Steps, levels and methods of coaching

Dialogical method cards as a key to coaching
The coaching programme consists of methods and actions that pertain to dialogic competence, learning through dialogue and knowledge creation. The so-called dialogical method cards were created to assist in learning these methods and actions. Each method card includes a goal, instructions and questions for reflecting on the thinking caused by the use of the method. In addition, each method card mentions a dialogue scene included in the web service ”Deep learning through dialogue”. The scene can be used to deepen one's understanding of the dialogical method in question.

The development of dialogical learning and knowledge creation requires practise and a coach. A coach familiarises himself/herself with the dialogical methods, one at a time, so that he/she can start using the methods with the participants. Every participant participates in the exercises where the methods are used. The coach is aware of the fact that he/she practises the method like everyone else. The awareness that every participant is under development creates a relaxed, positive atmosphere. Coaching and practising the methods is conscious work, during which one becomes aware of how to work in collaboration with others. This awareness means that one is able to observe, reflect on, evaluate and self-regulate one's actions and behaviour in a situation where one interacts with others. When the participants gain experience of dialogue, they are inspired and encouraged to continue learning dialogical methods, always proceeding towards the next step and level.

During the coaching four levels, or steps, are used to practise the methods. The steps are called Beginning of coaching (step 1), The level of basic methods of dialogue (step 2), The level of moulding dialogic attitude (step 3) and The level of deepening the dialogic competence (step 4). However, dividing the coaching into levels and steps is only a recommendation for proceeding and can therefore be altered upon consideration. The development of dialogical learning and knowledge creation begins from a so-called beginning step where the participants prepare themselves to participate in spontaneous dialogue and collaborative knowledge creation, to observe their actions and behaviour and to think in collaboration with others. In addition, this step is used to create an open atmosphere that helps participants trust one another and think together. After this step, the basic methods of dialogue are practised. When one has gained a concrete grasp of the basic methods and can, to some extent, apply them when interacting with others in various dialogues and communities, it is easier to focus on the moulding of one's dialogic attitude. These are methods that help one to truly comprehend the attitude with which one relates to others. It is necessary to point out that the philanthropic and reciprocal nature of one's attitude is the very core and basis of the entire dialogic competence. After practising the basic dialogical methods and the moulding of their dialogic attitudes, the participants reach the level of deepening dialogic competence. Gradually and as a result of goal-oriented and conscious practise, dialogic competence becomes a natural part of one's behaviour and actions. It becomes a way of life, a way of being.