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

Contents

Knowledge
Skills
Behaviours
Functional Skills

Plan

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