It is a digital education management system where we can monitor, plan and report all our training and development activities that we offer you.
All the training and development activities offered by DBE are to prepare the participants for the training and to support the awareness of the participants. It enables the creation of a learning process consisting of videos, simulations, online applications and tests that the participants can benefit from in order to support the transformation of the information learned in the training into behaviors that will affect the business results, and to complete the learning process.
All the training and development activities offered by DBE are to prepare the participants for the training and to support the awareness of the participants. It enables the creation of a learning process consisting of videos, simulations, online applications and tests that the participants can benefit from in order to support the transformation of the information learned in the training into behaviors that will affect the business results, and to complete the learning process.
It helps human resources and training & development professionals to follow all training processes online easily and efficiently.
Training Programs Prepared with Blended Methods, Training Programs Prepared with Flipped Learning Method, Training Programs Supplemented with Tasks and Homework, Online Assessment and Evaluation, Surveys and Exams, Video Contents, File Sharing
All training content developed within DBE is designed in accordance with scientific foundations, taking into account methods and approaches within the framework of adult education principles.
All of our content is prepared under the control of our expert trainers and consultants, together with an instructional designer.
For each piece of training, learning objectives (what will be taught), learning activities (how to be taught), and measurement-evaluation tools (to what extent will be taught) are re-developed in line with the needs of the institution.
In our training programs, pre and post-training supportive practices are offered, and these practices can be followed through an online training management system (DBE Training and Development Platform).
In order to determine your training needs correctly, training needs analysis is carried out at different levels before each training.
The purpose of employee support programs is to help employees overcome the difficulties they may encounter in their business and private lives and to establish a platform for them to overcome such problems with the support of experts.
Personal development is possible when individuals overcome the obstacles that affect their happiness, productivity, and performance. DBE personal development programs aim at enabling employees to reveal their creative potential by focusing on their strong and open-to-development skills.
DBE Leadership Development Program is based on the perspective contextualizing the individual as a whole and has been created as four modules in this direction. At the end of the program, participants learn to experience and integrate their own leadership models into their organizations.
Yes. At the end of each training program, a certificate of participation is given to all participants.
DBE Trainings are provided face-to-face (in-class) and via online platforms (Teams, Zoom, etc.).
No. Each training is designed considering the characteristics of the environment in which it will be given. For this reason, content is created with different approaches in face-to-face training and online training.
Education programs open to general participation are programs that individuals can apply individually if there is no prerequisite for participation.
You can follow our training programs open to general participation here: https://www.dbe-egitim.com/egitimler/kategori/acik-egitim/
For your corporate and individual requests, you can reach egitim@dbe.com.tr.
Company-specific training is the name of the training programs given to groups determined by the companies we cooperate with among their employees.
Yes, there is a limit for participant number in face-to-face and online training programs, depending on the content of the programs.
Unless there is consent about it, individuals cannot record our training and consultancy projects with institutions.
Behaviors and approaches are observed, not knowledge.
Everyone participates in the application under the same conditions.
All kinds of data about the participant are noted in detail.
A standardized rating scale is used.
Planning is done so that competencies are observed in more than one vehicle.
More than one evaluator makes observations.
Knowledge is not measured in the Evaluation and Development Center; therefore no preparation is required.
While applying the simulative tools, the participant's performance is observed and evaluated by trained consultants having certification as evaluators by the DBE. The consultants note their observations in detail and make their evaluations on competencies determined jointly with the company. In the end, the practicing consultants discuss and decide on the final evaluation.
Evaluation and Development Center tools consist of 3 groups. These are Tests, Personality Inventories, and Simulation Tools. The most important part is the simulation tools. By using Agenda Tasks, Group Work, Role Playing, and Strategic Planning and Presentation applications, the participant is expected to perform in a simulated company with a role that differs according to the content of the application.
Recruitment & Placement Decisions
Career Management
Promotion & Rotation Decisions
Identifying Training Needs and Development Plans
It is the evaluation with more than one evaluation technique obtained from more than one source to obtain comprehensive and objective information about the current and potential competencies of the participant/s.
Since each training programs have different structures and are designed based on the institution's needs, they have different durations. Generally, our training programs do not take more than 2 days.
In our out-of-town trainings, all transportation and accommodation of our trainers are planned and paid by the institution requesting the training.
No, both institution-specific programs and trainings open to general participation are organized outside of Istanbul.
Therapy is a conversation-based treatment method helping individuals to cope easier with the difficulties they face in their lives. Other than overcoming difficulties, individuals may seek psychotherapy during transition periods such as marriage and graduation, when many changes occur in their lives. Psychotherapy may be conducted with adults, children and adolescents, families and groups. Among different approaches to psychotherapy, the type, frequency and length of psychotherapy that is need by a particular client is determined according to the therapeutic relationship between the therapist and the client. For therapy process to work out successfully, the client should work willingly and intensively with the therapist. Recovery in psychotherapy is a product of this shared effort by both the client and the therapist.
During the therapy process, your therapist will share with you what you need to do outside of the therapy sessions if there is such a need. There might be questionnaires and forms expected of you to fill, or you might need to do homework and practice new skills outside of the session, according to the requirements of your therapist’s clinical approach. Unless your therapist requests any of these, there is nothing you are required to do, except for being on time for the session and to be fully present during the session.
Psychotherapy is a process affected by many variables. The duration of the therapy process may depend on the presenting problem, the client’s level of insight/awareness and expectations from the therapy, and the intensity of the problem. It also varies according to the therapy approach that is used. For all of these reasons, it is not possible to predict the duration of a therapy process beforehand.
Mutual trust is a crucial component for a healthy psychotherapy process. The confidentiality principle is one of the most important occupational and ethical responsibilities of the experts working in the field of mental health. Working in accordance with the confidentiality principle is a fundamental requirement in the psychology and psychotherapy educations. Disclosing confidential information provided by a client is possible only when there is a potential of the client harming themselves or another person, and this is done with the consent of the client. Apart from this exceptional case, all the information regarding a client is kept confidential and cannot be shared with third parties.
At our institute, Gestalt Couples Therapy, Psychodynamic Therapy, Expressive Art Therapy, Solution Focused Therapy, Cognitive Behavioral Therapy, Strategic Family Therapy and EMDR (Eye Movement Desensitization and Reprocessing) Therapy are used. If you wish to obtain detailed information about these psychotherapy approaches, please follow the link below.
https://www.dbe.com.tr/en/adult-and-family/8/our-psychotherapy-approach/
You can schedule an appointment by calling (0212) 233 01 10 or sending an e-mail to yetiskin@dbe.com.tr. If you wish to obtain detailed information about the psychotherapy approaches used at our institute, please follow the link below.
https://www.dbe.com.tr/en/adult-and-family/8/our-psychotherapy-approach/
Psychotherapy is a long-term process that is based on the mutual effort and shared work of the therapist and the client. Even though all the therapy approaches until today are based on the methods performed face-to-face in an actual room, an ever-increasing number of therapists and clients are now witnessing the effectiveness of online therapy. The idea that psychotherapy cannot be conducted online dates back to times when internet use was not as common as it is in our day. Nowadays, along with the widespread use of internet, many individuals who previously did not have a direct access to psychotherapy can now access mental health services. If you wish to start an online psychotherapy process and have concerns or questions, these can be discussed during the psychotherapy process with your therapist within the framework of a trusted relationship between you and your therapist.
Psychotherapy is the process working through the problematic points in an individual’s feelings, thoughts and behaviors in the company of a trained specialist. Even though the clinical work is based on talking, various proven psychotherapy techniques and methods are also used in the sessions to address these problems. Throughout the process, the main goal of therapy is to help the individuals have a better understanding of themselves, to develop better coping mechanisms for their problems, and to keep themselves mentally healthy and enhance their well-being. Sessions may be in an individual format or a group setting.
Psychotherapy is a process children of all age groups benefit from. This process is tailored by the therapist depending on the child's experiences, developmental period and age. For instance, in infancy and pre-school periods working mainly with parents and involving them in the psychotherapy process is very important. While the therapy process with young people is usually maintained more individually, it may still be necessary to work closely with the family, depending on the presenting problem. In the psychotherapy process with children and young people, the focus is not only on children and young people; the focus is on the whole family system.
The duration of therapy varies depending on the reason for the coming to therapy. Sometimes the process is completed after several counseling and information sessions; sometimes it might require a long, time-consuming work. Generally, after the assessment sessions with your therapist, it will be possible to get an idea about the expected duration and the roadmap of the process.
The frequency of therapy in children and young people are planned at least once a week, especially in the initial period; however, in cases that more intensive therapy planning is required, the number of sessions can be increased to twice a week. Depending on the planned therapy goals and the progress made during the sessions, the frequency of the sessions are gradually reduced to once every two weeks or once a month and termination takes place.
Yes, our center offers online therapy.
Yes, our center offers therapy in English.
To make an appointment, you can call us at (0212) 233 01 10 - 311 or 0533 634 24 14.
If your child has previously completed psychological tests by a specialist (WISC-R, WISC-IV, DENVER II, etc.) and/or has been recommended medication by a neurologist or a psychiatrist, we kindly ask you to bring your test reports, the names of the recommended drugs, the names of the institutions and specialists you have been to.
If possible, parents and children should attend the first session together. During the therapy process, the therapist will decide whether individual sessions with the child or teenager or sessions with the whole family are more appropriate. Even if the therapist continues to work separately with the child or the teenager, they can also plan to meet with parents from time to time to help solve the problems, teaching the parents new methods to cope more effectively.
Problems within the family, birth of a sibling, divorce, death of a family member, accidents, change of career, starting school for the first time, changing schools and moving to another city, and unforeseen changes and traumatic events can affect children more negatively than you think. If you are observing a negative change in your child's mood and behavior, and if these new changes have started to affect your child's daily routine and order, it is appropriate to seek support from a specialist.
With the advancement of technology, psychotherapy interviews can now be carried out online with children living in a different country/city or those who cannot leave their house due to a chronic condition. Scientific studies and clinical observations show that online therapy with children is as effective as face-to-face interviews. During online psychotherapy sessions with children, it is very important that the parents cooperate with the psychotherapist and help provide the necessary tools (paper, pen, toys, etc.) used in sessions and create a calm and safe environment for the child at home. In online therapy interviews with children, psychotherapists might request to see the child individually, with the parents, or the parents together.
We advise you not to bring your child to their initial session giving false information by saying things like, "We're going to stop by a friend's.", "A sister is going to play with you.", "We're going to the doctor", or "We're going to the park." The information you give may be limited, but it must not be untrue. One of the most important elements of the therapy process is trust and transparency. Therefore, instead of giving your child false, obscure answers from the very first step, we recommend that you give them true information in a way that is appropriate for the child's age. An explanation like this can help the child understand where you're going: "Sometimes we have a hard time solving the challenges we have just by ourselves. At times like this, we can turn to others to help. We're going to go see a specialist today and talk to them. They can ask us questions about the difficulties we're going through, or they can ask us to tell them about our problems. They listen to children and young people and help them. So you can talk to them any way you want." or "You tell us that you're distracted at school/that you can't listen to your classes/that you're having problems with your friends/that you miss us so much and that's why you can't stop at school (...) We and your teachers can't give you enough support with this issue. That's why we want you to get support from a specialist who helps children and young people."
The psychotherapy process for teenagers proceeds differently than the psychotherapy process for children. It is very important for the young person, who begins to undergo physical and emotional changes at the age of 11-12, to come to therapy by their own will. However, most of the time, teenagers state that they were forced by their families to go to therapy. In sessions, it is essential for the child and teenager to feel safe and comfortable, to trust their therapist, and to feel understood. Therefore, it is important to give them time and be patient, especially with the teenagers. If you have been observing changes in your child's behavior and feelings lately, it is recommended that you, as parents, get support from a psychologist, even if your child is not ready for the process yet.
In online therapy with teenagers, the therapist and the client attend the therapy meeting from different places. Apart from that, online meetings are similar to face-to-face meetings that take place in the same room in terms of other rules and features. Online conversations with young people under the age of 18 require parental consent. While the normal development of teenagers can be followed with online therapy, their families can also be counseled. The study of mental problems that can be seen in young people in therapy proceeds as in face-to-face therapy. It is possible to use many therapy approaches in online sessions. Session duration and process are the same as face-to-face sessions. During the sessions, the young person should be in a quiet place where they can feel comfortable and safe, and have sufficient access to the internet. During the session, water, napkin, pen and paper that may be needed should be nearby and easily accessible to them. Some young people may choose not to have their parents at home during the session. In such a case, if the conditions are suitable, supporting the teenager in this regard will make them feel comfortable.
Unlike children, most teenagers know more about what a psychologist is. However, this information can be false or negative information. This may cause young people, who are generally more resistant to therapy, to not look favorably to the therapy process. At this point, parents can talk to their children and point out their children's difficulties in daily life and express the problems they themselves experience regarding these matters. If parents share the responsibility in therapy by saying that therapy is a support for both themselves as parents and their children, the likelihood of their children having a positive attitude towards therapy may increase. “We realize that you have been unhappy for a long time.../We have been trying to solve these problems for a long time.../We are aware that you are upset, but unfortunately we cannot help you enough. That's why we want to get support from an expert on this subject. This support will be both for you and for us. As parents, we may have things to do/learn to make you happier/more comfortable. Maybe we need to learn about them too.” An explanation like this will help the young person to have a more favorable view of the therapy process.
DBE Talent Identification and Career Planning Programs are a scientific program developed for the purpose of discovering the talents, professional interests and personality traits of children starting as early as the pre-school period, and help them grow up to be happy and successful individuals who are in tune with their family and environment, who have self-awareness and who can realize their goals in life.
For detailed information and appointments, you can call us at (0212) 233 01 10 - 311 or 0533 634 24 14.
DBE experts configure Evaluation and Development Center (DGM) Applications specifically for institutions. In this process, simulation tools are designed for institutions, and training is provided for evaluators who will use these tools.
An account is created for institutions on the DBE Online system for Evaluation and Development Center applications; Through this account, they can store the evaluations of the people on the server and quickly generate reports.
It is to receive feedback from multiple sources (self, manager, subordinate, teammate, internal-external customer, etc.) with objective criteria to determine the strengths for competencies expected from them and the aspects that need improvement.
Performance Evaluation
Promotion
Training Planning
Self-Improvement
Career Management
Determining development areas of development for employees and ensuring that they are aware of their development areas
Creating opportunities for employees to see their strengths and to use them
Promoting a work environment that supports feedback in the organization
Gathering information to support HR decisions regarding the whole human resources processes, such as promotion, transfers, rotation
Implementation of the determined strategies, dissemination of the culture of change
It is available on DBE Online.
DBE creates an institution-specific survey based on the institution's competency set.
Employee satisfaction and commitment surveys generally aim at measuring the satisfaction levels of employees in the institution, their commitment to the institution and the people they work with, and planning actions that will increase the satisfaction and loyalty of the employees as a result of these measurements.
It enables to determine the areas of development for increased productivity and business performance within the institution based on the priorities of the institution and their effects on the overall performance.
It allows measuring the effectiveness of the applications made.
It guides the organization in creating the most appropriate action plans to increase employee satisfaction and loyalty.
It can be applied through the DBE Online system or as a paper-and-pencil form.
The survey can be administered with a great confidentiality principle.
Fast results
Performing the analyzes by experts using reliable statistical programs
The report is designed in a visually understandable way with clear and rich graphics
It is designed specifically for the institution and meets all needs
Designing development roadmap, and action plans based on both the institution and the departments for the institution
It is a structured qualitative data collection method. It is used for in-depth analysis and reporting of the results of the evaluations made with qualitative tools.
With the help of this study, information about the perceptions, mental schemas, emotions, and motivations of the participants can be collected.
The study aims to have a deeper understanding on and to find answers for the difficulties experienced in the working environment.
Learning the opinions of managers and employees at different levels in an institution about the institution (receiving the opinions of employees on corporate management, corporate culture, corporate image, management style, employee satisfaction, …),
Learning the expectations, needs and demand for change of the employees in the institution,
Identification of disruptive ways of doing business and processes within the organization,
Obtaining opinions from employees on the functionality and improvement of the projects carried out or the systems installed,
Evaluation of existing systems by institution's employees
The 16PF Personality Inventory is one of the most popular and most reliable personality inventories, measuring 16 personality traits and five general personality tendencies.
It is also the pioneer of the model known as the "Big 5", which forms the basis of many inventories. 16PF can be used in many areas such as recruitment, promotion, career planning, development area detection. It shows the suitability of the person for the job, his strengths and openness to development, and his development potential.
The 16PF Personality Inventory is a valid and reliable inventory that is measured and controlled by different algorithms. It has a Turkish norm in addition to the international norm study. Three indices assess the validity and reliability of the inventory: "Tendency to Appear Different"; "Tendency to Deviate from Majority"; and "Tendency for Overconformity."
DBE General Ability Test belongs to the group of cognitive tests according to content classification. Quantitative, verbal, and abstract thinking abilities measured in it have sub-targets such as analogy, reading comprehension, sequencing, basic mathematical operations, finding the general principle in numerical-verbal-figurative sequences. As a result of scientific studies, it has been seen that the factor that best predicts job performance is general ability.
All aptitude tests offered by DBE are subjected to statistical analysis within the framework of scientific criteria. The validity and reliability of the tests are calculated, and all questions are analyzed one by one. Each question of the aptitude tests was created in line with the cognitive taxonomic classification. All statistical values of tests are stored and can be used when needed.
DBE online test and inventory applications are supported by the camera system depending on the institution's need. The Camera system can be applied by recording video or taking photos at regular intervals, according to the institution's request.
The shortest definition of coaching is the ability to ask questions. However, there are certain principles and principles of this skill. It is the ability to actively listen to your client and ask appropriate questions to get clients to find their way without telling or directing what to do. Coaching is building a partnership, walking with the client to the point they want to reach.
At this point, people who have completed the training of an ICF accredited coaching school can be defined as Professional Coach. Apart from this, branches such as Life Coaching and Art Coaching do not have any distinctiveness.
Professional coaching does not focus on past events and their effects on the present or future. Instead, it is ensured that the clients can develop and use their resources and find solutions by asking questions about the goals, objectives, and future possibilities desired to come true. On the other hand, therapy is needed to handle with effects of past experiences, gain insight, and reach a more stable emotional state.
Mentoring is literally like a master-apprentice relationship. It is the process of transferring the work experience and corporate culture to someone else and sharing what is known, usually by experienced people who have worked for a position in the same institution. In Professional Coaching, even if the coach is an expert on the subject the client wants to talk about, s/he does not tell what s/he knows. Instead of answering, the coach asks questions that will enable the other person to find the answer.
Consulting is a profession whose definition is to provide guiding information to institutions or individuals considering their fields of expertise and intervening in business processes when necessary. On the other hand, professional coaching is a skill and profession that enables the client to take action by avoiding guiding and informative approaches. It depends on asking questions that will increase the awareness of the client.
ICF (International Coaching Federation) is a strategic organization established in 1995 with 70 volunteers and reaching professional standards with its 20,000 members today. It is the most authoritative institution responsible for both the ethical and professional standardization of the coaching profession. Being a coaching school that is ICF accredited means that the training content and hours comply with the standards approved by the ICF. Being an ICF accredited coach means being a Professional Coach who has been trained in these accredited schools, having completed the number of sessions determined by the ICF.
After completing the training at ICF accredited schools, you can have the title of Professional Coach by doing a 100-hour coaching session and passing the exam called CKA opened by ICF.
Institute for Behavioral Sciences, which has been serving institutions and individuals in Turkey with 30-year experience and the power it receives from its business partners, is an outstanding institution that successfully transfers its expertise in measurement-evaluation, consultancy, training, and therapy to the coaching profession.
DBE, which has made a significant collaboration considering coaching with the world-famous, UK-based The Forton Group, has carried its experiences to individual and corporate coaching.
However, unfortunately, many people in our country try to practice this profession without receiving the necessary training. As DBE Institute for Behavioral Sciences, we aimed to provide the necessary contribution for the coaching profession to be done most accurately. In this direction, we started to provide ICF accredited Forton Group Coaching Trainings within our organization.
Coaching is a communication method that aims to improve performance and reach the answers that the client already knows with the right questions. Coaching is not therapy. It does not focus on problem-solving and does not require specific psychology training. It is not consulting either. Coach does not seek to counsel the client; to lead; to give information; to recommend. Progress in coaching is made by asking questions. Coach asks the right questions and listens to the answers most effectively. S/he does not know the answers to the questions he asks and does not make assumptions. Coaching is also different from mentoring. Mentoring is like a master-apprentice relationship. In mentoring, those who know teach those who do not know. The coach, on the other hand, does not convey any information to the client. It is not necessary to be an expert in the subject client brought to the table. Because of that, a professional coach can work on any subject. The important thing is to use coaching skills. Coach is a master at the art of asking questions.
- Firstly, they should be sure that the person they will receive coaching has received an ICF (International Coaching Federation) approved training.
- This profession is not yet well monitored in Turkey. Currently, many people who have not received coaching training work as coaches and mislead clients with unethical practices violating the principles of coaching.
- In addition to the training, it is also important how much coaching experience the coach has. We can understand this from the title of the coach.
- When choosing your coach, it will be beneficial to make a preliminary meeting. If you do not fully trust your coach, the service you will receive will not be efficient.
As Founding President of DBE Emre Konuk said, “We have never seen Psychotherapy at DBE as 'curing diseases'. We did not approach coaching as a skill set to be gained only to increase efficiency in the workplace either. The background of coaching is the Human Potential Movement of the 1960s, the '68 events aimed at social change in Europe and America, including Human Rights. Although its name has become 'coaching', the DBE-Forton collaboration is an expression of a way of life that we desire for a better world which we see as valuable and meaningful. We think this approach constitutes an antithesis in our country where everyone imposes something on everyone, nobody listens to the other, and everyone marginalizes each other. In other words, when we look at it from this perspective, the 'coaching approach' is a social responsibility project for us.”
Although coaching is brand new, it has become a popular and attractive profession, which is rapidly developing, and whose positive effects can be observed in a short time. Unfortunately, this popularity has resulted in that some people serve as coach without training. However, after being officially recognized as a profession by MYK (Vocational Qualifications Authority), the standards of coaching became clear and published in the Official Gazette. We believe that in the coaching profession, state control will increase over time and erroneous practices will be prevented. We hope that the number of malpractices or untrained coaches will decrease as people who will receive coaching become aware of what criteria they should look for in a coach.
DBE-FORTON Coaching school is a program that blends the 35 years of therapy experience of DBE Institute for Behavioral Sciences with coaching based on solution-focused therapy.
Forton Group is a school with a Professional Leadership Coaching Model. Therefore, they also have different products and services focused on Leadership Development.
Studies demonstrate the value of leaders who take a coaching approach in building successful organizations and getting the maximum efficiency out of their employees.
Our approach supports emotional intelligence leadership that fosters people fulfilling their potential, building strong teams, cultural change and employee engagement.
Forton Accredited Leadership Coaching Training is designed to use coaching skills as a powerful communication tool and to develop leadership skills.
Studies show that leaders who have advanced coaching skills and can use emotional intelligence effectively can create a sense of commitment and belonging in the working environment, and ensure productivity and innovation.
In short, DBE-Forton Coaching School supports institutions in integrating the coaching approach into the business environment and in training managers who can use emotional intelligence more effectively.
80% of our training consists of applications. For this reason, we train with a maximum of 12 people.
We teach you the key to coaching in every subject. After receiving the training, you can work as a career coach or an executive coach.
Apart from classroom trainings, there are supervisions that ensure the reinforcement and experience of the learned knowledge and skills. Supervisions are made both in group and one-on-one.
One-to-one coaching meetings have started to be held online. Feedbacks are very positive.
We have ensured that our trainings are conducted online with the same effect/efficiency. We are now doing our training online.
The desire to be a coach is about your will to contribute/help/support.
If you truly love this job and get experienced and believed in its power, do it wholeheartedly. Give your heart. This is such a job. Every client is a story, you need to live that story to walk with it.
Let's look at the new skills coaches need: The business world is changing, so we need more coach-like leaders. Leaders need to be more collective, equipped/informed and attractive people. Coaches need to be role models for this style while coaching. Now they need to be more courageous in sharing their knowledge and experience. They need to be more flexible and adaptive.
From now on, virtual communication, technological aptitude, and ability to work online will be critical.
When we look at the skills we will use while coaching, new skills for online applications will also come to the fore. For example, there can be many stimuli in online applications. It may be more difficult to listen to the client. Professional coaches should practice and develop these skills.
- Coaching consists of practical skills anyone can learn.
- It's like a conversation.
- As a result of coaching session, the person is expected to both take action for future and experience deep learning. In other words, it is an interview where in-depth learning is experienced.
- It is built on an equal relationship (partnership). There is goodwill in this partnership, and it is ego-free.
- We can say this philosophically. In practice, wanting to listen and a sense of trust are indispensable for coaching. It is necessary to believe that the client is creative, intelligent, resourceful, knowledgeable, and to accompany him/her by asking powerful and curious questions.
- The differences are clearer than ever (between coaching, counseling, psychotherapy and other support professions) because the issue of the coaching role and related competencies is clearer. There is no need to “compete” with other methods; they all have different roles and purposes.
- New competencies have sharpened the focus on "partnership" issues. Partnership has been a core principle in the Forton model since 2002.
- Similarly - thanks to today's neuroscience, much more is known and understood about the value of being (eg mindfulness, meditation, active listening, and so on).
To be accredited, whole training is designed considering ethics.
Our training consists of 3 modules. At every stage, ethics and competencies are treated as musts for coaching.
In addition, on the last day of the 3rd module, we have practices and lectures on ethics and competencies. Everything is done to ensure that the participants fully embrace content. In fact, the subject of ethics is covered so much throughout all modules that the participants have learned and adopted all of them without even realizing it. We can say this for both ethics and competencies.
Top 3 suggestions:
- Stay ethical
- Value clients
- Learn constantly
Besides these:
- You may not be able to apply all of your learning at the same time, take your time.
- Keep trying, it's experience.
- Every tool/every method you learn may not give the same result/effect for every client, keep trying your methods within the framework of possibilities.
- Practice, practice, practice! But don't sell your skills cheap for doing it. So don't work cheap just for the sake of practice, determine your value well.
- It is important to receive coaching services as clients from time to time. Coaches experience this in our program and they already receive supervision. It is beneficial to continue this at regular intervals, getting mentoring, supervision and even coaching is very beneficial for development.
We hesitated a lot about getting into the coaching business, because we saw a lot of wrong practices in the industry. However, we thought that there should be people who do this job right. We had a similar experience in the field of psychology, dues to the fact that our founder is Emre Konuk, one of the first therapy practitioners in Turkey.
Coaching also comes from solution-focused therapy. We took part with all our means such as research, promotions, trainings, etc. and do our best to make the coaching profession have a respectful place. We agreed with Forton, whose model we found most suitable for our positive psychology approach, and we found very close to us. We became their partner in Turkey. We took their training, and translated them into Turkish.
Meanwhile, we have come to such a point that we are trying to recruit our coach graduates as trainers and coaches.
We train new coaches who adopt the coaching profession for our country and do this job in the most correct way. We are always working on making and promoting the coaching profession correctly.
80% of our training includes practice. For this reason, we do the training with a maximum of 12 people and 2 trainers. We make and show the applications first, and then the participants do it.
In accordance with adult learning models, we ensure learning and improving skills by giving one-to-one feedback and instant feedback.
Our model is such that we teach the key to coaching in every subject, you can work as a career coach, executive coach, etc. after you get the training. It's a flexible model, not fixed one. There are a lot of tools. You can try and apply these tools in any situation.
We listen to the experiences of our participants, and very interested in them.
Apart from classroom training, supervisions are very important. We conduct both group and one-on-one supervisions with instant feedback.
We also do not issue certificates before completing the supervisions.
Inner Coach: It is the coaching service provided by the institution to its employees.
External Coach: It is the outsourced coaching service offered to the institution's employees.
According to the feedback gathered from the institutions participating in the research that ICF Turkey commissioned by IPSOS in 2014;
- Although institutions approach the external coaching service more hesitantly due to its high cost, they see internal coaching and external coaching as complementary.
- According to the research, internal coaching is seen as a cost-free concept.
In nowadays' changing environment, only good relationships can hold the workforce together.
There is a saying that people join organizations but leave their managers. When organizations train coach-like managers with necessary skills, they can overcome main strategic challenges with highly committed employees.
Benefits:
- Increased employee engagement
- Decreased turnover rate and absenteeism
- Increased efficiency and performance
Coaching and mentoring are often the most effective methods in employee development.
It is often stated that coaching changes people's lives because in a coaching session people feel properly listened to, understood, and valued.
In our new-normal, online platforms will always be a must for us.
Therefore, more online training, online coaching sessions, and free coaching are on the agenda during the pandemic days. As DBE, we quickly adapted to this situation, and we conducted online sessions/coaching meetings.
On the other hand, online trainings have been organized by Forton Group in England for years. We have started to give them online with the same content and applications.
In the online version, the training is done interactively. In our coaching trainings, there are many exercises and practices because we teach skills. Therefore, it is important for us to make practices on the online platform and to make the training interactive. There really isn't much risk in doing it online, but some participants have a hard time focusing, so they spend more days training. Being in front of the computer for a full day can be difficult.
There is no extra risk in one-on-one coaching. One-on-one coaching is still very important – especially for leaders and managers.
As we have been working very hard on Leadership Coaching particularly, there has been a shift in thinking about what leadership looks like during this period regarding Leadership – “one size fits all” is no longer true. The business world has changed. The demands for leaders have changed and continue to change. Each leader can be uniquely successful, using their own style, adopting their own specific leadership behavior. Therefore, to do this, to stay flexible and agile, we need personalized and continuous learning/adaptation skills. Coaching is well suited to this learning approach compared to mass training.
