Code of Conduct

At Boost Learning, we provide people with a safe, helpful and professional space to explore how to handle challenges and opportunities they may be facing at work. We believe that this requires everyone involved to invest in developing a coaching relationship that is person-centric. 

This type of relationship only works when certain things are present and others are absent. Boost Learning focuses on making sure the following are strong features of the relationship we have with our coachees: 

• Respect – We see you. We work hard to recognise your personal experiences, professional contribution, what makes you different from others and the strength of your personhood. 

• Kindness – From little things, big things grow. Small acts and attitudes of kindness reach deeper into people’s experiences and potential than we can ever know. Kindness over apathy, cruelty or disinterest every time.

• Congruence – Acting in congruence with oneself is powerful. We want you to live and work in congruence with yourself, where your experience and your awareness are known to you and your approaches are aligned with who you are and what you are capable of. 

This requires each of us to

• listen to connect (not just to respond),

• engage with what’s in front of us (to be present and active in the moment),

• show up with sincerity (to be genuine and as open as the relationship allows),

• believe in finding a positive way forward (to be constructive and imaginative),

• cooperate to promote harmony (to be in-step with the other person, not acting alone),

• discover only enough to help (to be curious and to focus on personal perception rather than overly focused on establishing facts).

Anything that hinders or undermines these values and behaviours is unwelcome and will result in corrective actions – anything from a chat to raise awareness to the termination of services.

What might hinder or undermine? Here are a few examples:

• Not showing up on time.

• Deliberately using language, gestures or actions that causes upset, offense or physical harm.

• Obstinately failing to recognise another’s experience of an interaction you were party to, even if your perception of the interaction differs.

• Making assumptions about someone’s experience or pressing for information that is not volunteered.

• Being obstructive or closed to looking at things differently.

• Being dismissive or aggressive rather than respectfully, kindly and clearly communicating how you feel.

This Code of Conduct will evolve and be updated as our experience and the feedback we receive from our different stakeholders enriches our understanding of conduct to be expected and extended. We expect it to be a live document that is highly responsive to experience.