Notes in Business: Principles of Coaching
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Transcript of Notes in Business: Principles of Coaching
PRINCIPLES OF COACHINGNOTES IN BUSINESS
PRINCIPLES OF COACHING
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PRINCIPLES OF COACHING“Coaching is a dynamic, learner enriched partnership in which the coach constantly revises the style and nature of help to meet the learner’s circumstances and needs” (Clutterbuck, 1998)
1. Introduction
2. Definition and Rationale for Coaching
3. Coaching Model
4. Selecting the Coach
5. Coach Selection Criteria
6. Coachee Selection Criteria
7. Coaching Evaluation
8. Implementation
9. Conclusion
Note: The text incorporates ideas and concepts from referenced and unreferenced authors and intellects. The author does not claim implicitly nor explicitly under any circumstance the ownership of any ideas or concepts introduced by the referenced or the unreferenced authors or intellects.
1.0 INTRODUCTION
Coaching programs are the most fundamental techniques in learning and development nowadays, they
provide the necessary equipment and methodologies to properly align and demonstrate confidence in
ensuring the fulfilment of the organizational strategic objectives. A coaching program ensure better
communication, coordination and cooperation, less conflicts, increased self-awareness, reduction of
staff turnover and greater understanding of the vision and mission vertically and horizontally.
The proposal incorporates the definitions and the rationale for adopting a coaching program, the
benefits and the business advantages of sustaining the business value chain. The coaching model and
the necessary steps to select the coach and the coachee based on interpersonal and knowledge
attributes. The implementation and the evaluation stages are thoroughly and properly introduced to
ensure acceptability, sustainability and continual improvement and alignment to the business strategic
goals.
2.0 DEFINITION AND RATIONAL FOR COACHING
Coaching is the process by which individuals unlock their potentials through communicative and
knowledge transfer practices “Unlocking a person’s potential to maximise their own performance. It
is helping them to learn rather than teaching them” (Gallwey, 1975), “A process that enables learning
and development to occur and thus performance to improve” (Parsloe, 1999), “Today coaching is seen
as a means of developing people within an organisation in order that they perform more effectively
and reach their potential” (Chartered Institute of Personnel and Development, 2004).
“Coachees ideally receive direct advice, assistance and attention which fits with their own time
schedules and objectives and, unlike one off training activities, coaching can provide continuing
support for personal development plans” (Jarvis, 2004), the rational for coaching is to produce a
creative and an innovative learning environment where the individuals of the organisation realise the
potential of their strengths through motivational and leadership instructiveness and knowledge
transfer.
2.0 DEFINITION AND RATIONAL FOR COACHING1.Coaching is an interactive process that helps another person improve, learn something, or take performance
to the next level.
2.Coaching means working as a trusted counsellor, guide, tutor, or mentor.
3.Coaching involves someone with more wisdom and experience sharing his/her knowledge and expertise.
4.Coaching means an ability to diagnose an issue and propose a solution, as well as to motivate others to
achieve their best.
5.Coaching is a form of feedback that helps another person realise what is not working and take steps to get on
the right track.
Coaching ventures ensure the proper development and maintenance of the business value chain, where leader
competencies such as the development of talents, customer focus and strategic thinking and alignment,
organisation capabilities where talents are properly managed and maintained and business outcomes exhibit
the actual benefits of strategically aligning the coaching ventures through proper design and control, such
elements are maximised both strategically and operationally through the coaching methodology.
2.0 DEFINITION AND RATIONAL FOR COACHINGLeader Competencies
1.Developing Talent
2.Customer Focus
3.Strategic Thinking
Organizational Capabilities
1.Talent Management
2.Service Excellence
3.Goal Clarity Alignment
Business Outcomes
1.Talent Retention
2.Customer Loyalty
3.Strategy Driven Culture
2.0 DEFINITION AND RATIONAL FOR COACHINGBenefits of Coaching, (Greene J, Grant A, 2003)
1.Better communication
2.Less conflict
3.Greater cooperation
4.Increased self-awareness
5.Overall better performance
6.Reduced staff turnover
7.Shared vision and commitment
Business organisations are increasingly encountering difficulties and drawbacks, market conditions as of
inflation, policies and regulations and the increasing market competition which contributes to structural and
organizational instability, such instability results in increasing turnover rates and the constant reliance on
service outsourcing and the increase of heterogeneous initiatives that imposes greater complexity and
variability on the internal structures, communication channels, horizontal and vertical coordination and
cooperation, efficiency and responsiveness and therefore productivity and performance.
2.0 DEFINITION AND RATIONAL FOR COACHING
Business Drawbacks
1.Market conditions
2.Increasing market competition
3.Dynamism and verity of products and services
4.Increasing turnover and resource outsourcing
5.Complexity of internal systems and business structures
Most of the performance, productivity and sustainability issues that arise within organisations
relate directly to management practices, therefore by improving the performance of the most
influential people within the organisation, the theory goes that business results should
improve. Therefore one to one performance coaching is increasingly being recognised as the
way for organisations and individuals to improve performance through executive coaching.
3.0 COACHING MODEL
The concept and the definition of responsibility is the central driving factor of
Whitmore GROW model, were the transition of cultures concentrating on blame
and guilt transfer to a more productive culture of responsibility acceptance, which
therefore increases productivity and performance.
The manager’s job is to ensure task completion and the continual development and
improvement of the staff, the coaching principle ensures that the manager
understands the responsibilities, unlocking the barriers to creativity and innovative
thinking and ensuring coordination and proper alignments with the business
objectives through knowledge transfer and responsibility recognition and self-
awareness.
3.0 COACHING MODEL
Goal
1.What do you want to achieve.
2.What is the next stage in completing your project.
3.What would a successful outcome look like.
4.What is the most important to you in doing this work.
Reality
1.What do you know already.
2.What have you already tried.
3.What can you learn from that.
4.What do you need to learn to move on.
3.0 COACHING MODELOptions
1.What has worked well in the past.
2.What else could you do.
3.How will you decide between those options.
4.How does that option help you reach your goal.
Will
1.How will you go about it.
2.When will you do it.
3.Who do you need to talk to.
4.Where do you need to go.
The model’s approach focuses on examining realistic goals and logically interpreting the reality of the obstacles and
incrementally adjust to the chosen goals by systematically and realistically aligning the available options towards a self-
awareness of capabilities, strengths and techniques and ensuring the balance of responsibility and sustainability in
transitioning to the desired objectives.
4.0 SELECTING THE COACHIn order to determine what type of coaches are going to fulfil the coaching venture, each and every
option should be thoroughly analysed to determine the best selection criteria.
External Coach “defined as coaches who do not work for the organisation”
Advantages
1.Independence
2.Confidentiality
3.Wider experience of organizational working
4.Wider range of ideas and experiences
Disadvantages
1.Cost
2.Difficulties in balancing the agenda of the organisation and agenda of the coaches
4.0 SELECTING THE COACHInternal Coach “defined as an employee within the organisation who is not directly involved in the coach’s work”
Advantages
1.Champions of coaching within the organisation
2.Can keep focused on organizational agendas
3.Can be more cost effective when wanting to offer coaching to larger number of staff
4.Have existing knowledge of the organisation
5.Can utilise internal feedback mechanisms within the coaching sessions
Disadvantages
6.Establishing internal coach's credibility
7.Ensuring trust and confidentiality
8.Conflicts of interest
9.'Blind spots' that prevent issues being raised
10.May have tendency not to address multifaceted problems
4.0 SELECTING THE COACH
The external coach possesses the ability to work and function independently, have a wide range of
functional and technical experiences, a wide range of ideas and innovative and creative solutions to
business settings, the difficulty is in being able to afford the services that the external coach requires
and the difficulty to synchronise the agendas and calendars with external resources. Therefore if the
company is planning and necessitating responsiveness, an external coach is the ultimate choice.
The internal coach possess organizational awareness, the awareness of the actual processes,
objectives and goals, and therefore is able to focus primarily on the business aspects and ensure
synchronicity among theory and organizational practices. The internal coach is cost effective and can
deliver coaching programs to a wide range of mentees. Nevertheless, internal coaches may impose a
threat on confidentiality and trust, conflicting interests and inability to communicate organizational
settings accurately. The internal coach is the ultimate choice for organisations trying to be cost
effective.
5.0 COACH SELECTION CRITERIA
The Coach Selection Criteria is based on the following dimensions,
1.Business/organisation knowledge.
2.Values: sensitivity to trust, ethics, and freedom from gender and culture bias.
3.Executive presence.
4.Strong interpersonal skills: listening, confronting, challenging, straightforwardness, rapport,
trust, warmth, compassion, humour.
5.Assessment skills and instrument knowledge applicable to the client's situation.
6.Personal maturity and stability.
7.Flexibility and ability to work effectively with a broad range of executives.
8.Ability to plan, conceptualise, implement and manage a coaching relationship over time.
9.Demonstrated knowledge of learning theories and the dynamics of change.
10.Credibility and authenticity.
5.0 COACH SELECTION CRITERIAIt is very important for business coaches to be equipped with business and organizational knowledge,
since most of their work is going to concentrate on social and business knowledge, the sensitivity to
ethical and trustworthiness is a crucial value for coaches to demonstrate in order to fulfill the
organizational and the social responsibility, interpersonal and sociological skills are also valuable to
demonstrate competence in business communications and be able to convey what is being required
with the minimum and the least amount of efforts.
The coach is also preferred with analytical assessment skills where he/she be able to assess the client’s
abilities and report on their strengths and weaknesses in order to accurately enhance the client’s
perception and business knowledge. Coaches are also preferred with personal maturity which
demonstrates assertiveness, efficiency and responsiveness to a wide range of requirements and to
respond accurately to situational dynamism. Coaches are also preferred to demonstrate confidence and
ability to work with a broad range of mentalities, cultures and heterogeneous fact of knowledge levels
and intelligence.
5.0 COACH SELECTION CRITERIA
The dynamical nature of today’s environments demands flexibility, authenticity,
knowledge and expertise to accommodate the growth and the increasing complexity
of organizational settings and the market demands. Therefore ensuring personality
and business dimensions guarantee success.
Choosing the incorrect coach is going to lead to disastrous outcomes "This can have
disastrous consequences for the company long term and can exacerbate the
psychological damage to the person targeted for help...To best help their executives,
companies need to draw on the expertise of executive coaches with legitimate skills."
Harvard School of Business
6.0 COACHEE SELECTION CRITERIAThe mentee selection criteria is based on the following dimensions.
1.Personality
2.Motivation
3.Needs and requirements of the individual
4.Reasons of joining the coaching program
The mentee and coach matching process starts by evaluating the coaches personal and business traits,
the ability to convey and communicate to a diversified and heterogeneous set of groups of individuals
with a wide variety of knowledge areas, the mentees are then assessed for their personal characteristics
and gradually through telephone and face to face interviews determining the actual applicability of the
mentee to the caching program. The effectiveness of the coaching process is to match and ensure a
positive working relationship among the coaches and the mentees, therefore determining the
synchronicity of the behavioral characteristics of the coach and mentee is an important role is ensuring
a successful coaching process.
6.0 COACHEE SELECTION CRITERIA
“It was found that, fundamentally, coaching is a means of bringing about individual
performance improvements so that each individual might move towards his or her full
potential. Whilst coaching shares many characteristics and requisite skills with interventions
such as mentoring and counselling, it differs in its emphasis on raising awareness and
consequently not requiring experience/expertise in the underlying issue.” (M. Somers 2001 -
The Coaching and Mentoring Network)
Motivation is highly preferable to determine the extent of mutual bonding among the coach
and the coachee, the process by which examining the mentee’s motivational levels is crucial to
determine the intellectual capacity available to better engage in the coaching process.
Moreover, the needs of the coachee should be fully and accurately analysed to determine the
type of the combination of the coach and the coachee, if the coachee’s requirements are not
carefully taken into consideration, the coaching venture will lead to misleading outcomes.
7.0 COACHING EVALUATION
The evaluation process is going to follow the four elements of Kirkpatrick’s framework,
and are defined below using Kirkpatrick’s original definitions.
1.Reactions. “Reaction may best be defined as how well the Coachees liked a particular
coaching program.” Reactions are typically measured at the end of coaching.
2.Learning. “What principles, facts, and techniques were understood and absorbed by
the Coachees?”
3.Behavior. Changes in on-the-job behavior.
4.Results. “Reduction of costs; reduction of turnover and absenteeism; reduction of
grievances; increase in quality and quantity or production; or improved morale which,
it is hoped, will lead to some of the previously stated results.” (Kirkpatrick, 1979)
8.0 IMPLEMENTATION
Coaching ventures implementation requires that the organizational context, purpose
of the coaching venture, the coach and the coachee list is properly developed and
awareness of the cultural impact of the venture is properly communicated.
Developing a Coaching Culture The organizational culture of coaching awareness
and the ability to flourish the acceptance of the new development is a primary
concern in implementing the coaching venture. The following organizational settings
must be encouraged prior to the introduction of the coaching program.
8.0 IMPLEMENTATION
Organizational Context
1.Committed to personal and professional development for all
2.Clearly communicates its objectives and expectations
3.Introducing coaching in parallel with other initiatives
4.Recognises employees and directors as individuals not clones and celebrate difference
5.Provide logistical support including ‘time out’ during the working day fir coaching sessions
6.Respect confidentiality between coach and coachee
7.Coachee
8.Awareness of need to change and develop
9.Openness to change and developing personal insight
10.Availability and willingness to commit time and effort
8.0 IMPLEMENTATION
The purpose of the coaching program should be clearly and accurately defined and communicated
to aid in developing a coaching culture, the goals and the objectives should primarily be specific,
measurable, achievable, realistic and traceable to ensure commitment. Although the purpose
should be realistic and achievable, it should not intersect with the organizational goals and
objectives and should therefore align with the organizational strategic objectives.
Purpose
1.Awareness of personal goals and priorities
2.Realistic and achievable goals
3.Compatibility with organizational goals and priorities
4.Relevance to other organizational objectives
5.Means of measuring progress towards goals
8.0 IMPLEMENTATIONFour key factors are important to property encourage and develop organizational buy in.
1.Purpose is clearly defined and communicated positively
2.Senior management are proactively supportive of the initiative
3.Start with a pilot group and expand in a structured manner
4.Encourage coaching but don’t make it mandatory
Roles of Stakeholders the definition and the communication of the stakeholders’ roles and responsibilities ensures
coordination, manageability, sustainability, applicability and control of the coaching program. The greater the roles are defined
and communicated, the greater the commitments and the greater the benefits.
1.Human Resources the role of the human resources directorate or department is to design, implement, monitor and control
the coaching venture through coordinating and communicating information from and to the coaching process. The human
resources department continually assess with coordination with the coach, line managers and individuals the actual progress
and the sought benefits or achievements from the coaching venture.
2.Line Manager the line manager is responsible for the performance measurement of the coachee, the line manager determines
the actual progress and development of the individual by continually assessing the individual’s performance through the
coaching progress, and communicates the metrics to the human resources for further analysis.
8.0 IMPLEMENTATION
Structure and Timing the selection of the delivery options is an important role to determine
efficiency and effectiveness, the balance among face to face, telephone and email ensures reach
and follow up mechanisms, the freedom of scheduling and communication options allows the
coaching program to effectively utilise resource calendars and synchronise reach among
geographic and time heterogeneity.
1.Face to face
2.Telephone
3.Email
As a rule of thumb, the coaching sessions are approximately two hours in duration and are
held two to four weeks, and a coaching program typically lasts between three and twelve
months.
8.0 IMPLEMENTATION
Selecting the Coach it is important to properly select, align and orient the coaches
with the organizational coaching objectives and goals. Ensuring that the proper
coach of the coaching program is selected elicits productivity and performance and
guarantees organizational and intellectual commitments.
1.Availability and willingness to commit time and effort
2.Compatibility between coach and coachee
3.Ability to be objective and non-judgmental
4.Understanding of how they personally will benefit from being a coach
5.Competence in core coaching skills
8.0 IMPLEMENTATION
Aligning Coachees and Coaches after the proper coach is selected based on the key
performance, productivity and the strategic objectives of the organisation, the
process of selecting Coachees that properly suite the coach’s profile is an important
role to ensure the success of the coaching program.
The selection is by matching the professional, sociological and organizational
characteristics of the Coachee with the coach’s characteristics to ensure
synchronicity and harmony.
8.0 IMPLEMENTATION
Coachee Orientation is the process by which the organization builds the coaching
program awareness into the individuals, defining the acceptable behaviors and the
proper usage of the relationship among the coach and the coachee, the policies,
procedures, objectives and goals of the coaching program.
1.Define what is open to discussion versus ‘off-limits’ as appropriate to the purpose of
the program and coach’s skills
2.Make explicit that the relationship is facilitative
3.Define program purpose in context of both individual and organizational expectations
4.Agree measurements to be used
5.Agree on the parameters or guidelines for the program
8.0 IMPLEMENTATION
Develop Measurements and Metrics is the process by which proper definitions of the
measurement metrics are set to ensure continual monitoring and control of the coaching
process. The measurements must be specific, measurable, achievable, realistic and traceable to
ensure accurate and proper feedback channels to realistically and objectively monitor, control
and improve the coaching process.
Monitoring and Evaluating the Program the process by which the actual progress is being
utilised and monitored for efficiency and applicability, the continual model constantly measures
progress efficiency before and after the coaching program using the Kirkpatrick model.
Techniques utilised through personal interviews and satisfaction questionnaires, line manager
reports of actual jobs performance metrics, focus groups and assessment of change throughout
the organisation.
8.0 IMPLEMENTATION
Coach Training the continual improvement of the coach’s abilities and the frequent
alignment of the coach’s tendencies towards the organizational objectives ensures
continual developments and enrichment to the organisation’s commitment to
coaching and the learning process.
Continual Process Improvement the process by which the overall coaching
program is evaluated and continually adjusted to align with the strategic objectives.
The dimensions measured are the applicability, performance, manageability and
sustainability of the coaching program. In case the coaching program is not fulfilling
the objectives, the coaching program is immediately taken to an end or restructured
to accommodate the drawbacks or to utilise the strengths of the program.
9.0 CONCLUSION
“An increasing trend of individuals taking greater responsibility for their own
development” (Parsloe and Rolph, 2004). Business research has shown a greater
impact of the coaching ventures on business organisations in better communication,
less conflict, greater cooperation, increased self-awareness, better performance,
reduced staff turnover and shared vision and commitment.
“99% of 500 respondents agreed that coaching could produce tangible benefits, both
to individual and organisations such that 93% agreed that coaching and mentoring are
key mechanisms for transferring learning from training courses back to the workplace
and 92% agreed coaching can have an effective positive impact on the button line and
96% agreed coaching is an effective way to promote learning in the
organisation.” (Chartered Institute of Personnel and Development, 2004)
9.0 CONCLUSIONThe driving force to change the behavior of the training dimensions is the increasing dynamics of the
intellectual and the sociological properties of individuals and striving for better impacts on productivity
and performance “Individuals are also now demanding different types of training and development and
people tend to be more motivated when training is increasingly relevant to their job and
responsibilities” (Jarvis, 2004).
Moreover the motivational and social value of coaching is increasingly important to achieve excellence
and demonstrate acceptability of change “If individuals are to do this they need support and advice and
the coaching relationship appears to provide employees with the appropriate support they need in order
to achieve their developmental aims” (Whitmore, 2000). Coaching is also proven to magnify and
stimulate knowledge through energizing environments, “Concerning itself with amplifying the
individual’s own knowledge and thought processes. It is about creating a supportive environment in
which to challenge and develop critical thinking skills” (Guest, 1999). Therefore coaching is considered
a vital mechanism in flourishing learning and organizational development.