Coaching Philosophy
An overview of the core ideas behind my approach; specifics on how each is developed in sessions are in the section below.
01
Orientation
Specific goals or targeted outcomes carry far more weight if they are justified by a core sense of direction. Indeed, it is true that "why-power" can be far more compelling than willpower. This orientation can be difficult to establish since it is highly individual, and needs to be crafted in a fine equilibrium: one that accounts for a person's likes, strengths, and that which others also find useful. If any of the three are missing, the orientation loses potency. Through a series of exercises, I help fellow young adults not only to define this sense of purpose, but to then properly articulate it and remain committed to it—as well as to develop mechanisms to continuously fine-tune it as they learn more about themselves.
02
Structure
While a sense of purpose is a necessary prerequisite to having something to work toward, it can be difficult to stay true to this path without taking the appropriate measures. This includes setting routine and self-correcting frameworks to prevent significant aberrations from said path. Research shows that an accountability partner, especially one with whom a person can relate, can be the best form of structure-enforcement. Additionally, there is no one-size-fits-all structure that works for everyone. Instead, using base templates and psychology research, I work with my mentee to find a structure that works for their characteristics and life circumstances.
03
Mindfulness
An orientation will give a person something to work toward: but who's to say they'll actually keep working? While a basic structure is good to optimise work habits, a person will regress into their old ways quickly without addressing the root cause: a lack of control over the mind. Thanks largely to the constant overstimulation in the digital age, mental mastery is an increasingly difficult characteristic to obtain. Thankfully, there are methods of training it, which can be built into the structure from Pillar 2 and rejuvenated by Pillar 1.
Let's discuss how this philosophy can be applied for your specific needs:
1
Reflective Exercises
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Using templates to write down goals, plans, characteristics, and self diagnosed room for improvement: discussion and questions for guidance
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Continuously revisiting these in terms of weekly actions; accountability forms
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Solution-focused guidance in response to difficulties the mentee may be facing​
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Designing a framework for mentees to regularly reflect in a way that works best for them, so they can continue to benefit from it beyond sessions
Sessions vary significantly depending on individual needs, but this is a rough overview for how sessions may look for general coaching.
2
Project-Based Work
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Providing support for personal or school projects, or recommending independent projects to develop interests
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Feedback, recommendations, collaborative work on projects in sessions
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Independent projects can be far more focused and tailored to developing relevant skills for the mentee's goals, as opposed to generic projects given at school/university
3
Skill Development
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Specifically focused on workshops/teaching for skills
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This may involve school subject related skills, trained primarily through teaching concepts and solving problems
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Alternatively, other skills not always directly or sufficiently addressed in formal education, e.g. people skills, financial analysis, writing skills, public speaking, coding, etc. can be emphasised, depending on mentee's goals
Session types
Free resources
A few sample documents for those looking to find purpose and/or track progress. These can be used independently, but are more powerful with guidance. Variations of these are used as part of the general coaching process.
Self-Evaluation Template
Reflection framework to prompt self-discovery and guide goal-setting.
Task Tracker
Evaluating recently completed tasks for insight into strengths/weaknesses
Habit Tracker
Tracking daily habits to create a positive reinforcement cycle.