Director Sally Jackson


+34 620 755 531

Director Jan Versteeg


+34 618 588 106

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The programme
Personal Mastery in Coaching and Mentoring

Our programme consists of 6 modules (23 days) taught over a period of 10 months. Furthermore you will have live meetings and home study, self, peer and course assessment, and a reflective journal and learning mentor in each module.

Our first module covers the full Practitioner level qualification in NLP, Time Line Therapy™ and Hypnosis! Then, in the additional modules, you will learn to apply many of the techniques learned in the coaching and mentoring arena.

The components of our learning content are steered by accreditation guidelines from the ICF (International Coach Federation) and the EMCC (European Mentoring and Coaching Council), as well as our own standards.

We have also based the content on the critical incidents that coaches and and mentors will face. For example, Personal Development of their clients, Life Coaching, Performance Coaching and Mentoring, Career Management, Transitions Management and an appreciation of issues relating to diversity and inclusion.

Entry requirements

It is highly recommended that you have conducted some personal development work and high proficiency in the English language, both written and oral. It is also beneficial for you to have done some coaching or mentoring.

  • Module 1 - NLP, Time Line Therapy™ and Hypnosis +

    Module 1 of our Personal Mastery in Coaching and Mentoring programme covers the full Practitioner level qualification in NLP, Time Line Therapy™ and Hypnosis.

    At JS-International we’ve worked with hundreds of organisations and professionals internationally. We provide you with the very best in NLP training. Our NLP training takes you on a life changing journey of learning, self discovery, change and personal development. To maximise your learning we create a memorable environment where you will feel confident in practicing and utilising the concepts within NLP; and we keep participant numbers low to enhance your personal experience.

  • Module 2 - Performance based coaching and mentoring +

    Aim:
    To enable participants to understand a model of coaching/mentoring relating to managing performance and to gain clarity about how this differs from transformational coaching and mentoring. To provide an opportunity to practise many of the techniques learnt so far during the programme with expert and peer feedforward.

    Learning Outcomes:
    On completion of this module participants will be able to:

    • Apply the core model of the programme – Situational coaching and mentoring™
    • Apply different approaches for performance improvement
    • Apply core reflective practices
    • Apply feedforward processes
    • Understand how leaders create the conditions for other people to be successful
    • Understand a core leadership success model
    • Understand how to use key tools to manage performance; gaps analysis, SWOT, balanced score cards; personal development plans
    • Enhance their conceptual skills relating to; setting the foundation, co-creating the relationship, communicating effectively and facilitating learning and results
    • Establish boundaries for coaching and mentoring
    • Understand how to coach using 360 degree tools
    • Understand how to coach in different contexts i.e. peer and upward coaching, coaching using leadership styles (Hay model)
    • Awareness of team coaching (example of a project)
    • Understand how to coach and mentor poor and high performers
    • Understand how to mentor upwards
    • Understand two models of leadership
    • Awareness of strategic planning
    • Awareness of one process for ideas creation and a problem solving tool
    • Understand how to set objectives
    • Understand how to monitor and evaluate coaching and mentoring for ROI
    • Understand the complexities of contracting with a wider stakeholder group

  • Module 3 - The NLP coach +

    Aim:
    To enable participants to identify their cultural orientation, look through other lenses in their coaching and mentoring practice and to value and honour diversity.

    Learning Outcomes:
    On completion of this module participants will be able to:
    • Make the most of alternative cultural perspectives when coaching or mentoring
    • Acquire skills that allow them to extend beyond cultural norms, values, and beliefs when coaching or mentoring
    • Create solutions to leverage cultural differences and address complex and multidimensional challenges, stereotypes and prejudice, in client’s context
    • Attain higher levels of self awareness and develop understanding of their own cultural lens
    • Leverage their understanding of inclusivity and diversity to create impact in their own organizations
    • Understand the implications for recruitment, retention and talent development
    • Become aware of the organizational cultures and their influences
    • Become aware of generational cultures and differences
    • Awareness of differences in language, social behavior and cultural assumptions-cultural literacy
    • Understand the significance of gender and race in multi-cultural partnerships
    • Communicate effectively in cross cultural interactions • Engage in transcultural caring

    Learning and Teaching approach The approach reflects the programme’s philosophy which is primarily humanistic, person-centred and based on social activity theory. All sessions are highly interactive and participative, with exercises and inputs which convey the multi-faceted nature of adult learning. In particular the classic three domains of learning are deliberately addressed through the provision of webinars (Knowledge); practice (acting/doing); supported feedforward and reflective dialogue (feelings). Participants are encouraged to take responsibility for their own learning through a structure of learning mentors, programme coaches and participant coaches who will provide feedforward during the module and individual coaching after the module.

  • Module 4 - Transcultural excellence in Coaching and Mentoring +

    Aim:
    To enable participants to identify their cultural orientation, look through other lenses in their coaching and mentoring practice and to value and honour diversity.

    Learning Outcomes:
    On completion of this module participants will be able to:
    • Make the most of alternative cultural perspectives when coaching or mentoring
    • Acquire skills that allow them to extend beyond cultural norms, values, and beliefs when coaching or mentoring
    • Create solutions to leverage cultural differences and address complex and multidimensional challenges, stereotypes and prejudice, in client’s context
    • Attain higher levels of self awareness and develop understanding of their own cultural lens
    • Leverage their understanding of inclusivity and diversity to create impact in their own organizations
    • Understand the implications for recruitment, retention and talent development
    • Become aware of the organizational cultures and their influences
    • Become aware of generational cultures and differences
    • Awareness of differences in language, social behavior and cultural assumptions-cultural literacy
    • Understand the significance of gender and race in multi-cultural partnerships
    • Communicate effectively in cross cultural interactions • Engage in transcultural caring

    Learning and Teaching approach The approach reflects the programme’s philosophy which is primarily humanistic, person-centred and based on social activity theory. All sessions are highly interactive and participative, with exercises and inputs which convey the multi-faceted nature of adult learning. In particular the classic three domains of learning are deliberately addressed through the provision of webinars (Knowledge); practice (acting/doing); supported feedforward and reflective dialogue (feelings). Participants are encouraged to take responsibility for their own learning through a structure of learning mentors, programme coaches and participant coaches who will provide feedforward during the module and individual coaching after the module.

  • Module 5 - Coaching and mentoring for Personal development +

    Aim:
    To enable participants to assist the personal development of another through conceptual skills and use of appropriate coaching or mentoring tools.

    Learning Outcomes:
    On completion of this module participants will be able to:
    • Fully appreciate more in-depth issues that could arise around contracting
    • Conduct goal setting with their clients/team members, in line with their values and context
    • Assist their client/team member with action planning effectively, including visioning and rehearsal
    • Listen more effectively and check thoroughly for understanding
    • Offer feedback, support and challenge effectively
    • Review progress with their client/team member and celebrate
    • Voice intuition in the moment
    • Identify emotional vocabulary and work with the emotional state of their client/team member
    • Elicit the values of their client/team member
    • Use a range of questioning techniques
    • Ensure that the client/team member takes responsibility for their own actions (holding accountable)
    • Understand at a high level different psychological approaches
    • Fully appreciate the power of summary and paraphrase
    • Understand ego states in transactional analysis
    • Identify potential areas for development in others
    • Generate appropriate styles, models and methods for developing others
    • Evaluate their own levels of competence to coach and mentor
    • Demonstrate coaching/mentoring skills appropriate for graduate level (EMCC and ICF list below)
    • Apply tools and techniques as appropriate for the personal development of their client/team member

    Learning and Teaching approach:
    The approach reflects the programme’s philosophy which is primarily humanistic, person-centred and based on social activity theory. All sessions are highly interactive and participative, with exercises and inputs which convey the multi-faceted nature of adult learning. In particular the classic three domains of learning are deliberately addressed through the provision of webinars (Knowledge); practice (acting/doing); supported feedforward and reflective dialogue (feelings). Participants are encouraged to take responsibility for their own learning through a structure of learning mentors, programme coaches who will provide feedforward during the module and individual coaching after the module.

  • Module 6 - Transitions and Team coaching +

    Team coaching
    Aim:
    To enable the participants to gain insights into the process of team coaching and to be able to conduct their final assessment to sign off for graduation.

    Team coaching is an emerging area of interest for coaches, leaders and organisations. However the process which occurs when a task-performing team is coached remains elusive and ill-defined. Indeed the EMCC UK Research and Ethics committee is currently engaged in a survey of practitioners engaged in team coaching in the UK.

    This session proposes a team coaching session led by the facilitator, using a volunteer team (of around 4 participants) and a substantive task, which aims to identify the key functions used by the coach. The session takes place in front of the rest of the participants who will contribute to the process review after observing the session. The audience offer feedback using a template based on Hackman & Wageman’s three coaching functions, Motivational (group effort), consultative (performance strategy the group uses) and educational (knowledge and skill of the members).

    Method:
    All present agree ground rules and team members clarify their understanding of the task. A volunteer team is required for this session. Team members may ‘pair up’ with members of the audience to provide individual feedback by arrangement. All audience members are provided with a feedback template for the coach. On completion of the session the Coach receives feedback from the group and this will be facilitated by the session leader. Paired up team members will share their feedback by arrangement. A plenary review completes the session and a personal reflective document is provided for participants to take away.

    Transition coaching
    Aim:
    To enable participants to understand stages in human development, the transition process and career development as well as practice supporting another’s transition.

    Learning Outcomes:
    On completion of this module participants will be able to:
    • Fully appreciate more in-depth issues that could arise around contracting
    • Understand the stages of human development and the maturation process
    • Explain how values, interests and drivers influence transitions
    • Identify transitions as transactional or transformational
    • Understand the breakeven point in transitions
    • Describe how transitions lead to potential success or failure
    • Understand de-railment factors and the STaRS model
    • Use life line, wheel of life, career pie and associated techniques
    • Explore identity formation and reflect on self-identity
    • Coach or mentor a transitional client
    • Use visioning for goal setting
    • Generate mission statements and well-formed outcomes
    • Examine options and generate success strategies
    • Enhance their political intelligence

    Learning and Teaching approach:
    The approach reflects the programme’s philosophy which is person-centred and based on social activity theory. All sessions are highly interactive and participative, with exercises and inputs which convey the multi-faceted nature of adult learning. In particular the classic three domains of learning are deliberately addressed through the provision of webinars (Knowledge); practice (acting/doing); supported feedback and reflective dialogue (feelings). Participants are encouraged to take responsibility for their own learning through a structure of learning mentors, programme coaches and participants coaches who provide coaching between modules.

Accredited by the International Coach Federation
Accredited by the European Mentoring and Coaching Council
Members of the American Board of Neuro-Linguistic Programming
Members of the Time Line Therapy Association
Members of the American Board of Hypnotherapy

Calendar

2018-2019 Coaching & Mentoring course
3/11 – 10/11 2018 • The NLP practitioner with Neuroscience (1)
7/2 – 9/2 2019 • Coaching for performance (2)
25/4 – 27/4 2019 • The NLP Coach (3)
13/6 – 15/6 2019 • Transcultural Excellence (4)
25/7 – 27/7 2019 • Coaching for personal development (5)
5/9 – 7/9 2019 • Transitions and special brief on Team Coaching (6)

2019 NLP practitioner with Neuroscience
6/4 - 13/4 2018 • NLP practitioner

2018-2019 NLP Master practitioner with Neuroscience
25/11 - 30/11 2019 • NLP Master practitioner I
15/3 - 20/3 2019 • NLP Master practitioner II

New module!

We're introducing a new module to our Coaching and Mentoring course. We'll update our website asap to let you know what's new!

All programmes are held near Malaga, Spain.

To find out more:

Sally Jackson +34 620 755 531

Download our NLP flyer (pdf)

Download our Coaching and Mentoring flyer (pdf)

What our clients say:

Unbelievable, life-changing experience on a truly professional programme.
A wonderful training experience by two masters.
Professional, inspirational, transformational!

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