, metaphor, solutions-focused coaching and skills and performance coaching. Methods of goal setting, such as SMART goals, alignment of personal and organisational goals, and aspirational/dream goals Good        

Skills Some Good Excellent Comments Date Date Date
S1. Time management, including scheduling coaching sessions, and self-leadership to resolve conflicting priorities and ensure sufficient time for record keeping and other role activities Good        
S2. Working with those receiving coaching to set clear goals, including visualisation techniques, setting timescales, validating their achievability, recording outcome-focused, prioritised action plans and monitoring progress towards goals Good        
S3. Communication, including (but not limited to) descriptions of the coaching process and roles and responsibilities (including those related to boundaries and confidentiality), and the benefits of coaching in relation to the context of those receiving coaching Some        
S4. Contracting with all relevant stakeholders, including logistics, preferences of the coach and those receiving coaching, considerations of the system within which the coaching relationship sits, goal setting, outcome realisation and contract conclusion. This includes holding oneself to high ethical standards, particularly in the areas of confidentiality (including when maintaining coaching records) and management of boundaries (Including their own competence and values, relevant codes of ethics, and relevant legislation, policies, and procedures) Some        
S5. Stakeholder management, including a range of challenging and senior people, and focus on their agenda and outcomes throughout Good        
S6. Rapport/trust building and maintenance, including recognition of the personal values, emotional state(s), and response of those receiving coaching, validating their understanding of themselves and their circumstances, dealing with difficult coaching relationships and ensuring non-dependence on the coach Good        
S7. Deliver feedback in a style that is useful, acceptable, non-judgmental, and meaningful to those receiving coaching Good        
S8. Identification of pattern of thinking and limiting/enabling beliefs and actions Some        
S9. Questioning techniques to raise the self-awareness of those receiving coaching, including asking questions, broaching challenging subject areas (e.g., emotional state, characteristics of wider systems) and questioning untrue, limiting assumptions Some        
S10. Uses several established tools and techniques to develop their own coherent model of coaching to help those receiving coaching work toward outcomes. Uses models and approaches from the context of those receiving coaching Some        
S11. Demonstrates emotional intelligence, including demonstrating empathy and genuine support for those receiving coaching (‘unconditional positive regard’), and adapting language and behaviour in response to the whole person of those receiving coaching Some        
S12. Applies coaching theories, models and tools, techniques and ideas beyond the core communication skills in order to bring about insight and learning Some        
S13. Identifies energy shifts within a coaching context, enabling these to be aired and addressed and managed Some        
S14. Manages and celebrates diversity in their coaching practice, including demonstrating how diversity and inclusion informs their professional practice Some        
S15. Demonstrates awareness of own values, beliefs and behaviours; recognises how these affect their practice and uses this self-awareness to manage their effectiveness in meeting the objectives of those receiving coaching and where relevant, the sponsor Good        

Behaviours Some Good Excellent Comments Date Date Date
B1. Committed to self-development, including self-reflection, gathering information on the effectiveness of their own practice, producing personal development plans, and receiving coach supervision Good        
B2. Self-awareness, including of their own behaviours, values, beliefs, and attitudes, and attending to their own wellbeing, resilience and maintaining mental capacity Good        
B3. Act as an ambassador for a coaching mindset and positive approach to personal development Some        
B4. Is spontaneous, open, and flexible, demonstrating respect and engendering trust Good        

Functional Skills Some Good Excellent Comments Date Date Date
Qualifications - Maths Excellent Met with GCSE Math (A) - Certs uploaded      
Qualifications - English. Reading, Writing, Speaking Listening & Communication Excellent Met with GCSE with SGCE Engligh Lit & Lang - Certs uploaded