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I.PEDAGOGY OF TEACHING

A.Vision-Mission

What Is a Vision and a Vision Statement?

A vision is a statement about what your organization wants to become. It should resonate with all members of the organizationand help them feel proud, excited, motivated, and part of something much bigger than themselves. A vision should stretch theorganizations capabilities and image of itself. The vision gives shape and direction to the organizations future. The normalvision ranges in length from a couple of words to several pages.

The vision is translated into actions via the development of a vision statement that expresses the overall vision. Create a shortervision statement because employees will remember their shorter organizational vision statement better than they will remember along vision statement.

When employees internalize the vision statement, they take action to make the vision statement come true.

Vision Statement Samples:

"Year after year, Westin and its people will be regarded as the best and most sought after hotel and resort management group inNorth America." (Westin Hotels )

"To be recognized and respected as one of the premier associations of HR Professionals." (HR Association of Greater Detroit)

Exploration to Prepare to Write the Personal Vision Statement

Use these questions to guide your thoughts.

y What are the ten things you most enjoy doing? Be honest. These are the ten things without which your weeks, months, andyears would feel incomplete.

y What three things must you do every single day to feel fulfilled in your work?

y What are your five-six most important values?

y Your life has a number of important facets or dimensions, all of which deserve some attention in your personal visionstatement. Write one important goal for each of them: physical, spiritual, work or career, family, social relationships,financial security, mental improvement and attention, and fun.

y If you never had to work another day in your life, how would you spend your time instead of working?

y When your life is ending, what will you regret not doing, seeing, or achieving?

y What strengths have other people commented on about you and your accomplishments? What strengths do you see inyourself?

y What weaknesses have other people commented on about you and what do you believe are your weaknesses?

Craft Your Personal Vision Statement

Once you have thoughtfully prepared answers to these questions and others that you identify, you are ready to craft a personalvision statement. Write in first person and make statements about the future you hope to achieve. Write the statements as if youare already making them happen in your life. Some experts recommend 50 words or less, but I would rather see you fullyarticulate the vision you want for your life and your future, than be limited by word count.

Motivational speaker and writer, Brian Tracy, states that you generally accomplishment your written goals, dreams, plans, andvision. Writing them down lends power and commitment to their accomplishment.


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Keep in mind that your personal vision statement can also change over time, depending upon what is happening in your life. Youwill be amazed, however, at how many components remain consistent over time. I first articulated this vision for my life in 1984;this personal vision statement guides my life.

What Is a Mission Statement?

Mission or Purpose is a precise description of what an organization does. The mission should describe the business theorganization is in. The mission is a definition ofwhy the organization exists currently. If the mission has been assimilated andintegrated into your company culture, each member of your organization should be able to verbally express this mission. Eachemployee's actions should demonstrate the mission statement in action.

Your company or organization mission or purpose is most frequently expressed and shared as a mission statement.

Personal Mission Statement

Additionally, each person needs a mission for his or her life. The alignment of your life mission with your organizations missionis one of the key factors in whether you are happy with your work and workplace. If your personal and organizational missionstatements are congruent, you are most likely happy with your work choice. Take the time to develop your mission statement foryour own life; compare your personal mission statement with the mission statement of your organization. Do the mission

statements meld?

Mission Statement Samples

These are examples of mission statements that have been developed and shared with the public.

y "Our goal is simply stated. We want to be the best service organization in the world." (IBM Mission Statement)

y "FedEx is committed to our People-Service-Profit Philosophy. We will produce outstanding financial returns by providingtotally reliable, competitively superior, global, air-ground transportation of high-priority goods and documents that requirerapid, time-certain delivery." (Federal Express Mission Statement)

y "To give ordinary folk the chance to buy the same thing as rich people." (Wal-Mart Mission Statement)

y "Our vision is to be earth's most customer centric company; to build a place where people can come to find and discoveranything they might want to buy online." (Amazon.com Mission Statement)

y "Our mission is to earn the loyalty of Saturn owners and grow our family by developing and marketing U.S.-manufacturedvehicles that are world leaders in quality, cost, and customer enthusiasm through the integration of people, technology, and

business systems." (Saturn Mission Statement)

y "In order to realize our Vision, our Mission must be to exceed the expectations of our customers, whom we define as guests,partners, and fellow employees.(mission) We will accomplish this by committing to our shared values and by achieving thehighest levels of customer satisfaction, with extraordinary emphasis on the creation of value. (strategy) In this way we willensure that our profit, quality and growth goals are met." (Westin Hotels and Resorts Mission Statement)


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Purpose and mission statements canbe powerful tools for achievingmotivated, creative, empoweredemployees.

This page makes a distinction between

both purpose and mission statementsand provides you guidance forconstructing them. Sounds easy. It'stough to do well, but worth the effort.

A galvanizing mission can be ofimmense value.

What is a Mission Statement? (from James Collins and Jerry Porras)

A true mission is a clear and compelling goal that focuses people's efforts. It is tangible, specific, crisp, clear andengaging. It reaches out and grabs people in the gut. Example:

"This nation should dedicate itself to achieving the goal, before this decade is out, of landing a man on the moon

and returning him safely to Earth."

Like the moon flight, a good mission has a clear finish line -- you should be able to tell when you've done it -- atwhich point, you need to create a new mission. "We're going to climb Mount Everest" is a mission; the moregeneral, "We're going to climb the Himalayas" is not.

And, like the moon flight, a good mission is risky, falling in a gray zone where reason says, "This is unreasonable";and your intuition and drive say, "But we believe we can do it anyway."

In summary, a mission is

y "What we are here to do"y A clear and compelling goal that serves to unify an organization's effortsy Crisp, clear, engaging, verging on unreasonable.

Several approaches can be useful to defining a mission:

y Targeting: set a clear, definable target and aim for it (e.g. NASA moon mission)y Common Enemy: create a goal focused on defeating a common enemy (e.g. Pepsi: "Beat Coke!") y Role Model: select a well-known success and emulate it (e.g. Giro Sport Design: "to be to the cycling

industry what Nike is to athletic shoes and Apple is to computers")

Some people apply the label "Mission Statement" to a Purpose Statement but that loses the opportunity

to clarify a short-term objective. I like the military connotation. It's a clear, definable and motivationalpoint of focus. It's an achievable goal, a clear finish line to work towards, the next short-term milestone,the next "hill to take".

Getting a team in alignment is a very powerful thing. Consciously and unconsciously, people are making decisionsall day long. It is human nature that people want to do the right thing. A clear mission statement empowers peopleto set the correct priorities and make the correct decisions.


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What is a Purpose Statement? (from James Collins and Jerry Porras)

Purpose is the fundamental set of reasons for the organization' existence -- in the broadest, mostenduring sense what people in the organization want to contribute to the external world. In an ongoingorganization, such as a corporation or an educational institution, purpose is continually pursued, butnever fully achieved. It is not a specific objective that you accomplish and then say, "We are done."

Effective purpose is broad and inspirational, something that strikes a basic chord and provides a clearsense of direction for the organization and its members.

In the case of the space program, Kennedy's purpose was not to put a human being on the moon by theend of the decade (again, this was a mission). Rather, it was to work toward making the United Statesthe greatest and most respected nation in the world, and Kennedy viewed a manned moon landing as anecessary step in that direction.

If you ask your management team to define your company's purpose and they say something like: "Weexist to maximize shareholder wealth." Tell them that's not good enough. It does not inspire anyone andprovides precious little guidance!

Instead, say authors Collins and Porras, ask these questions: "If you woke up tomorrow morning with

enough money in the bank to retire, what is it about this company that would make you want to continueworking here? What deeper sense of purpose would motivate you to continue to dedicate your preciouscreative energies to this company's efforts? As a helpful exercise they suggest that you start with adescriptive statement. "We make X products." or "We deliver X services," and then ask, "Why is thatimportant?" Ask it five times. After a few whys, you'll find that you're getting down to the fundamentalpurpose of your organization. You will start to articulate the very soul of your organization.

Heres a look at some core purpose statements for some successful companies.* Notice, none of themsay: To maximize shareholder value!

3M: To solve unsolved problems innovatively.Fannie Mae: To strengthen the social fabric by continually democratizing home ownership.Hewlett-Packard:To make technical contributions for the advancement and welfare of humanity.Mary Kay Cosmetics: To give unlimited opportunity to women.Merck: To preserve and improve human life.Nike: To experience the emotion of competition, winning and crushing competitors.Wal-Mart: To give ordinary folk the chance to buy the same things as rich people.

In summary, a purpose is

y "Why we exist"y Should be succinct; 1 or 2 sentences at mosty Should quickly and clearly convey how the organization fills basic human needsy Should be simple enough to pass thegrandmother test: if you can explain it to her so she can

understand it, then maybe you're on to something

y Should tie products/services to a more fundamental need, rather than simply mentioning theproducts/services

y Should be broad, inspirational, enduring, compelling and flexible enough to last 100 years.y Only needs to be meaningful and inspirational to people inside the organization; it need not be

exciting to all outsidersy Purpose is a motivating factor, not a differentiating factor


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Putting it all together:

A compelling Vision and Mission can be translated into Goals which are realized throughStrategiesimplemented as Initiatives to generate Results.

The San Pedro College Vision and Mission statement

The San Pedro College is a Catholic Institution of learning dedicated

to the Christian education of the people of Davao and its neighboring regions.

It is own and managed by the religious congregation know as the Dominican

Sister of the Trinity.

It believes in: individual and personal development through love

and hard work; open admission and religious freedom; meaningful educationas manifested in sound professional and technical training for community

services and national development; and providing every man an opportunity

to education to enable him to develop his capacities and potentials as aperson.

It respects diversity of culture and tradition and aims at unity and

peace among men.

VISION:

The love of the compassionate, Jesus, healer and teacher be livedand spread by the SPC Community.

MISSION:

The SPC Community commits to provide the community with

health workers and teachers who are: professionally and technically skillful;

humane in attributes; and leaders imbued with strong ethical and moral

values


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GSDMSFI MISSION-VISION

General Santos Doctors' Medical School Foundation(GSDMSFI) College ofNursing is an institutionof higher learning. It aims to become one of the leadingschools in SOCSKSARGENGrowth Area.

The College shall have its mission to producegraduates who subscribe to the belief that academicexcellence, quality care, moral integrity and spirituality are vital components in the development of a

compassionate, competents and committedgraduates who can help ensure life for all.

Consistent with this mission, the college is committed to:

1. Provide quality education that will enhance the maximum potentials of the learner;2. Imbibe in students ethico-legal, moral and spiritual values;

3. Develop in students a caringattitute, a sense of responsibility, nationalism, and creativeand analytical mind;

4. Utilize a competency based and community oriented curriculum in line with the PhilippineHealth Care System; and

5. Produce graduates with beginningprofessional competencies and skills that are responsiveto national needs and an awareness ofglobal concerns


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B.Teaching as a ProfessionGOOD TEACHING: THE TOP TEN REQUIREMENTS

By Richard Leblanc, York University, OntarioThis article appeared in The Teaching Professorafter Professor Leblanc won a Seymous Schulich Award for

Teaching Excellence including a $10,000 cash award. Reprinted here with permission of Professor Leblanc, October8, 1998.

One. Good teaching is as much about passion as it is about reason. It's about not onlymotivating students to learn, but teaching them how to learn, and doing so in a manner thatis relevant, meaningful, and memorable. It's about caring for your craft, having a passion forit, and conveying that passion to everyone, most importantly to your students.

Two. Good teaching is about substance and treating students as consumers of knowledge.It's about doing your best to keep on top of your field, reading sources, inside and outside ofyour areas of expertise, and being at the leading edge as often as possible. But knowledge isnot confined to scholarly journals. Good teaching is also about bridging the gap betweentheory and practice. It's about leaving the ivory tower and immersing oneself in the field,talking to, consulting with, and assisting practitioners, and liaisoning with theircommunities.

Three. Good teaching is about listening, questioning, being responsive, and rememberingthat each student and class is different. It's about eliciting responses and developing the oralcommunication skills of the quiet students. It's about pushing students to excel; at the sametime, it's about being human, respecting others, and being professional at all times.

Four. Good teaching is about not always having a fixed agenda and being rigid, but beingflexible, fluid, experimenting, and having the confidence to react and adjust to changingcircumstances. It's about getting only 10 percent of what you wanted to do in a class doneand still feeling good. It's about deviating from the course syllabus or lecture schedule easilywhen there is more and better learning elsewhere. Good teaching is about the creativebalance between being an authoritarian dictator on the one hand and a pushover on theother.

Five. Good teaching is also about style. Should good teaching be entertaining? You bet!Does this mean that it lacks in substance? Not a chance! Effective teaching is not about

being locked with both hands glued to a podium or having your eyes fixated on a slideprojector while you drone on. Good teachers work the room and every student in it. Theyrealize that they are the conductors and the class is the orchestra. All students play differentinstruments and at varying proficiencies.

Six. This is very important -- good teaching is about humor. It's about being self-deprecating and not taking yourself too seriously. It's often about making innocuous jokes,mostly at your own expense, so that the ice breaks and students learn in a more relaxed


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atmosphere where you, like them, are human with your own share of faults andshortcomings.

Seven. Good teaching is about caring, nurturing, and developing minds and talents. It'sabout devoting time, often invisible, to every student. It's also about the thankless hours of

grading, designing or redesigning courses, and preparing materials to still further enhanceinstruction.

Eight. Good teaching is supported by strong and visionary leadership, and very tangibleinstitutional support -- resources, personnel, and funds. Good teaching is continuallyreinforced by an overarching vision that transcends the entire organization -- from fullprofessors to part-time instructors -- and is reflected in what is said, but more importantlyby what is done.

Nine. Good teaching is about mentoring between senior and junior faculty, teamwork, andbeing recognized and promoted by one's peers. Effective teaching should also be rewarded,

and poor teaching needs to be remediated through training and development programs.

Ten. At the end of the day, good teaching is about having fun, experiencing pleasure andintrinsic rewards ... like locking eyes with a student in the back row and seeing the synapsesand neurons connecting, thoughts being formed, the person becoming better, and a smilecracking across a face as learning all of a sudden happens. Good teachers practice their craftnot for the money or because they have to, but because they truly enjoy it and because theywant to. Good teachers couldn't imagine doing anything else.

Responsibilities of a Teacher

Role and Responsibilities of a Teacher

Towards Themselves

y To be a teacher out of choice, and not by default.y To acquire relevant professional education and training to get the right concepts of teaching.

y Honesty and sincerity towards the profession.

y Accept that being a teacher does not make you a 'know it all'; so it's important to become apartner in the learning cycle with your students.

y Accept that no two students will think, act and react alike, and to respect that diversity.

y Upgrade knowledge and learn new ways of teaching.

y

Avoid indulging in unethical behavior, and at all times maintain the dignity a teacher-studentrelation.

Towards Students

y Inculcate model behavior and mannerisms by self example.y Prepare long-term teaching programs and daily lessons in accordance with the guidelines of

the school's education system.

y Provide activities and materials that engage and challenge the students intellectually.


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y Understand and implement the use of information technology in lesson preparation andteaching.

y Shift between a formal and an informal method of teaching; debates, discussions, practicalactivities, experiments, projects and excursions.

y Plan, set and evaluate grade test, exams and assignments.y Supervise student conduct during class, lunchtime and other breaks.

y

U

nderstand the diverse background students come from, their strength, weakness and areasof interest.

y Be honest in student appraisal, avoid favoritism.y Enforce discipline by firmly setting class room rules.

y Resolve conflict among students by encouraging positive debate.

y Be ready to adjust teaching styles to meet individual needs of students.

Towards Parents

y Keep the parents well informed about their ward's progress.y Take time out to discuss an issue, or a problematic behavior.y Encourage parents to promote various diverse interests of their children.

y Inform the parents about after school activities; excursions, meetings as well as detention.

y Keep the parent feedback journal updated.y Encourage parent participation in parent-teacher meets.

y Finally, work with the parents for the betterment of the student's future.

Towards Management

y Actively involve yourself in all staff meetings, educational conferences and school programs.y Voluntarily participate in organizing sporting events, and other excursions like camping trips,

picnics, educational tours, etc.

y Maintain a healthy relation with all teaching and non-teaching staff members.y Help out in formulating school policies.

y Carry out administrative duties relevant to your position in the school.

By Loveleena Rajeev


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C. Core Values

What are Core Values?

The core values of an organization are those values we hold which form thefoundation on which we perform work and conduct ourselves. We have anentire universe of values, but some of them are so primary, so important to usthat through out the changes in society, government, politics, and technologythey are STILL the core values we will abide by. In an ever-changing world,core values are constant. Core values are not descriptions of the work we door the strategies we employ to accomplish our mission. The values underlieour work, how interact with each other, and which strategies we employ tofulfill our mission. The core values are the basic elements of how we go aboutour work. They are the practices we use (or should be using) every day in

everything we do.

CORE VALUES:

Govern personal relationshipsGuide business processesClarify who we are

Articulate what we stand forHelp explain why we do business the way we doGuide us on how to teach

Inform us on how to rewardGuide us in making decisionsUnderpin the whole organizationRequire no external justificationEssential tenets

CORE VALUES ARE NOT:

Operating practicesBusiness strategies

Cultural normsCompetenciesChanged in response to market/ administration changesUsed individually


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II.Introduction to Life Coaching

What Is Life Coaching?

"Go confidently in the direction of your dreams! Live the life you've imagined. Asyou simplify your life, the laws of the universe will be simpler."

--Henry David Thoreau

Life Coaching is a profession that is profoundly different from consulting,mentoring, advice, therapy, or counseling. The coaching process addresses specificpersonal projects, business successes, general conditions and transitions in theclient's personal life, relationships or profession by examining what is going on rightnow, discovering what your obstacles or challenges might be, and choosing a

course of action to make your life be what you want it to be.

What Is a Life Coach?

(Business / Professions) a person whose job is to improve the quality of his or herclient's life, by offering advice on professional and personal matters, such as career,health, personal relationships, etc.

*life coach - An advisor who helps people with problems, decisions, and goal attainment in

daily life.

Characteristics Of A Life Coach

Three Characteristics of a Potential Life Coach:

As has been stated, life coaching is not for everybody. A person must have certain

qualifying characteristics for him or her to become an effective one.

First and foremost, the most essential characteristic of a potential life coach is theeagerness to help people. You must truly like people at their core assuming their

essential goodness and potential to achieve. A genuine urge to help them connect with

their goodness and potential their higher self- will be very important for the

effectiveness of life coaching. Without this eagerness, a life coach will just easily lose

patience and give up on their clients.


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Second, a potential life coach must be a good listener. If you are the type of person

who talks and talks and needs to dominate conversations then life coaching is not for

you. As a life coach, it is very important to listen to your clients. You will get all the

information that you need through your conversations and if you do not know how to

listen, then you will not be able to make an effective program for the client.

Third, a potential life coach has the characteristic of the willingness to be trained. A

person cant just become a life coach just because of his or her eagerness to become

one. A life coach will have to undergo several trainings to be able to learn different

methods that can be utilized during sessions with clients. The training process takes

time and may take some fair amount of investment.

Importance of a Life Coach

Life coaching is similar to counseling in the sense that both coaching and counseling are based ondiscussion. A Life Coach helps in assisting any individual to better his career or maybe improvehis health, physical fitness. A life coach provides you with an opinion, encouragement, support andassurance. A life coaching career is one that holds out the promise and makes sure all your

difficulties are solved. Life is full of challenges that one has to face and no individual has everexisted without support be it family support, neighbors, acquaintances. Life coaches areprofessionals always ready t help and provide with advice based on years of experience onbusiness related issues, relationships ,career prospect, studies, spousal relationship, andparentage and many more. A good life coach is the one, who has ability to hear and understandyour problem, appropriate tools for planning and making decisions, and has proficientcommunication skills.

The Role Of A Life CoachByRebecca Osborn


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Coaching is a modern and rapidly growing method for helping others to improve, develop, find

personal success, achieve aims and manage life change and personal challenges. Life coaching is

effective for all situations, whether in personal life, career, sales or corporate and business life.

Coaching draws out rather than puts in. It develops rather than imposes.

So lets say you decide to try a session of life coaching just to see what it is all about. Here is a little

of what you can expect.

The role of your life coach is to:

1. Support and encourage you. They are not there to impose their

values on you. They are there to support and encourage you to reach

your daily action steps and in time to see your long term goals fulfilled.

2. Listen. They should not be doing all the talking during a session! Agood life coach, needs to be a good listener and be interested in your

opinions, beliefs and goals.

3. Help you explore your life, wishes, and dreams and then to help

you plan and set goals. Part of the role of a coach is to help you to sort

through your goals and dreams, to clarify where you want to go and then

to help you set manageable and achievable action steps to help you get

there.

4. Tell the truth. You do not need a coach that is going to never be

realistic or real with you. A good life coach will help you set realistic

goals and give you a push in the right direction when you need it!

5. Provide accountability. For me, this is one of the best roles of a

coach. When I know that somebody is going to be asking me how I am

getting on with my action steps, it provokes me to get them done.

6. Provide a fresh perspective. Sometimes this is just what you need,fresh eyes to look at your situation and help you decide what next step to

take.

7. Trust you to make your own decisions. A life coach is not a

counsellor or therapist. At the end of the day, they are there to support

you in your decisions, not make them for you.


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Life Coaching by Brenda Marr

What is Life Coaching?

Life Coaching is profoundly different from consulting, mentoring, advice, therapy,

orcounselling.

The coaching process addresses specific personal projects, business successes, general conditions

and transitions in the clients personal life, relationships or profession by;

Examining what is going on right now, Discovering what your obstacles or challenges might be,

and Choosing a course of action to make your life be what you want it to be.

Coaching involves a partnership designed to facilitate change in a clients own thinking.

Coaching also requires effective two way communication and dialogue within a professional and

personal / person centred approach.

Who Benefits From Life Coaching?

In short anyone and everyone can!

The aims of coaching are to help you to clarify your ambitions, assist you to set compelling and

achievable goals, help to develop clear action plans and keep you motivated.

Clarifying ambitions helps you to have a focus and a direction therefore enabling you to develop

your own personal life plan.

By assisting you to set compelling and achievable goals it enables you to break down the bigger

picture into specific manageable goals, again providing a clear focus to developing.

By developing a clear action plan it empowers you, the client to make positive changes within

your own thinking and life choices.


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What is my role as a Life Coach?

The role of a life coach is to enable and support people in order to move forward in there life to

achieve what they want to achieve and reach where they want to reach.

The role involves me the life coach being practical and facilitating a forward looking way to

enable an individual to gain more clarity on what the individual likes/dislikes and what they can

do to enable change.

My role as a life coach provides a confidential, non judgemental, impartial and totally person

centred / personal support structure, enabling you to achieve their maximum potential.

Coaching also requires;

y Effective two way communication and dialogue.

y Observation of performance, followed by constructive feedback.

y An investment in helping otherssucceed

y A focus on performance and achieving results

y Courage to address difficult issues

y The coaching role also helps the client to clarify their ambitions and identify strengths

they already have. They can develop empowering beliefs, create new strengths and build

upon them for stronger foundations for a better life.

The coach helps the client through;

y Helping the client to understand what it is they want to achieve

y By setting goals which are realistic and which help the client to achieve their higher ambitions


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y By helping them to believe they can achieve their goals and ambitions

y By guiding them how they can achieve their desires and by encouraging them to go out

and do it for themselves.

The client will learn how to;

Generate their own questions

Find their own answers

Correct their own behaviour

Circle of Life Coaching

Introduction

Health Centered Coaching uses the Circle of Life Program, anationally recognized Health and Wellness Mind/Body Coaching

System.

Whether you use the method individually or in a group setting, the

approach is powerful, simple, and enjoyable.

Through this highly personalized coaching model, you will besupported in whatever life areas youchoose, and you will learn valuable

tools that will enable you to derivebenefits long after the coachingrelationship ends.

What is Circle of Life Coaching?

The Circle of Life is a breakthroughcoaching system for the

enhancement of personal andprofessional effectiveness. It isholistic and comprehensive and has


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supported thousands of people since 1986 in regaining health,preventing disease, and improving the quality of their lives.

The Circle of Life process leverages personal transformation andmobilizes the wisdom, strength, and knowledge that naturally reside

within each of us.

How does it work?

The Circle of Life Program assesses 12 life areas to assist clients in a

multi-phased approach for clarifying intentions, setting goals, takingrealistic action steps, using accountability, and engaging in acontinuous personal improvement process.

"I participated in a Circle of Life Coaching Group that was led by Lisa for women

who were working on personal and professional goals. Lisa was skilled at

organizing group dynamics and asked very thoughtful and probing questions in a

respectful and non-judgmental manner. Most importantly, Lisa brought positive

energy for her wellness coaching work, and this is something that comes through

and makes her an effective coach."Susana de la Torre, RN, Project Director ofInternational Health Project, Burke Virginia, Marathoner and UltraMarathoner.

Ask yourself:

If you could change anything in your life or work,

what would that be?

y Circle of Life Coaching assists people, like yourself, who

want to make a change; for example, create a morebalanced life, experience greater health, increase fitness,and/or lose weight.

y Discover strategies you havent used or thought of tomeet your goals.


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y Gain strength from unconditional support.y Stay motivated and focused on your goals without

burning out.

Circle of Life Coaching provides powerful tools and strategies for

self-care and optimal living, and engages each individual on multiplelevelsphysical, emotional, energetic, and spiritual. It is

purposefully designed to be practical, easy to learn, gentle, and fun.

Learn:

y APowerful assessment approach to evaluate your life andhealth

y An effective method to clarify your goals and intentionsto create optimal outcomes

y Simple relaxation practices to better cope with stress

y Successful tools to enhance your personal energy levely Self-care strategies to maximize overall health and to

better manage chronic health conditionsy An array of skills to improve your performance and

increase your productivity

y Reliable techniques for attaining greater personal joy,

fulfillment, and ease.

What benefits will you receive?

y Education, information, and resources to make healthierchoices

y A customized Health and Wellness step-by-step ActionPlan to meet your goals

y Mind/Body Optimizing SelfCare Practices for health and

well-being (that take only 30 seconds to 5 minutes to do)o Diminish stress and get energizedo Techniques include: breathing practices, gentle

movements, visualization, relaxation techniques,


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positive self-talk, and many more well-researchedpractices

y Facilitation by a trained and experienced health andwellness coach in a highly successful, fail-safe program

y

The opportunity to learn from otherstheir experiences,resources, and ideas

The Circle of Life Process

The Circle of Life System consists of 6 phases:

Phase 1: Assess your life

Phase 2: Test your readiness for change

Phase 3: Design your change

Phase 4: Plan your actions

Phase 5: Take action and access resources

Phase 6: Re-evaluate and revise

Where is Circle of Life Coaching used?

The Circle of Life is adaptable to various populations and settingsand is designed for diverse contexts for group support and one-on-

one coaching. Circle of Life Coaching has been widely implementedin hospitals, medical practices, fitness centers, corporations,community service agencies, faith-based organizations, educational

institutions, weight loss clinics, spas and retreat centers, militarysettings, worksite wellness programs, senior centers, andcomplementary medicine clinics.

Circle of Life Group Coaching

Coaching groups led in the Circle of Life tradition are inviting placesto share personal experiences with others, exchange relevantinformation and resources, learn valuable self-care techniques, and


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receive ongoing positive support and encouragement. The groupatmosphere is safe, trusting, and inspiring.

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y If you are feeling stuck in life either on a personal level or at work Coaching can

help you to face up to such challenges and use empowering ways to regain control

of your life.

.]On a Professional Level:

y Life Coaching can be provided on a one-to-one basis, initially to support Clinical

Ward or Departmental Nursing Managers who need to inspire the people around

them. By going through an internal journey of discovery and identifying where they

are now and where they want to be, they will have the necessary tools to effectively

lead, motivate and inspire nurses.

y Coaching can provide an opportunity for both nurse students and clinical nurses to

go through a Values clarification exercise and other such exercises that will help to

provide a compass for internal True North Principles. Such principles may be unclear

in todays fast paced world where it is a big challenge to keep up with the daily

challenges.

y Life Coaching can be integrated within Performance reviews so as to support nurses

and view them from the aspect of a whole person. Wellness in all aspects of life will

lead to enhanced performance in the clinical area.

y Coaching can provide a humane support for nurses because unlike clinical

supervision, the support available is not based solely on honing skills related to

clinical aspects. Life Coaching provides individualized support for nurses that covers

all the important 8 sectors of the Life Wheel as shown in the Wheel of Life picture

above.

.

y In other words, by having a Life Coach acting as a partner, nurses can remain

focused, challenged and motivated to live their personal and professional lives

onpurpose.

Coaching can provide support when nurses are faced with the negative effects of

daily contact with human tragedies and suffering

.


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Not all Nurses may feel that they require such support. I believe that a large number of

nurses already have the abilities to self-care and nurture themselves as well as provide

support and inspiration for others.

However IKNOW that there is a proportion of nurses who need to find a niche of support

where they can freely express their feelings and find others who understand them-

especially on issues that have a direct connection to Life coaching.

I believe that even as a profession, unless we start helping nurses to help themselves

first we cannot expect them to effectively help others.

The first victory has to be a personal victory. You cannot succeed within an

Organisation or Society unless you first succeed on a personal level.

Its here that we, as nurses may at times lack the inspiration and support to help us with

this internal journey. The quest we need to do so that we become Masters of our

Destiny.

Part of my personal Mission is, I believe to raise this awareness and to create support

systems for nurses who, like me, went through a bad patch and had to start picking up

the pieces.

My Vision is to create an online community of Nurses who are inspired to achieve their

peak potential.

y Nurses who have DREAM they want to achieve in their life and who are ready to

follow it with passion and commitment.

y Nurses who may be facing personal challenges and want to regain control of their life

y Nurses who are PASSIONATE about life and the work they do.

y Nurses who are POWERFULLY motivated to tap their potential to the full and be a

light and a shining example to others.

y Nurses who ENERGIZE their life by living their True Values and Life Purpose.

y Nurses who are EXCITED about the future and who manage to be front runners in

making a difference within society.

10 Ways to Instantly Build Self

ConfidenceWritten byEditor in Chief, Pick The Brain

Self confidence is the difference between feeling unstoppable and feeling scared out of your

wits. Your perception of yourself has an enormous impact on how others perceive you.

Perception is reality the more self confidence you have, the more likely it is youll succeed.


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Although many of the factors affecting self confidence are beyond your control, there are a

number of things you can consciously do to build self confidence. By using these 10 strategies

you can get the mental edge you need to reach your potential.

Build Self Confidence1. Dress Sharp

Although clothes dont make the man, they certainly affect the way he feels about himself. No

one is more conscious of your physical appearance than you are. When you dont look good, it

changes the way you carry yourself and interact with other people. Use this to your advantage

by taking care of your personal appearance. In most cases, significant improvements can be

made by bathing and shaving frequently, wearing clean clothes, and being cognizant of the

latest styles.

This doesnt mean you need to spend a lot on clothes. One great rule to follow is spend twice

as much, buy half as much. Rather than buying a bunch of cheap clothes, buy half as many

select, high quality items. In long run this decreases spending because expensive clothes wear

out less easily and stay in style longer than cheap clothes. Buying less also helps reduce the

clutter in your closet.

2. Walk Faster

One of the easiest ways to tell how a person feels about herself is to examine her walk. Is it

slow? tired? painful? Or is it energetic and purposeful? People with confidence walk quickly.

They have places to go, people to see, and important work to do. Even if you arent in a hurry,

you can increase your self confidence by putting some pep in your step. Walking 25% faster will

make to you look and feel more important.

3. Good Posture

Similarly, the way a person carries herself tells a story. People with slumped shoulders and

lethargic movements display a lack of self confidence. They arent enthusiastic about what

theyre doing and they dont consider themselves important. By practicing good posture, youll


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automatically feel more confident. Stand up straight, keep your head up, and make eye contact.

Youll make a positive impression on others and instantly feel more alert and empowered.

4. Personal Commercial

One of the best ways to build confidence is listening to a motivational speech. Unfortunately,

opportunities to listen to a great speaker are few and far between. You can fill this need by

creating a personal commercial. Write a 30-60 second speech that highlights your strengths and

goals. Then recite it in front of the mirror aloud (or inside your head if you prefer) whenever you

need a confidence boost.

5. Gratitude

When you focus too much on what you want, the mind creates reasons why you cant have it.

This leads you to dwell on your weaknesses. The best way to avoid this is consciously focusing

on gratitude. Set aside time each day to mentally list everything you have to be grateful for.

Recall your past successes, unique skills, loving relationships, and positive momentum. Youll

be amazed how much you have going for you and motivated to take that next step towards

success.

6. Compliment other people

When we think negatively about ourselves, we often project that feeling on to others in the form

of insults and gossip. To break this cycle of negativity, get in the habit of praising other people.

Refuse to engage in backstabbing gossip and make an effort to compliment those around you.

In the process, youll become well liked and build self confidence . By looking for the best in

others, you indirectly bring out the best in yourself.

7. Sit in the front row

In schools, offices, and public assemblies around the world, people constantly strive to sit at the

back of the room. Most people prefer the back because theyre afraid of being noticed. This

reflects a lack of self confidence. By deciding to sit in the front row, you can get over this

irrational fear and build your self confidence. Youll also be more visible to the important people

talking from the front of the room.

8. Speak up


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During group discussions many people never speak up because theyre afraid that people will

judge them for saying something stupid. This fear isnt really justified. Generally, people are

much more accepting than we imagine. In fact most people are dealing with the exact same

fears. By making an effort to speak up at least once in every group discussion, youll become a

better public speaker, more confident in your own thoughts, and recognized as a leader by your

peers.

9. Work out

Along the same lines as personal appearance, physical fitness has a huge effect on self

confidence. If youre out of shape, youll feel insecure, unattractive, and less energetic. By

working out, you improve your physcial appearance, energize yourself, and accomplish

something positive. Having the discipline to work out not only makes you feel better, it creates

positive momentum that you can build on the rest of the day.

10. Focus on contribution

Too often we get caught up in our own desires. We focus too much on ourselves and not

enough on the needs of other people. If you stop thinking about yourself and concentrate on the

contribution youre making to the rest of the world, you wont worry as much about you own

flaws. This will increase self confidence and allow you to contribute with maximum efficiency.

The more you contribute to the world the more youll be rewarded with personal success and

recognition.

How to build confidence and destroy fear

Without self-confidence, we have a tendency to make poor decisions. We make choices

based on fear instead of what is best for us. If you lack confidence, you might fill your

life with self-destructive behavior. You might work at a job you hate. You may allow

yourself to get deep in debt. You may find yourself moving from one bad relationship toanother. Without confidence, you dont allow yourself to pursue your dreams.

In The Magic of ThinkingBig, David Schwartz argues that all confidence is developed.

No one is born with confidence, he writes. Those people you know who radiate


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confidence, who have conquered worry, who are at ease everywhere and all the time,

acquired their confidence, every bit of it.

Confidence is built slowly, one success at a time. Ive learned that in order to overcome

fear, I need to employ a variety of techniques. Here are a few that Ive picked over theyears, and which Ive used to help myselfget out of debt, and to develop the courage to

speak before groups or to appear on live television:

y Dont dwell on failures.Draw from the things youve done right. My talk last week was far fromperfect. But if I dwell on the things I did wrong, Ill psych myself out of future opportunities. Ill bescared to say yes when somebody asks me to speak. Instead, Im trying to focus on the thingsI did right so that I can emphasize them in future presentations.

y Rehearse a positive outcome.Before my live television appearance, I watched clips of similarinterviews on the same show. (Im not a regular television watcher, so this was new.) I arrived atthe station early, so I sat in the car, closed my eyes, and imagined the interviewer asking me

questions about the subject. I imagined joking with her. I imagined it as a positive experience.y Do not procrastinate. Procrastination promotes fear. When youre afraid, thinking is your

enemy. Act. Do what you think is best, and do it quickly. The longer you take to act, the moretime you have to talk yourself out of it, the longer you have to imagine the things that might gowrong. Its not enough to hope. Take action.

Here is a psychological principle that is worth readingover 25 times. Read it until it absolutely

saturates you:To think confidently, act confidently. from The Magic of ThinkingBigby

David J. Schwartz

y To think confidently, act confidently. Youve heard the phrase fake it til you make it.Research has shown that faking confidence actually leads to the real thing. If youre in a

situation where youre not sure what to do, actlike you know what to do. Act confident and youwill become confident. (Note that this isnt license to be a jerk. Its not a license to lie.) Schwartzsays that we can change our attitudes by changing our physical actions. He recommends fivespecific behaviors: sit in front, make eye contact, walk faster, speak up (offer your opinion),smile.

y Think like the other person. Remember that people are all the same. We each have the samefears and the same desires. Underneath, most folks are pretty nice. When youre in anuncomfortable situation, put yourself in the other persons shoes. While prepping for my talk lastweek, I used this technique to plan what I was going to say and how I was going to say it. Italked with a dozen financial planners to find out their concerns, and tried to address them in mytalk. By doing this, I removed the fear that I wasnt addressing their interests.

y Maintain a positive mental attitude. In Success Through a Positive Mental Attitude , the

authors write: When [a person] is wrapped in the warm, secure belief that he will do well, he isactually able to do better than he knows. His defenses are relaxed; his guard down; he is able tostop spending emotional energy protecting himself from the possible hurts of failure; instead hespends his energy reaching for the probably rewards of successConfidence has had ameasurable effect on him it has brought out the best in him.

y Get off your but. In FeelingGood: The New Mood Therapy, David D. Burns offers a varietyof suggestions for building confidence and destroying fear. One of these is to learn to defeat acase of the buts. Schwartz calls this excusitis, the disease of failures. Burns says that the


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best way to deal with excuses is to argue with yourself. Every time you say, Id like to savemoney, but, come up with a rebuttal to counter the argument. Keep going, fighting everyexcuse you make.

y Visualize success. In FeelingGood, David Burns also encourages readers to visualizesuccess: A powerful self-motivation method involves making a list of the advantages of aproductive action youve been avoiding because it requires more self-discipline than youve

been able to muster. Such a list will train you to look at the positive consequences of doing it.For example, if youve been holding back asking for a raise, make a list of only the positivepossible outcomes. Once youve made the list, fantasize about your life after receiving the raise.Focus on the positive outcome that success will bring you.

y Look sharp. A lot of us experience poor self-esteem because we dont like the way we look.But we exacerbate the problem when we dress sloppily or are not well-groomed. Im notpointing any fingers. My friends and family can readily attest that Im one of the worst culprits.Im often unshaven, dressed in sweats, slouched at my desk. Why? I lack self-confidence. Butwhen I have an important meeting, the simple act of putting on nice slacks, a dress shirt, and atie can change my mindset entirely. Take care of yourself.

y Do the right thing. if you do the right thing, and you do it well, what do you care what otherpeople think? Successful people will always have critics. Learn from the critics or to ignore

them, but dont let them bring you down. Do the right thing, and confidently own theconsequences.

I must not fear. Fear is the mind-killer. Fear is the little-death that brings total obliteration. I will

face my fear. I will permit it to pass over me and through me. And when it has gone past I will

turn the inner eye to see its path. Where the fear has gone there will be nothing. Only I will

remain. from Dune by Frank Herbert

y Keep things in perspective. I know a woman who is paralyzed by what other people mightthink of her. Shes always on pins and needles, waiting for some cutting remark. Even smallthings in innocuous conversations become huge things in her mind, rebukes for imagined

transgressions. This sort of thing saps any chance at self-confidence.y Dont seek perfection. Remember that the perfect is the enemy of the good. This is a huge

problem in my own life. Somewhere along the way, Ive become a perfectionist. I only wantothers to see me at my very best, whether its on the blog, on television, or even on Twitter. Butthis perfectionism takes work, and it saps my confidence. Do you know anyone who has everbeen perfect? Me neither. Do your best and let go.

y Read the success literature. Research others who have succeeded. Self-help manuals get abum rap, and many of them deserve it. But not all of them. There are many fantastic books outthere that offer advice on how to improve your life. Read them. Learn from the experience ofothers. (Ive found 50 Success Classics to be a powerful motivator [my review].)

y Dont compare yourself to others.Be yourself. Ill tell you a secret. There are a lot of personalfinance blogs out there. I dont get to read them as often as I used to, but I do try to make the

rounds once every week. Sometimes when I do this, I feel like giving up. I feel like quitting. Ilose confidence. I cant write that well, I think. I cant coverretirement investing as well as Jimdid. Comparing myself to others is counter-productive. It only makes me feel inadequate. Whocares what other people write, or how well? Whats important is simply producing the bestwork Ican. All I can be is myself.


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Using life coaching techniques to

enhance leadership skills in

nursing3 March, 2009

A life coach helped a team of primary care nurses to improve teamworking

and manage stress

Author

Catherine Williamson, BSc, Dip Life Coaching, is a life coach, Greater Manchester, and

former speech and language therapist in the NHS.

Abstract

Williamson, C. (2009) Using life coaching techniques to enhance leadership skills in

nursing. Nursing Times; 105: 8, 20-23.

This article describes a recent initiative, which used life-coaching to develop strong

leadership skills and empower individual team members and the team as a whole. A three-

stage process was used to enable a team of nurses in a GP practice to improve working

relationships, leadership skills and stress management.

Practice points

Helping people with personal and professional development requires a complex set of skills.

A successful work culture fosters employee development and encourages staff to make a positive contribution.

Being able to understanding their own key competencies and weaker areas helps team members to deal more effectively withothers.

When they are promoted, staff need to learn a new set of management/leadership skills.

Introduction

Life coaching aims to help people to enhance work performance and career opportunities

and to achieve more in life.According to Martin (2007): 'Your coach cannot do the work for

you but can, and should, suggest where you direct your focus to gain optimum benefit from

what you are doing.'

The NHS has identified that this kind of work - that is, enhancing leadership and

management - is very much needed.


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The NHS Institute for Innovation and Improvement's (2006) leadership qualities framework

contains detailed descriptions of qualities and levels of attainment that are specifically

tailored to the NHS' needs and environment.

Earlier this year, an advanced nurse practitioner (ANP) approached me to ask about team-

building. The term conjures up many different images and can induce dread at the thoughtof outdoor activities or other similar pursuits.

However, the work I do as a life coach focuses on building the right kind of communication

structure to make a team work, from management to co-worker level and beyond to outside

the team.

The ANP outlined the situation as follows: 'Since the advent of QoF [the quality and

outcomes framework] in general practice, [there has been] more and more pressure on

practice nurses to achieve targets for the GPs to earn money.

'I work with a team of three practice nurses and two HCAs, in a very busy surgery with a

practice population of 12,500 patients. There are four partners with four salaried GPs.

'More and more I was noticing the nursing team having negative attitudes, moaning,

feeding off each others' negativity and I felt it was starting to spiral out of control.

'The team had great difficulties in time management, difficulties saying no and we rarely

had time to communicate.

'The biggest problem was changes in working practice. For example, a new ECG machine

was to be used and it took so much longer than [was] acceptable before the nurses were

able to perform an ECG without there being some problem.'

The ANP had frequently discussed her concerns within the GP practice but decided to take

the initiative and sought out a supportive pharmaceutical representative, who agreed to

jointly fund any work carried out to help the team develop.

Working with the ANP

At my first meeting with the ANP, she raised further issues that she wanted to address: 'At

the time I was working well out of my comfort zone as a newly qualified nurse practitioner. I

had much less time to deal with management problems and I was very conscious when I

was asked for advice/help that I was not able to give the time I should. Also, at times, I felt

irritated that it was not acknowledged that I had my own stresses and work commitments

that couldn't wait either.

'In the past, the nursing teams I'd led all worked as a team and people supported each

other. In this team, they all had different problems and never seemed to think about how

anyone else felt, or how busy other people in the practice were.


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'I feel it's part of my responsibility to try to make the nursing team as effective and efficient

as possible - it was obvious to all the practice team how stressed a few members of the

team were.'

After a lengthy discussion about work, stress, management and how to move forward, we

agreed a programme to cover all dysfunctional aspects of the team and enable it to moveforward in a more positive way (see Table 1).

Individual coaching with the ANP

The aims of the individual coaching sessions with the ANP were to help her develop:

Self-belief- this focuses on preparing people to stand up for what they believe in, on the

understanding that the actions taken focus on achieving the best outcomes for the team and

the service;

Self-awareness - to be effective leaders, staff need a strong sense of self-worth so they

can handle pressure and stress more effectively;

Self-management - without this ability, it can be difficult to implement effectively what

has been learnt;

Personal integrity - this can help with the decision-making process. The ANP

demonstrated this when she was persistent in applying for funding;

The ability to enable others - this can be empowering for others and actively helps them

to take responsibility and thus develop their own self-esteem and confidence.

Reflecting on these one-to-one sessions, the ANP commented that they 'made me realise

my own values and why I get more irritated by certain characteristics of the team members.It wasn't my fault that we were not working well as a team; each individual team member

needed to own their responsibilities and be accountable themselves.'

Zwell (2000) argued: 'One key function for many managers is developing the leadership

ability of their subordinates.'

If they are to develop others, managers need to have a strong sense of identity, their core

competencies and what they need to improve.

For the ANP concerned, the individual sessions helped her to focus on herself, recognise her

strengths, know her limitations and begin the process of building and shaping the right

team around her.

Owen (2005) summarised this as follows: 'By having the self-confidence and self-awareness

to know their own weaknesses, they [the leader] can build the right leadership team to help

them and they can then be open about learning.'

Belbin team roles assessment


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Belbin (1996) published a management book based on a study of successful and

unsuccessful teams competing in business games at Henley Management College,

Oxfordshire. He described a team role as 'a tendency to behave, contribute and interrelate

with others in a particular way'. With this in mind, I felt a Belbin assessment would be an

ideal way for the team to start to examine:

y The roles they bring to the workplace;

y How these fit in with the team;

y The contribution these roles make to the team.

There are nine team roles in total and the questionnaire helps to identify individuals'

preferred roles, their manageable roles and their least preferred roles. These nine roles are:

Plant - is creative, imaginative and unorthodox;

Resource investigator - is an excellent communicator, recognises opportunities and is

extrovert;

Coordinator - has a strong sense of objectives, promotes decision-making and delegates

well;

Shaper - is challenging, driving and dynamic, thrives on pressure and is an effective

delegator;

Teamworker - is cooperative, supportive and diplomatic, averts friction and listens well;

Implementer - is disciplined, efficient, organised and reliable;

Completer finisher - is conscientious, pays attention to detail and delivers results; P

Specialist - has rare skills or knowledge, and is dedicated, professional and single-minded;

Monitor evaluator - is discerning, objective, questioning and sees all options.

Once staff have an understanding of their preferred roles, it can help to explain why they

relate well to some people and have conflicts with others. It also helps to explain some of

the less favourable traits, since for every role there is a set of strengths, allowable

weaknesses and non-allowable weaknesses.

This gives staff a new vocabulary

with which to talk to others about their behaviour and how it impacts on others. Typically, a

complete Belbin programme includes not only self-perception but also team members'

perceptions of each other. In this case study the process was limited to self-perception only,

but nonetheless brought out some strong underlying issues.


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The ANP said: 'It was very interesting that the frustration I had with certain members of

staff, who were not acting and following up on new initiatives as I expected, was brought to

a head when Catherine had us all working on the types of personalities we were.

'I found out that I look at things from 'the wider picture' and these particular team members

looked at things using 'detail'. This was extremely helpful in me understanding them more.Now I will be able to help prevent problems occurring when we set up new initiatives by

giving them more detail than I previously felt that they needed.'

It is important for managers/leaders to understand the behavioural characteristics of their

staff so that when conflicts do arise they can be discussed on a professional level rather

than a personal one.

Group sessions

As Table 1 shows, the aims of the three group sessions were to:

y Raise awareness;

y Understand behaviour;

y Empower staff.

Before starting the group sessions one team member (an HCA) said: 'I hoped the sessions

would teach us something about us as individuals and as a group.'

From a managerial point of view, the ANP had hoped the sessions would help the group to

understand that other team members also had stresses to deal with and that this stress has

an impact on the team. She also hoped that 'the team would look at themselves more and

stop blaming 'the system' for their stress and realise we are actually quite lucky where wework'.

All team members (six in total) were asked to contribute and share any issues that arose for

them during the sessions - if they felt comfortable to do so. All agreed to maintain

confidentiality and professionalism throughout the sessions, respect each others' point of

view and bear in mind that the sessions may bring up personal issues that people may want

to keep private.

Raising awareness

A life coach's role is to help people see things as they really are. Downey (1999) quoted Tim

Galloway's definition of coaching as: 'To establish a firmer connection with an inner

authority that can guide vision and urge excellence and discriminate wisdom without being

subject to an 'inner bully'.' This is an interesting quote because, as people begin to know

themselves and make changes, some guilt may be attached and this needs to be addressed.

The results of the Belbin team-roles assessment helped all team members to se themselves

in a new light and allowed them to appreciate each others' strengths and weaknesses.


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For example, many of the team emerged as strong teamworkers, in that they are

cooperative and can avert friction. However, this can also mean they are indecisive (an

allowable weakness) and, if left unchecked, this can lead them to avoid situations that may

entail pressure (a non-allowable weakness). This is helpful for the ANP as it helped to

explain why individual team members were reluctant to make decisions.

Another example is the monitor-evaluators in the team. Their contribution is to be

discerning and objective but this can lead them to be uninspiring and sceptical (allowable

weaknesses) and, if left unchecked, this can lead to them being cynical and pessimistic

(non-allowable).

Every role is important and it is essential that each person's strengths and contributions are

recognised.

A practice nurse commented: 'I hope that as a result of the team-building sessions, we will

value and acknowledge each other more and each member's contribution to the practice.'

Another way of raising awareness is to look at the 'locus of control', which is considered to

be an important aspect of personality in psychology. The concept was originally developed

by Julian Rotter in the 1950s and refers to the extent to which people believe they can

control events that affect them.

y Understanding this concept can help people to become aware of:

y When they give away power to others;

y When they are passive;

y When they put others' needs first at their own expense;

y When they assume someone else's power;

y When they become dictators;

y When they blame others for a mistake they made.

The model in Fig 1 helped the team to identify when they were most likely to fall into

passive behaviour and when they would rebel and become more aggressive. We also found

that stress levels had a significant influence on people's behaviour and on how they

responded to others. Helping people to understand how their behaviour undergoes subtle

changes as they become more stressed can help them to make positive choices to stay in

control.

One of the HCAs found this process very useful, saying: 'Personally I need to look at the

bigger picture, take stock of where I am and what I want from my job.'

Understanding behaviour


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Stress has a major impact on people and generally affects them on every level - mentally,

physically and emotionally.

All group members said they wanted help and advice on dealing with stress levels. Stress is

a very personal issue - what helps one person will not always help another so it is important

for individual staff to understand their own response to stress and determine what will helpthem.

One of the highlights for the ANP in the group sessions was noticing that her staff felt they

acted in positive ways. However, team members were able to point out to each other during

the sessions that they were not always assertive or calm and could actually be aggressive or

short with people.

One way to tackle this is for staff to consider stress levels as they rise and then go back and

determine the trigger factors and their response. Knowing trigger points in certain situations

can help people to manage their reactions and responses more appropriately.

A practice nurse said: 'I learnt that, to do as good a job as I can without getting too

stressed, I need clarity, the opportunity to discuss issues, time and support.'

Empowering staff

The following quotes all illustrate how much team members learnt about themselves:

'We became more open with each other; we understood each others' difficulties, setbacks,

expectations and problems. We also realised the importance of needing to meet together

more often' (HCA);

'I am working on noticing when I take on too much or when I am unrealistic in what I can

achieve in a certain time and how this causes me stress. I am learning to say no. I found

these sessions extremely valuable and well facilitated' (practice nurse);

'In conclusion, I thought the sessions were very well structured. However, if the issues that

were raised are not addressed then nothing will have been gained at a practice level' (HCA);

'I feel much more confident in leading the team of nurses and, in future, know how to get

the best results out of each individual team member as I understand much better how they

tick and therefore am able to get effective results' (ANP).

However, one of the HCAs pointed out: 'At a practice level, little is likely to change until

more time is given by management to the concerns and expectations of the staff.'

This last comment is certainly true and the evidence from this initiative has helped the ANP

to secure more management time to fulfil her role.

After this process, the ANP said: 'I hope the GPs will notice the nurses are much happier in

their work and are working much better as a team. Nurse clinics will be better run and the

nurses will be taking more responsibility and following through what they have done.'


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Reward and recognition are both essential in the workplace. As Zwell (2000) said: 'If

employees significantly impact on the organisation and are not rewarded for that impact,

expect them to go to other organisations where they will feel more appreciated.'

THE CLINICAL LEARNING ENVIRONMENTINTRODUCTIONQuinn (1996) suggests that learning gained from placement experience is much moremeaningful and relevant than that gained in the lecture room. There is support for thisargument in the writings of such people as Carl Rogers, Malcolm Knowles, David Kolb andDonald Schon. If you accept this premise, it is clear that it must be of considerableimportance for anyone who is going to be actively involved in helping to support learning inpractice to understand the key factors that influence this learning environment.

KEY CHARACTERISTICSThe works of Orton (1981), Fretwell (1983), Ogier (1982) and Pembury (1980) are regarded as

seminal in relation to identifying, through research with nursing and midwifery students, thecharacteristics that students themselves identify as being key to an effective clinical learningenvironment. Four key characteristics were highlighted. These were:

The use of a humanistic approach to learning;A good working team spirit in the clinical team;An efficient but flexible management style with teaching being recognised;

Teaching and learning support from qualified staff.

MOTIVATION AND NEED THEORYA useful model to consider when thinking about supporting students in their clinicalplacements is that of Abraham Maslow (1970). Maslow focussed on motivation and needtheory and it seems relevant to explore this model as motivation and meeting learning needsare central to the mentor role.

Self Actualisation Needs

Esteem Needs

Love, Affection and Belonging Needs

Safety Needs

Physiological Needs

At each level of Maslows hierarchical model the mentor has a very specific role to play inassessing individual students needs and helping them to meet these needs in as effectivemanner as possible. Maslow suggests that if any of the needs levels are not attended tothen there will be some impairment to the learning process, in some cases, learning mayin fact be totally blocked.

Being realistic about this model, it might be difficult to see how some of the needs can befully met in students who spend sometimes very little time on a placement. For example,it may be difficult to imbue a student with something like a true sense of belonging in ashort placement experience. However, such simple things as making a student feel


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valued and part of a functioning team can go some way to achieving this. Compromises

may have to be made when the ideal proves to be unattainable.

MENTOR SKILLS IN CREATING A LEARNING ENVIRONMENT

Disabling TraitsCentral to the learning environment is the mentor who is assigned to

support and guide the student throughout a placement. Their effectiveness in the rolesrequired of them depends on a range of skills that they require to develop and honethrough practice and experience. Anderson & Shannon (1995) report that successfulmentors employ a range of enabling strategies and skills within mentoringrelationships. Before looking at positive attributes of mentors it is perhaps useful toreflect upon the less positive aspects of individuals that can have a negative effect on

others in a learning environment.

Darling (1986) described a range of disabling types of mentor under the heading of AGalaxy of Toxic Mentors. The table below summarises Darlings findings.

DUM

PE

RS

Not available or accessible

Throw people into new rolesLeave them to sink or swim strategies

BLOCKERS

Avoid meeting others needs by:Refusing requests (the Refuser)Controlling through withholdinginformation(the Withholder)Arresting development by over supervising(theHoverer)

DESTROYERS/CRITICISERS

Set out to destroy others by:Subtle attacks to undermine confidence (theUnderminer)Open approaches of verbal attack andargument to deliberately destroyconfidence(the Belittler) constant put downsand questioning of abilities (the Nagger).

Some people become disablers in the learning situation because of their own experiencesas learners, others adopt disabling behaviours as a defence in what they see as a

threatening situation that they have not been adequately prepared for. Lack of self-awareness can compound the situation and it is unlikely that an individual will changetheir approach unless some intervention in the form of education and development isimplemented.

Enabling TraitsHappily, there are a large number of mentors who have a very positive approach tolearning and these people can be described as enablers. Morton-Cooper and Palmer


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(2000) suggest that enabling individuals display specific traits:

Accessible to those around him/herResponsive to others needsEasy to trustComfortable with him/herself and his/her abilities

Able to command mutual respect

They further expand upon this by identifying a range of Core enabling characteristicsand Specific enabling characteristics that a mentor has to have to functioneffectively. These characteristics are as follows:

Core Enabling CharacteristicsMotivates individuals to set their own agendas for working and learningProvides safe opportunities for critical reflectionAdvises, counsels and guides on personal, professional and career mattersAssists the mentee to learn through successes and failuresIs an effective role modelRecognises and supports the mentees strengths

Develops capabilities by offering constructive feedback.

Specific Enabling CharacteristicsIs supportive and encouragingHelps identify resources for learning and career socialisationIs challenging and acts as a critical friendEncourages creativity and risk taking in learning and workingAssists the mentee to critically reflect on his/her personal and professional

capabilities

TEACHING/LEARNING STRATEGIESThe clinical environment offers a challenge in relation to the choices of strategy available

to facilitate learning. Oliver & Endersby (1994) suggest that most teaching in practiceareas deals with skills, including interpersonal and management skills. Another way tolook at this is to consider the elements of the educational taxonomy that considers thatany learning topic has to be considered from three perspectives in relation to what a

student has to learn. These elements are:

PsychomotorCognitiveAffective

Something as simple as teaching a student how to administer an oral drug can illustratethis.

Psychomotor SkillsYou would wish the student to actually be able to open the bottle and decant thecapsule/tablet appropriately. They should also be able to read the drug prescription

sheet and to record the administration of the drug appropriately.

Cognitive SkillsIt is not enough just to be able to administer the drug; the student should also be able tounderstand such things as why they are giving the drug, its effects, side effects and


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correct dosages.

Affective SkillsIt should never be forgotten that on the end of the administration of the drug is aclient/patient. To be able to be competent in this procedure the nurse/midwife must alsobe able to display the appropriate communication, interpersonal and intrapersonal skills.

The list of strategies that can be implemented are many and varied and the choice ofwhich to use is very much related to the preferences of the facilitator and the learningsituation. Facilitators do tend to use strategies that they themselves have found useful intheir own learning but must be conscious of the preferred learning style of the student. Itis possible to alienate a student by involving them in a strategy that is perceived as

threatening or irrelevant. Strategies to consider are:

Case conferences/studies; Discussions; Ward reports; Critical incident analysis;Demonstration; Clinical rounds; Experiential activities; Role play; Group work;Brainstorming; Simulations

SUMMARYClinical areas provide an absolutely vital professional learning environment and it is therole of qualified staff to ensure that that learning environment is maximised to its fullpotential for the students whose learning they are supporting. There are a large numberof things to consider in relation to this including ensuring that the key characteristicsare present, that the mentor possesses the appropriate enabling traits and is able tochoose the appropriate strategies to facilitate learning.

Factors Adversely Affecting Student Learning in the ClinicalLearning Environment: A Student Perspective DHJM Dolmans


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Maastricht University, Dept. ofEducational Development &Research, Institute for MedicalEducation, Maastricht, Netherlands

Academic Hospital Maastricht, Institute for Clinical Education, Maastricht, Netherlands

*Present position: Maxima Medical Centre, Veldhoven, the Netherlands

Published: 19 December 2008

Dolmans DHJM, Wolfhagen IHAP, Heineman E, Scherpbier AJJA

Too few opportunities to examine patients independently

- I did not see any patient independently, too few occasions to undertake activitiesindependently.

- More individual responsibility for students would enhance students involvement in theclerkship.

- Little opportunity to practise clinical skills.

- No opportunities to see new patients.

- Too few opportunities for examining patients in the outpatient clinic.

Insufficient supervision/no feedback

- I received almost no feedback. I did not learn much. I received little supervision.

- Staff did not always have time for supervision, available time for supervision variedenormously.

- When I am being assessed, I receive criticisms without the assessor being able to give anexplanation.

- They should have challenged me more by asking questions; that encourages me to think andstudy.

- Not enough explanations were given.

- Too little continuity of supervision. Students should be assigned a mentor.

The staffs lack of motivation to teach and negative attitudes towards students

- Certain staff members just ignored students or tried to get you out of the room as quickly aspossible.

- Staff member X does not get along well with students.


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- Staff are unwilling to give explanations.

- Students are not made to feel that they are part of the team.

- Staff do not invite students to participate or involve them in activities.

- Staff do not encourage students, show little interest in them and display little enthusiasm.

- Bad working climate among staff.

Too many students

- Too many students and other trainees.

- Too many students, which meant that students could see fewer patients and learn fewer skills.

- Too few patient contacts for too many students.

- No room available to see patients with such a large number of students.

Lack of organisation

- Students have no clear position, which means that you are always competing with others forlearning

opportunities.

- Too many contacts with different physicians.

- So many staff that no one can really ascertain or observe whether you are making progress.

- More formal didactic occasions would improve learning effectiveness.

- Too few formal educational sessions.

- Very poor organisation, I had to organise things myself for 100%.

- Inefficient day schedule.

- Too many educational sessions were cancelled.

- Few organised activities; staff had no idea what to do with students

COMMON STRESSORS IN CLE

Fiona Timmins and M. Kaliszer


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y Academic stresy Stress among nursing diplomastudents versus

traditionally trained studenty Stress due to interpersonal Relationship

Roles and resp of CILead Teacher

Recommends to the Assistant to the Dean for Operations and Academic

Support clinical sites and experiences consistent with the level of thestudent learner, course description and course outcomes one year inadvance of the course offering. (See also: Lead Teacher PositionDescription)

Assures that all clinical instructors and students fulfill clinicalrequirements of the clinical agency.

Prior to the beginning of the clinical experience, reviews with studentsthe roles and responsibilities of all members of the clinical teaching team

that may include: clinical faculty coordinator, clinical instructor, clinicalteacher, preceptor, or clinical teacher assistant. Provides the studentwith his/her teaching team. This teaching team includes the names (orposition within the clinical agency) and contact information (pager,

phone#, email).

Interprets the program goals and learning objectives for the students

with the staff at the practice sites.

Prepares the clinical instructor, preceptor and clinical teacher for the

learning activities and approaches specific to the level of the learner andcourses outcomes.

Mentors the clinical instructor as a teacher.

Confers with the clinical instructor regarding learning opportunities tofurther enrich student learning and accomplishment of the courses

outcomes, such as through clinical teacher assistant activities.


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Serves as a consultant to the clinical instructor with issues of studentlearning and evaluation in the clinical environment.

Provides evaluative feedback to the agency regarding the effectivenessof preceptors and clinical teacher assistants in role performance specific

to student learning.Evaluates clinical instructors and recommends to theDean reappointment based on their clinical teaching with students androle as a member of the course team.

Collaborates with the unit manager in the continued development of theclinical setting as a model nursing environment for practice andeducation.

Provides the unit manager (or Clinical Faculty Coordinator when DEU isavailable) with the course syllabus and information

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