Coaching
CoachingMeryl Bradshaw1
Meryl Bradshaw2Coaching is a devise used within organisations
that is designed to raise individual / group awareness.
It is goal focussed and demands an action for behaviour tomove
forward.
It is goal / target centred this process has two componentsskill
developmentpsychological development
Meryl Bradshaw3Mistakenly many managers perceive coaching as a
training tool,some even see it as a highly directive and supportive
methodonly appropriate for relatively inexperienced staff of
moderate competence.
Why is this a misinformed view?
Meryl Bradshaw4Coaching is widely used to
develop leadership potentialpromote team effectivenessenhance
individuals influenceimprove interpersonal skillssupport staff
during career transitions(Lee and Pick 2004)
Meryl Bradshaw5Josephson (2007) showed that coaching programmes
in Swedishconstruction industry for site managers
developed reflective skills on work / life situationsimproved
communicationcould see a broader range of perspectives in work
Overall the coaching programme opened new discussions on
futureprojects.Management noted costs and effort that the coaching
involved was worthwhile through the change in management and
leadership skills.
Meryl Bradshaw6CIPD 2008 Learning and Development report 75% of
UK employersnow use some form of coaching
Of the above 40% offer coaching to all employeesWith 39%
providing coaching for only directors and senior management and
line managers.
Where offered to all employees the aim was general personal
development and improvement of poor performance.
Where offered to senior managers approach was strategic
leadershipskills
Meryl Bradshaw7Variations in practiceWhether to tack coaching on
to an ever- growing list of line-manager responsibilities or
develop a clear, embedded, fullyaligned strategy that deploys
dedicated coaches to fashion the culture (Howe 2008)
How to ensure high, ethical and consistent coaching standards
across the organisation
How best to structure and measure the coaching process in
orderto ensure that it adds organisational as well as individual
value
Meryl Bradshaw8Internal coaching derives often from a belief
that this process is cheaper.
Skilled and well supervised internal coaches can benefit
organisations - a deeper understanding of the business / culture,
than external coaches
Organisations can use senior HR managers as internal consultants
for this process.
Meryl Bradshaw9Goleman (2000) using leaders and managers can
positivelyimpact on motivation and performance of staff.
Managers trained in all round coaching skills often displaya
capacity to adopt practices in their own role own
/staffdevelopment.
Why should this in-house coaching be a problem?
Meryl Bradshaw10Arney (2006) coach and manager are two
distinctive roles.The success of this duality of role depends on a
number of factors culture, personality, perception,
communication
CIPD (2008) reported that only a minority of line managers who
offercoaching are trained to do so.
How are coaching needs identified?
Meryl Bradshaw11Identification of coaching need:-
Appraisal360 feedbackpeers, customers, management
Observation
Customer feedback
Returns
Absence
What else?
Meryl Bradshaw12So what skills should a coach possess?
Coaching is to do with asking the right questions. By asking
staff to recognise what they did and what effect it had, you are
using a much more powerful learning tool than simply pointing out
their mistakes or praising success (Churchouse & Churchouse
1998)
The core skill as a coach is to know which questions to ask and
when to ask them. (Edwards 2003)
Meryl Bradshaw13Skills not associated with coaching:
Being too authoritarianBeing an ineffective communicatorBeing
too intense and emotionalNot giving timeBeing dogmaticBeing task
orientatedBeing resistant to new ideasSee Ellinger, Hamlin Beattie
2008
Meryl Bradshaw14Realising the Coaching Role.The reflective
listening, analytical, objective coaching style is far removed from
the normal style of many managers and itis not surprising that many
of them find it difficult to employ further complications arise
from the preferred learning styles of both the coach and the person
being coached (Mumford 1993)
