Coaching to improve performance is a basic function of a Nurse Manager; yet, few are adept at the skill of coaching others. According to Narayanasamy and Penney (2014), coaching is fundamental in the successful development of people and establishments. Effective coaching involves six basic steps. The intent of this paper is to identify, describe, and explain the six steps of coaching while providing context through hypothetical examples of the coaching process with Dan, the performer. A coaching relationship is a journey with an individual that creates vulnerability and enlightenment while attempting to reach an optimal level (Tyra, 2008).
Intention and Purpose of Coaching
Intention and purpose offer clarity when establishing a positive coaching relationship (Manion, 2011). During Dan’s performance appraisal, he set a goal to become more actively involved as a leader in the organization. While discussing opportunities, Dan discovered he was interested in joining the hospital’s Nurse Practice Counsel (NPC) and Nurse Practice Improvement (NPI). Dan would have new expectations through representing the General Pediatrics Unit at the meetings, taking responsibility for several monthly audits, and updating his peers through email.
The new leadership role entails developing new competencies, skills, and goals. Dan and the NM set goals together. Dan will function as a member of the NPC/NPI, demonstrating responsibility for performing audits, providing feedback, communicating updates and motivating peers.
The creation of mutual goals to meet the individual’s wants and organizational needs increases engagement (Batson & Yoder, 2012). Dan participated in establishing his goal for advancement; therefore, he will...
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Coaching targets improve and sustain performance through providing motivational feedback using the six steps coaching process. The coach must determine the intention and purpose of the coaching. Next, assess the performer to individualize effective coaching interventions based on the performer’s developmental level and needs (Manion, 2011). A coaching relationship develops and roles clarified then the dyad collaborates on setting goals and learning opportunities. The coach chooses a best practice coaching model that best suits the needs of the situation and carries out interventions. During the last two steps, the coach observes the performer and provides intentional feedback. Coaching challenges the performer to rise to accomplish the performers’ objectives while increasing performers feelings of achievement, fulfillment, and joy.
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