Where, it’s also important to decide, just: ‘Who is the ‘Active Listener’?’
When asked, I often describe ‘Life Coaching’ as: [1]‘… a unique bridge-way to individual support that can be tailored on an individual basis, helping to maintain ‘your’ ongoing progression within the workplace, social interaction – or, even towards the achievement of a better work-home-life balance.’
Now, that my own ‘coaching practice’ offers ‘targeted one-two-one language support’ to [both children and adults] who speak ‘ ‘English’ as their second or other language’, I often describe myself [whilst providing a series of ‘supportive’ connections, based on ‘motivational influences’] as a: ‘Teacher, Tutor and Coach’ too – but, not necessarily in the same working order.
When I ‘coach’: I ensure that I have both the time and energy to ‘actively listen’ , whilst also providing my full attention. I have also found that: when ‘coaching & mentoring’, we naturally learn to both ‘give and take’ – and, whilst within our own practice/s of established ‘niche’ working ‘links-of-support’, the ‘client coach relationship’ will often begin to integrate on a level which ‘surpasses the idea of basic coaching support’. I also maintain my ‘belief’ that this is because there will always be a requirement for any ‘coach’ to both ‘actively listen’ and also ‘respond’ [appropriately and ‘with knowledge’], at some point, which then serves to support the client at a level which will be ‘beyond a surface-level’ approach to that of a more ‘person-centred’ approach.
Coaches [become ‘resilient’ and], will often become experts at ‘soaking up’ the ‘angst’ of a client – whilst, also ‘listening and absorbing’ the variants of ‘barriers’ which might present themselves within the ‘coaching remit’, based on levels of conversation [whether apparent or when ‘reading between the lines’].
For many, the idea of connecting to a link of ‘coaching support’ is still a new one – and, whilst ‘niche working’, helps to ensure the ‘coach’ and ‘coachees’ are able to begin ‘on the same page’ [of Initial Assessment], it’s still important to acknowledge the role of each when ‘actively listening’.
Just as a classroom or teaching hour, will have a set of guidelines [learning agreement] for both the Teacher and student to follow – so, too will an agreed plan of ‘coaching’, as an essential element of the ‘coaching process’ – and, ‘niche working’ helps to determine what elements of the ‘coaching practice’ is addressed first, in the sense that there will often be an established platform from which to work from.
For instance: a Teacher will often work from a lesson plan, whilst their students naturally follow their guidance – but, when this connection also involves ‘links-of-support’ through ‘niche-coaching’ [on a one-two-one basis], the ‘coachee’ is then provided with the ‘space to both think and to say-out-loud‘ their life’s concerns.
Essentially: With ‘no judgement’, or preconception [from their ‘coach’]: the coachee’s talking space has the ability to become ‘much more than a gripe, or a link of inner or outer concern’, it becomes an area when ‘they are able to both acknowledge and begin to sound-out ways to work-through their barriers’ – and, as they continue to accept support towards their building of ‘inner-provision’, that will help provide the ‘driving force’ of ‘motivation’ [which is often needed], it’s then that they also begin to recognise, and even find ways towards, the solutions that they already have within.
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[1] Melbourne-Milner. J. [self published 2017] ‘Coaching Workshop: Advanced Personal Development. Executives – How to work towards the achievement of better [inner]-happiness: And, how to recognise it when it presents itself’, p.5.