Write my 2000-word reflective coaching portfolio — all details and documents attached below

Post ID: 3513497

Hi, I need you to write a 2000-word reflective portfolio for my module: Positive Psychology Coaching for Wellbeing in the Workplace (6HURM011W), University of Westminster.

I've already completed all the forms, session logs, review forms, contracts, and appendices. You just need to write the 2000-word portfolio using the information I'm giving you below. Everything you need is in this message and the attached documents.

DOCUMENTS I'M ATTACHING

Assignment brief — read this first, it has the full structure and marking criteria
Portfolio example PDF — this is what the finished product should look like (structure, tone, level of detail)
Supplementary materials — contains my SWOT analysis (week 1 vs week 12), my notes on receiving coaching, and my learning log summaries from seminars
Semester content summary — everything I learned across weeks 1-10 (theories, models, tools)

ABOUT ME

Name: Khaled (but do NOT include my name anywhere in the portfolio — it's anonymously marked)
Age: 21, university student at Westminster
I coached two peers: Arber (male, 21) on communication skills, and Maya (female, 22) on reducing academic stress
I was also coached by them on time management
4 sessions per client between 27 March and 5 April 2026, face to face at university, 30 minutes each
I used the GROW model (Whitmore, 1992) to structure all sessions — one session per stage: Goal, Reality, Options, Will

MY COACHING PHILOSOPHY

I believe individuals have the ability to create positive change within themselves. My values are empathy, non-judgement, and creating a safe space for the coachee to explore their own solutions. I started the module with a tendency to give advice rather than guide, and I developed into a more flexible, client-led coach by the end. I used a blended approach: GROW model for structure, person-centred approach (Rogers) for the relationship, active listening and powerful questioning as core skills, and I introduced mindfulness techniques with Maya.

EXACT PORTFOLIO STRUCTURE (follow this precisely)

EXECUTIVE SUMMARY

Write a short summary covering: what the portfolio is about, the coaching approach used, methods of analysis (Gibbs reflective cycle), and key findings/learnings.

Include with hierarchical numbering.

SECTION 1 — INTRODUCTION (approximately 450 words)

Define coaching and organisational coaching
Explain similarities and differences between coaching, mentoring, counselling
Benefits of effective coaching
Types of coaching (life coaching, executive coaching, peer coaching)
Introduce key theories: Kolb's experiential learning cycle, reciprocal peer coaching, GROW model (Whitmore, 1992)
State and justify the theory I used — GROW model combined with person-centred approach
Write in third person passive voice for this theoretical section

SECTION 2 — BACKGROUND ON ME AS A COACH

Introduce me: 21-year-old student, interested in coaching for personal and professional development
Reasons for learning to coach: to develop communication skills, understand human behaviour, build transferable leadership skills
Coaching philosophy (as described above)
Skills audit comparing week 1 vs week 12 — reference the SWOT analysis in the supplementary materials (say "see Appendix: SWOT Analysis")
At week 1: nervous, advice-giving tendency, over-reliant on structure, limited knowledge of models
By week 12: confident with open-ended questions, comfortable with silence, flexible approach, strong understanding of GROW and person-centred coaching
Mention tools used: Wheel of Life, Johari Window, Life Chart (say "see Appendix" for each)
Analyse how competencies developed across the module

SECTION 3 — COACHING SESSIONS (approximately 1000 words) — THIS IS THE MAIN SECTION

Use Gibbs' reflective cycle (Gibbs, 1988) to structure this section with these subsections: Description, Feelings, Evaluation, Analysis, Conclusion, Action Plan.

Coaching Approach (write before the Gibbs reflection):

Describe how I planned an initial chemistry meeting — informal conversation to build rapport before formal sessions began
Detail the benefits of contracting: setting expectations, confidentiality, boundaries, mutual commitment (reference the contract in appendices)
What type of client I would attract: students or young professionals dealing with workplace wellbeing issues such as stress, communication, confidence, or resilience
The likely presenting wellbeing issue: workplace or academic stress, communication difficulties, or lack of confidence — issues common in early-career professionals
How I planned sessions using GROW: Session 1 = Goal setting, Session 2 = Reality checking, Session 3 = Options, Session 4 = Will/Action plan
Key theories informing sessions: GROW (Whitmore, 1992), person-centred approach (Rogers), active listening (Kluger and Itzchakov, 2022), powerful questioning (Hudson and Pletcher, 2020), mindfulness (for Maya)
Key skills and tools: open-ended questioning, active listening, Wheel of Life, scaling questions, contracting
Expected progress: Session 1 = rapport and goal identification, Session 2 = deeper understanding, Session 3 = client generating solutions, Session 4 = commitment to action
What I thought would work: the structured GROW approach. If something didn't work (e.g. client was not opening up), my strategy would be to use different questioning techniques, allow more silence, or use a tool like Wheel of Life to approach the issue from a different angle.

Description (Gibbs):

Arber (communication skills): 4 sessions, 27 Mar–5 Apr. Session 1 — established rapport, identified goal of contributing more in group discussions. Session 2 — explored reality, barriers were internal (anxiety, lack of preparation, hesitation). Session 3 — generated options (prepare notes, volunteer to speak first, seek peer feedback). Session 4 — created action plan, rated 7/10 commitment.
Maya (academic stress): 4 sessions, same dates. Session 1 — established rapport, identified goal of reducing stress and improving planning. Session 2 — explored reality, barriers were procrastination, avoidance, inconsistent planning. Session 3 — generated options (weekly planner, time-blocking, library study, breathing exercises). Session 4 — created action plan, rated 8/10 commitment.
Both clients signed contracts confirming confidentiality and boundaries before sessions began (see Appendix: Contracts)
Reference appendices: "see Appendix A: Coaching Log", "see Appendix C: Coaching Review Forms"

Feelings (Gibbs):

Session 1: I felt nervous and relied heavily on structured questions. I was worried about falling into an advice-giving style.
I empathised with both clients — Arber's frustration about not speaking up, Maya's stress about deadlines
I could sense Arber's hesitation through his body language. Maya seemed relieved to talk openly about her stress.
By session 4 I felt confident, natural, and trusted the process
I believe both coachees felt supported and safe throughout

Evaluation (Gibbs):

Positive: rapport was strong, GROW model provided clear structure, clients set meaningful goals, both showed increased self-awareness by session 4
Negative: in early sessions I was too structured and didn't allow enough silence for reflection. Session length (30 mins) was sometimes limiting.
Link to literature: the importance of creating a safe environment aligns with Rogers' person-centred approach (Tod and Eubank, 2020)
Overall the sessions were positive — both clients created realistic action plans

Analysis (Gibbs) — THIS SUBSECTION NEEDS THE MOST REFERENCES:

Sessions improved because I developed my questioning from closed/structured to open/flexible — supported by Hudson and Pletcher (2020) on the power of coaching questions
Person-centred conditions (Rogers) — congruence, empathy, unconditional positive regard — created safety for clients to explore honestly
Active listening (Kluger and Itzchakov, 2022) allowed me to understand clients deeply and respond appropriately
GROW model (Whitmore, 1992; Cox, Bachkirova and Clutterbuck, 2023) gave structure while allowing flexibility within each stage
With Maya, introducing mindfulness links to research showing mindfulness reduces stress and builds resilience (Rupprecht et al., 2019; Luberto et al., 2020)
I could have responded differently in session 1 by being less rigid and allowing more client-led conversation from the start
What might have helped: using Wheel of Life earlier to understand broader context, practising mindfulness within sessions rather than just recommending it
Compare experience to literature: my development mirrors Kolb's experiential learning cycle — concrete experience (coaching), reflective observation (review forms), abstract conceptualisation (connecting to theory), active experimentation (trying new techniques)

Conclusion (Gibbs):

Learned the importance of flexibility, active listening, and trusting the process
Need to develop CBT techniques and practise mindfulness more within sessions
Could have been more structured in time management within sessions to use the full 30 minutes effectively

SECTION 4 — RECEIVING COACHING

I was coached on time management by Arber and Maya
My goals were to improve planning, reduce procrastination, and prioritise tasks better
I expected to receive practical advice but instead experienced the power of being guided to my own solutions through questioning
I partially achieved my goals — I developed a clearer understanding and an action plan, but full implementation is ongoing
What I gained: perspective on what it feels like to be a coachee, firsthand experience of how open-ended questions prompt reflection, awareness of how nervousness in the coach affects the session
What I enjoyed: the non-judgemental space, being guided rather than told, seeing my peers develop as coaches
Reference the supplementary materials for full notes on this

SECTION 5 — KEY LEARNING POINTS

I learned to listen rather than advise — this was my biggest shift
I now use open-ended questions naturally rather than relying on scripted ones
I am comfortable with silence and pausing — I didn't do this before
Key impact of client work: I learned that every client is different and you must adapt your approach
Reference learning logs from seminars (see supplementary materials) — key takeaways include understanding person-centred conditions, the value of mindfulness, and the ABCDEF model from CBT/REBT
What I can now do better: build rapport quickly, set clear goals, guide clients to their own solutions
What I could/should have done differently: started with more flexibility, used more tools like Wheel of Life from session 1, practised mindfulness within sessions
Skills I still need to develop: CBT techniques, motivational interviewing, working with more diverse client issues
Summary: I have grown from a nervous, advice-giving beginner to a more confident, flexible, client-centred coach

SECTION 6 — PROFESSIONAL PRACTICE (approximately 450 words)

Supervision: I had supervision on 2 April 2026. I discussed my presenting issue (improving confidence and reducing reliance on structured questioning). My supervisor advised me to use the Wheel of Life for broader context and scaling questions to help clients assess progress. Powerful questions like "What would it look like if you communicated with full confidence?" were recommended. This significantly improved my sessions 3 and 4.
Client evaluation feedback: Both clients reported feeling supported, comfortable, and that the sessions were helpful. Arber noted early sessions were slightly rigid. Maya wished sessions could be longer. This feedback tells me I need to develop more flexibility from the start and manage session time better.
Reflect on receiving coaching: When I was coached, my coaches had a different strategy — they were more structured throughout while I moved towards flexibility. The sessions were helpful in giving me self-awareness about my own time management.
Where I can use this: in future leadership roles, team management, and any career involving people development
How I will improve: attend coaching workshops, seek supervision, practise regularly
SMART Goal: Specific — improve active listening to give coachees more reflection time. Measurable — track improvement through supervision and client feedback after each session. Achievable — attend at least one coaching training session and practise with peers monthly. Relevant — directly improves coaching effectiveness and client outcomes. Time-bound — evaluate progress over the next 3 months with regular check-ins after each supervision session.

SECTION 7 — ACTION PLANNING

Future CPD: plan to attend coaching workshops and pursue a Level 5 coaching qualification
Skill development summary: moved from structured/nervous (week 1) to flexible/confident (week 12) — reference SWOT comparison
Plan for after semester: continue peer coaching practice, join a coaching practice group, seek volunteer coaching opportunities
Professional bodies: plan to explore membership of EMCC (European Mentoring and Coaching Council) or ICF (International Coaching Federation)
Strengths: empathy, active listening, rapport building, GROW model
Areas for improvement: CBT techniques, mindfulness practice, working with diverse issues
What I can offer an employer: coaching skills for team development, active listening for management, ability to support employee wellbeing, understanding of positive psychology for organisational development
How coaching psychology helps with strategic planning, OD, and leadership development: coaching contributes to organisational development by improving employee engagement, supporting change management, developing leadership capacity, and promoting a culture of continuous learning and wellbeing. Organisations with coaching cultures show improved performance, retention, and employee satisfaction (Milner, Milner and McCarthy, 2020). Coaching supports strategic planning by helping leaders clarify goals, overcome barriers, and develop actionable plans — the same GROW process used with individuals can be scaled to teams and organisations.
SMART Goals: as stated in Section 6
Support with references

SECTION 8 — SUMMARY AND CONCLUSION (100 words)

Brief overall conclusion summarising: coaching philosophy, key learnings, skills developed, the transformative potential of coaching for wellbeing, and commitment to continued development

REFERENCES

Harvard Cite Them Right format
Reference list at the end (NOT a bibliography)
Key references to include: Whitmore (1992), Rogers, Gibbs (1988), Kolb, Passmore (2020), Hudson and Pletcher (2020), Kluger and Itzchakov (2022), Cox, Bachkirova and Clutterbuck (2023), Rupprecht et al. (2019), Luberto et al. (2020), Milner, Milner and McCarthy (2020), Tod and Eubank (2020), Grant and Gerrard (2019), Lomas and Ivtzan (2016)
Check the example portfolio PDF for additional references

FORMATTING REQUIREMENTS (MUST FOLLOW)

2000 words MAX (excluding references and appendices)
Front page with: module code (6HURM011W), module name (Positive Psychology Coaching for Wellbeing in the Workplace), assessment title (Assessment 2, Portfolio), and actual word count
Do NOT include student name ANYWHERE
Double or 1.5 line spacing throughout
Page numbers on every page
Table of contents with hierarchical numbering
Clear headings and sub-headings
First person ("I") for reflective sections
Third person passive voice for theoretical sections
Harvard referencing (Cite Them Right) throughout
Reference list at the end (not bibliography)

MARKING CRITERIA (what gets marks)

25% THEORY — use a wide range of theories, don't just describe them, CRITIQUE them. Justify why GROW was chosen. Compare approaches.
25% ANALYSIS — this is where marks are won or lost. Every claim about what happened in sessions must be linked to theory with references. The analysis subsection in Section 3 needs the MOST references.
25% CONTENT — show evidence of coaching skills development: listening, questioning, feedback, tools used. Show progression from week 1 to week 12.
25% PRESENTATION — correct report format, proper structure, Harvard referencing, clean formatting.

IMPORTANT REMINDERS

Look at the example portfolio PDF — match that level of quality and structure
The analysis section in Section 3 carries the most weight — don't just describe, ANALYSE using theory
Reference appendices throughout (e.g. "see Appendix A: Coaching Log") even though I'm submitting the appendices separately
Write as ME (Khaled) in first person for reflection, as if I experienced all of this
Make it sound like a genuine student reflection, not overly polished or robotic
I've attached 5 documents below: the assignment brief, a portfolio example PDF (of what the end result should look like), Arber's completed diary form, Maya's completed diary form, and a supplementary materials document with my SWOT analysis, receiving coaching notes, and learning logs. Everything you need is in these documents and the instructions