In my blog ‘throw of your bowlines or cherish your harbour?’ I discussed setting up the coaching framework at We women foundation. It was about framing coaching - as a method - to a different culture and a very specific local context; working with female refugees from Burma living as migrants in Thailand. Some of you responded to Ursula or me, for which we are very grateful. To conclude and round things up - as part of my last day at the job - I’m happy to share findings and ideas with you. Mind you this is still work-in-progress - especially for the We women organisation - written from my own personal perspective as a coach. It’s also far too extensive to even call it a blog. Nevertheless I really wanted to get back to you. So if you’re interested, please have a read. I’ll leave you with the promise to “blog” again next time.
Expressing a coaching philosophy
We women foundation supports women whose passions, goals and motivation implicate them as future leaders of Burma. The long-term aim of the We women from Burma project is to assist unrecognized refugee women into obtaining higher positions within policy-making or influential organizations, so that they can empower women and their communities. Coaching is a very important part of the project, as was stressed by the students. Most of the participating women are under serious pressure to finish their education. At the same time, they have to manage their often very intense lives.
In order to meet their personal needs - and the goals of We women - we expressed a coaching philosophy:
Expressing a coaching philosophy
We women foundation supports women whose passions, goals and motivation implicate them as future leaders of Burma. The long-term aim of the We women from Burma project is to assist unrecognized refugee women into obtaining higher positions within policy-making or influential organizations, so that they can empower women and their communities. Coaching is a very important part of the project, as was stressed by the students. Most of the participating women are under serious pressure to finish their education. At the same time, they have to manage their often very intense lives.
In order to meet their personal needs - and the goals of We women - we expressed a coaching philosophy:
- Coaching supports the women in gaining more control in their own lives, allowing them to chase dreams they hold for themselves and their communities, by acting on issues that they define as important.
- Coaching methods address and meet the needs of Burmese culture, while - at the same time - supporting the women with means to grow within their community.
- Coaching increases personal growth and leadership. Although we are not specifically training team skills, we feel very confident our women’s independence will allow them to achieve desired team positions.
- Coaching methods adapt to the various stages in the program, in order to help the women achieve the level of independence they need to make it through the in-university stage.
- Coaching is always based on equality, encouraging self-awareness and critical thinking. Authority and supervisor attitude do not fit We women.
- Vice versa, equality and mutuality - through coaching - helps We women to continuously learn and improve methods and projects.
Various elements make a coherent framework for support
We named a variety of development and coaching needs throughout the We women from Burma project. These needs or key competencies - 17 in total - break up into ‘work and study’, ‘personal’ and ‘leadership’. Some are more practical, others personal and in-depth. Some call for a professionally guided process, others do better when students help each other out. To shape the entire framework for support, we put four complementary elements into place:
- Coaching: aiming at balance and focus through personal and leadership skills.
- Mentoring: advising on and fixing practical problems by someone with senior skills.
- Peer groups: meetings to share experiences focus on sharing underlying feelings.
- Social network: a safe and designated online space for students to meet and connect.
Compared to western style coaching, I find three differences shape a less western coaching approach:
(1) Stuck in the present versus stuck in the future or past
Stuck in the future or past could well be the most common starting point for coaching in the West; driven by lots of future thinking, big individual dreams and unresolved issues. In the West we often have difficulties understanding our present - feelings, anxieties, thoughts, life’s questions - to back up our dreams and future thinking. Therefore western style coaching regularly is about exploring today’s reality to get a better grip; for example on dreams and other future oriented behaviour.
Stuck in the present might fit We women better. In this context it’s far more difficult to hold big dreams and goals in life, particularly as an individual. For one, because Buddhism focuses on today. But maybe even more so, for the students today’s reality is omnipresent, shaped by being a responsible representative of a larger community under difficult circumstances. Not to mention the refugee context, which means these people have fled experiences of poverty, sometimes violence and other significant life experiences. An illegal status in Thailand only adds to the insecurity and reality of a life in which there are less opportunities to chase dreams and aspirations. Digging out dreams within this reality can be ethically questionable.
Stuck in the present might fit We women better. In this context it’s far more difficult to hold big dreams and goals in life, particularly as an individual. For one, because Buddhism focuses on today. But maybe even more so, for the students today’s reality is omnipresent, shaped by being a responsible representative of a larger community under difficult circumstances. Not to mention the refugee context, which means these people have fled experiences of poverty, sometimes violence and other significant life experiences. An illegal status in Thailand only adds to the insecurity and reality of a life in which there are less opportunities to chase dreams and aspirations. Digging out dreams within this reality can be ethically questionable.
(2) Different views on a life’s journey
A Buddhist quote on personal leadership states: “Like the captain of a ship, a leader must have a definite goal; only then can he chart his course and steer his ship in the right direction.” This ‘eastern’ journey is all about responsibility, about being a role model within your community who may lead the way. Mark Twain - a famous American writer - puts it differently. In lines well known to western travellers he states: "Twenty years from now you will be more disappointed by the things that you didn’t do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbour. Catch the trade winds in your sails. Explore. Dream. Discover." This journey is about courage, experimenting and discovering new ways by being an individual. Two very different views on life holding values that shape our journey and influence a coaching approach.
(3) High context versus low context
A low context culture is one in which things are fully yet briefly spelled out. These cultures rely on making things explicit. They often refer to what is actually said or written. A high context culture is one in which people assume a great deal of common knowledge and views. A lot less is spelled out, issues remain implicit and are often transferred indirectly. Most Asian cultures are high context; as goes for Burma. Coaching will have to deal with less direct and more implicit ways.
These three differences - together with We women coaching experience - shapes our coaching style and methods. It differs from typical western coaching in the following characteristics:
These three differences - together with We women coaching experience - shapes our coaching style and methods. It differs from typical western coaching in the following characteristics:
- Invest time, don’t push forward: within the specific We women context, coaches should invest much more time in getting to know and understand the student; especially their ways of today. The coach has to accept that students are often driven by the present, without pushing perspectives ‘for the better’. This way she can help students to realistically open up to personal dreams and goals.
- Touch on but don’t follow on practical issues: at present practical issues are also taken on within coaching. These issues - although important - particularly add to the feeling of being stuck in the present. By adding mentoring for practical issues, we create as much coaching time as possible to focus on future goals and dreams and personal and leadership development.
- Less play, find focus first: different views on a life’s journey make We women coaching benefit most from no-nonsense methods. Western coaches often apply behavioural experiments to playfully find new ways. In our specific context the pressure of today’s reality calls for an approach in which we take firm hold of the bowlines and cherish the harbour. We want to find some clear and definitive focus points first, before we sail out. A less experimental approach starts with developing a clear vision; like the captain of a ship.
- Adapt to less direct ways; avoid being too liberal-minded: once the vision is clear, coaching addresses personal barriers similar to western style guidance. Nevertheless, We women has to accept that coaching on average will be less direct and more implicit, the amount of which depends on the needs and personality of the student. The coach has to adapt to less direct ways - show some cultural sensitivity - to actually connect with the student. Less direct also means we cannot focus on the individual too much. We don’t want to be too liberal-minded. In our context, connecting to the communities behind the individual is vital, even though we highly encourage critical thinking.
- Advice is no taboo: coaches in the West actually avoid giving any advice whatsoever; it’s all about individuality and ‘ownership’. But as our students try to balance individuality and community, they will at times have fundamental different views on ownership. We feel ownership - the student ultimately deciding on what to do - goes with personal leadership. Nevertheless, careful advice giving is no taboo for We women coaching; as long as equality and critical thinking are secured.
- Keep thinking (cultural) leadership: Within the context of We women from Burma, we want to be extra careful not to impose western concepts onto the students. Nevertheless, We women is about leadership, which means the students also need to face cultural challenges at some point. Therefore acknowledging cultural differences - challenging habits and ideas - can be an interesting part of coaching the more advanced students. The same goes for openly discussing leadership competencies, issues and ambitions.
Pre-university mentoring takes on practical issues
In addition to coaching, mentoring aims to develop work and study competencies and to solve practical problems. A mentor - which could well be a We women project coordinator - focuses on both advising and fixing issues. Mentoring is practical problem-solving on a demand-supply basis. In practice, we like the students to have a meeting with their mentor, immediately following on their coaching session. That way they’ll be able to get practicalities out of the way whereas necessary, while still being able to focus on the more personal aspects through coaching.
Besides 1-on-1 mentoring, we like to set up mentor groups in the pre-university stage. These groups of four to six students will meet with their mentor about four times a year, alternating individual meetings. Mentor groups provide the opportunity to learn from each other’s practical issues. On the other hand, it’s a good platform - and a time-saver - to train or explain activities every student has to deal with.
In-university peer groups support each other
To facilitate students in helping each other, we came up with the idea for We women to set up peer groups during the in-university stage. During this stage, mentoring hours are limited and students are often away from We women base, studying at universities in different cities or even countries. Peer groups focus on discussing issues in small groups of four to six fellow-students. Students help each other analyzing issues and present each other with advice. In the end - of course - it’s up to the students them selves whether they act on the advice given. Peer groups are catalysts, feeding out students with thoughts, ideas and feedback. Students will be trained on how to do peer supervision.
Peer supervision helps students solve both practical and more strategic or personal issues. In general, the longer a group sticks together, the more reflective it gets. The beauty of peer reflection is how it often cuts both ways. While reflecting on others issues, students will learn for them selves. They get acquainted with their own wisdom by overhearing them selves giving it to someone else.
The diagram below represents the way different elements adapt to the various stages in the We women from Burma project. The entire framework - including a format for personal development plans and elaboration of the various elements - is laid out in concept notes.
In addition to coaching, mentoring aims to develop work and study competencies and to solve practical problems. A mentor - which could well be a We women project coordinator - focuses on both advising and fixing issues. Mentoring is practical problem-solving on a demand-supply basis. In practice, we like the students to have a meeting with their mentor, immediately following on their coaching session. That way they’ll be able to get practicalities out of the way whereas necessary, while still being able to focus on the more personal aspects through coaching.
Besides 1-on-1 mentoring, we like to set up mentor groups in the pre-university stage. These groups of four to six students will meet with their mentor about four times a year, alternating individual meetings. Mentor groups provide the opportunity to learn from each other’s practical issues. On the other hand, it’s a good platform - and a time-saver - to train or explain activities every student has to deal with.
In-university peer groups support each other
To facilitate students in helping each other, we came up with the idea for We women to set up peer groups during the in-university stage. During this stage, mentoring hours are limited and students are often away from We women base, studying at universities in different cities or even countries. Peer groups focus on discussing issues in small groups of four to six fellow-students. Students help each other analyzing issues and present each other with advice. In the end - of course - it’s up to the students them selves whether they act on the advice given. Peer groups are catalysts, feeding out students with thoughts, ideas and feedback. Students will be trained on how to do peer supervision.
Peer supervision helps students solve both practical and more strategic or personal issues. In general, the longer a group sticks together, the more reflective it gets. The beauty of peer reflection is how it often cuts both ways. While reflecting on others issues, students will learn for them selves. They get acquainted with their own wisdom by overhearing them selves giving it to someone else.
The diagram below represents the way different elements adapt to the various stages in the We women from Burma project. The entire framework - including a format for personal development plans and elaboration of the various elements - is laid out in concept notes.
Connect via We women Social Network
To facilitate contacts amongst students in a safe and discrete way, We women will start an online forum designed to provide an designated space for students to share concerns, experiences and advice. With minor input from We women staff, this forum will primarily be sustained through peer participation. The content discussed in this online forum could vary from topics useful to university life and studies as well as general peer support when personal needs arise. The forum is not only a place to voice concerns, but will allow students to share resources and ideas relevant to their studies. This can include for example online resources, as well as direct feedback from fellow-students. The network serves as a place to share any news or post topics that are of interest. It is a space for friendly and open communication.
The We women student network is getting bigger and bigger. Some are preparing for university, others are already busy doing their masters and soon enough this network will hold experienced and successful alumni-students. In time, the online social network will become a searchable bookshelf of knowledge and contacts.
Coaching, mentoring, mentor groups, peer groups, social networking; together they make a coherent framework that fits We women practise. Starting from this summer, We women will continue to shape and develop all of these elements. We women will look for an additional professional coach, preferably rooted in Burmese culture. The first mentor and peer groups will be set up this summer, and piloting the online social network has already started.
I’ll be gone, but I can’t wait to get back in touch for a first half years evaluation.
To facilitate contacts amongst students in a safe and discrete way, We women will start an online forum designed to provide an designated space for students to share concerns, experiences and advice. With minor input from We women staff, this forum will primarily be sustained through peer participation. The content discussed in this online forum could vary from topics useful to university life and studies as well as general peer support when personal needs arise. The forum is not only a place to voice concerns, but will allow students to share resources and ideas relevant to their studies. This can include for example online resources, as well as direct feedback from fellow-students. The network serves as a place to share any news or post topics that are of interest. It is a space for friendly and open communication.
The We women student network is getting bigger and bigger. Some are preparing for university, others are already busy doing their masters and soon enough this network will hold experienced and successful alumni-students. In time, the online social network will become a searchable bookshelf of knowledge and contacts.
Coaching, mentoring, mentor groups, peer groups, social networking; together they make a coherent framework that fits We women practise. Starting from this summer, We women will continue to shape and develop all of these elements. We women will look for an additional professional coach, preferably rooted in Burmese culture. The first mentor and peer groups will be set up this summer, and piloting the online social network has already started.
I’ll be gone, but I can’t wait to get back in touch for a first half years evaluation.
For more information on We women foundation, link to their website or Facebook page.
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