Long term coaching training for youth workers - st..
Long term coaching training for youth workers - step 1
Date du début: 15 sept. 2015,
Date de fin: 14 janv. 2016
Coaching is partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential (definition by the International Coach federation, www.coachfederation.org). Coaching as a method for personal and professional development has become more and more important in different areas of society and a lot of professionals either have a coach and/or coach themselves as part of their professional role.
The popularity of coaching as a way of supporting the learning process is growing within E+/Youth in action and a growing number of youth workers and trainers are looking for a coaching education that is affordable and focused on the specific context of Erasmus+/youth in action and non-formal learning.
After the first two editions of the 'In-to-me-see' coaching training in December of 2014 in Iceland and 2015 in Belgium we got requests from participants to have more training to go deeper into the coaching skills and to practice more. In evaluating the course there was a clear desire from participants to deepen their understanding of coaching on more advanced level.The partner organisations also agreed on the need for a follow up training and a long term partnership between the 8 organisations in the application was set up.
Last but not least we did a little research of the training that had a call on salto and we discovered that almost all the coaching trainings for youth workers are stand alone trainings and as a youth worker it is really hard to find an affordable training that goes beyond the basic level.
Taking all of that into consideration we decided that we would try out a long term coaching training for youth workers, trainers and other supporters of learning within E+/YiA consisting of 2 trainings, an in between phase and an after the training implementation phase. Step 1, the first training and the in between phase are in this application submitted to the Icelandic NA and Step 2 consisting of the second training and the after the training implementation phase are in another application submitted to the Flemish NA.
The general objective of this long term coaching training was to train educators (youth workers, trainers, coaches, teachers,... ) in a non-formal and experiential way in coaching skills and competences that they could implement to support the learning of the (young) people they educate.
Step one, training was held in Reykjavík Iceland in December 2015 and step two was held in Dilbeek, Belgium 2016. The in between phase went on through Facebook and Skype from early December 2015 to mid March 2016. The in between phase consisted of participants practicing the skills of coaching in their own context. The participants worked in triads during the in between phase as a support team for each others learning. Every participant had the opportunity to be coached by one of the trainer via Skype during the in between phase as a support to focus their mind on their particular goals with using the coaching skills in their own context.
Training 1 was held in Reykjavik, Iceland 29th of November (arrival) till 5th of December (departure) 2015. The in between phase was from the end of training 1. to the beginning of training 2. which was held from 20th of March till 26th of March 2016 in Diilbek, Belgium
Training 1. was held in KEX hostel in Reykjavík, Iceland
The training was aimed for educators who wanted to learn coaching skills and competences and were ready and willing to implement their skills in teir own non-formal context with maximum 24 participants from 8 countries.
Approach: non-formal and experiential learning approach in which the participants were able to practise coaching and being coached themselves.
Activities: for details please see the detailed program in annex
The participants developed a clear understanding of what coaching is and isn't, and gained and practiced the fundamental coaching skills, having coached and been coached during the training, they were in a position to implement their new and developed coaching competences in their own educational context in the in between phase. The participants assessed their specific learning and formulated their own learning goals and specific needs for training 2.
Impact: The educators who participated should now be able to implement coaching techniques in their own educational contexts and be aware of the opportunities and challenges of it and able to communicate about it with their colleagues and learners at home. This should now be enabled to spread the fire about coaching and its benefits in their own environment and inspire colleagues to also look into coaching as a way to support learning and development.
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