The paper talks about the theoretical background of coaching as a practice for management and organizational development. The study uses cognitive mapping, thematic grouping and content analysis to pursue to explain the crucial characteristics of coaching in contrast to other forms of management practice. For the determinations of this inquiry the following objectives were set:
(1) What are the core approaches to management practice that are being used to enable transformational change in organizational contexts?
(2) What are the key characteristics of the chief approaches to management practice that are being used?
(3) What are the crucial characteristics in method that distinguish coaching from other forms of management practice?
Organizations
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conducting the process rather than directing outcomes) is crucial to the goal-oriented coaching that is the motivation of this paper (and what distinguishes coaching from traditional approaches to training). Such goal-oriented coaching is engrossed on the accomplishment of clear, identified goals, rather than the problem analysis characteristic of more beneficial forms. Coaching is proposed to encourage future development and a alteration in actions.
The aim of spawning concepts that elucidate people’s actions is also constant with grounded theory and reinforced the goal to hypothesize coaching in comparison to other forms of practice associated with management and organizational development, based in the experience of practicing coaches and managers.
To recognize cognitive mapping, an exercise was accompanied in the form of focused group activity. All participants had through experience of coaching either as a trained and accredited practitioner or having been involved in a coaching relationship as a client. Post this activity a development of group clustering and thematic analysis using key words from descriptions and discussion of these involvements to additional polish the categories of management practice that had been considered. Though the projected framework claims not to be exhaustive the framework assists by locating coaching within a broader framework of common organizational management
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Its chief strength was seen to be in working with socially constructed teams to achieve a desired outcome. It was extensively professed that facilitation was non-directive, whereas coaching could be directive or non-directive and that coaching had a bigger goal orientation than methodologies to management intervention based on a facilitative model.
Mentoring: Presentations of mentoring have become increasingly popular in large public sector organizations as a resources of employee induction, management development and on occasions executive development. Mentoring is linked with overtly developing the capability and proficiency in an individual in the situation of a one-on-one relationship, where the mentor has a depth of know-how and familiarity in particular areas. The personal growth and development of the person being mentored is tracked in the context of an ongoing relationship with a more skilled and experienced person.
A mentor is often seen as an professional with both technical and process knowledge unlike a coach who if successful will see their coachees improve more skill and knowledge than
If you are working for a company where the leadership method is that of telling individuals how things are done and where “red tape” is key you will find that the company conflicts with the principles of coaching conflict. This constitutes the single largest barrier to successful coaching.
Personal coaching as defined by Biswas – Diener (2009) is a professional relationship in which coaches work with clients to facilitate experiential learning and improve functioning and performance, of in the context of working toward specific goals. Some core assumptions that people have an innate capacity to grow and develop a focus on mutually agreed upon goals, and an understanding that the relationship is relatively equal and collaborative as stated by the author (2009). Some techniques that are in seen during a coaching process include but are not limited to the following list as provided by the author: active listening, the use of powerful questions which are based on broad and open-ended to raise awareness of the client to take stock of their values and resources, cognitive tools are used to reframe negative interpretations, use different types of encouragement tools, and that clients are held accountable (2009). The topics that will be discussed in this paper include what skills do I current have, which skills need to be develop, my comfort level and effectiveness, coaching approaches (including methods and tools), any challenges about coaching and finally how coaching relates to my professional career.
The author shows how coaching differs from counseling. To start with, Collins supposes that counseling focuses on negative psychology that includes dealing with conflicts, spiritual struggles, and emotional matters like depression, while coaching focuses on improving team-building and performance, career growth and finding fulfillment (2009). According Collins, counseling fixes what is wrong, while coaching enables individuals to reach their goals. Coaching is centered on the present and future likelihood, getting unstuck and attaining the set goals, while counseling is centered on causes of the problems that are as a result of the past, and attaining healing and stability.
Carr, C. & Peters, J. (2013). The experience of team coaching: A dual case study. International Coaching Psychology Review, 8(1), 80-98.
Coaching is generally known as a collective, action-oriented conversation that facilitates the enhancement of life experiences, goal attainment, self directed learning and performance in the individual being coached professional and personal life. Moreover, coaching takes on many beneficial characteristics such as: (1) the ability to unlock people’s potential to maximize their own performance; (2) a facilitative approach that helps people to learn, as opposed to teaching them; (3) an instructional approach that is directly concerned with the immediate improvement of performance and development of skills by a form of tutoring or instruction; and (4) the potential to enhance performance in work and personal life domains, underpinned by models
Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee in that the coachee feels safe and trusting towards the coach, without the capability to interact with the client there may be a lack of progress or motivation. Another important skill of a coach is not to judge.
Flaherty, J. (2011). Coaching: Evoking excellence in others (3rd ed.). New York, NY: Taylor & Francis.
A mentor is a personal, portable, no-cost resource to help you set and meet your unique goals. Mentoring is an explicit one-to-one learning relationship between a person who wants to improve job or career skills and a person who can help him or her do that. Mentors are much more than "go-to" people. Mentors are champions of learning. Mentors take a position of high interest and investment in another's development. They want to mentor. They share knowledge, encouragement, guidance and feedback about job content and organizational culture. They advocate for their mentees' successes. Mentoring provides encouragement and structure to support the mentee. In the ideal, mentoring and being mentored is business as usual.
Focusing on the benefits of managerial coaching involves leaders-managers becoming more efficient and effective in the workplace. “Coaching has evolved as an objective necessity in relation to the executive management’s ambitions, even more so as it has proven its efficiency in times of change, transition and crisis” (Enescu & Popescu, 2013).
The most challenging type of coaching and the ordinarily overlooked-involves involves providing feedback to those individuals with greater authority. As the members of an organization become more emotionally competent, coaching upward becomes less challenging and is embraced more readily. Once the halo of infallibility is removed formt he most powerful positions in the organization, those in other positions can use the skills of coaching upward to give appropriate feedback often averting serious negative outcomes as a result. People generally appreciate constructive, timely and sensitively delivered feedback that can put the practical use. Despite this people who give feedback frequently are tentative and unsure that what they are doing is appropriate. Giving feedback completes the circle of communication and further advances the work of the organization in a positive manner.
Despite my very limited experience, I have no doubt begun to recognise the complexity of management coaching; I aim to explain what I mean by this by the end of this paper. In addition, as someone who naturally tries to offer solutions to problems, despite using the recommended non-directive language (Starr, 2012), often I find myself subtly trying to lead the coachee to a solution. In a management context, Leimon et al. (2005) suggests that managers who are used to offering suggestions may find the non-directive approach of Management Coaching difficult.
My organization has a very aggressive and fast paced work culture. In this environment, there is a notable inclination to focus more on results and to stay ahead of the competition in terms of delivering new and innovative services before competing organizations offer them. Given these changing dynamics and the extreme orientation to the end result, it is only fair to say that a coaching mindset does not naturally fall in place in the company, and that a conscious attempt needs to be made to understand and practice the values in this form of leadership, thus enhancing the chances of success even more in its business.
Over the past hundred years management has continuously been evolving. There have been a wide range of approaches in how to deal with management or better yet how to improve management functions in our ever changing environment. From as early as 1100 B.C managers have been struggling with the same issues and problems that manager’s face today. Modern managers use many of the practices, principles, and techniques developed from earlier concepts and experiences.
Now that I have taught what you need to know its time for you (employee) to go out there on your own. "Affiliative leaders rarely offer constructive advice on how to improve, an employee must figure out how to do so on their own" (Goleman). I believe the coaching style goes well with affiliative because this method "focuses more on personal development than on immediate work-related tasks. It works well when employees are aware of their weaknesses and want to improve, but not when they are resistant to changing their ways." (Goleman). The coach is there through the training. A coach is someone who gives the team instruction on how to achieve a goal. A coach is not on the field or the court doing the work for the team. A coach is there to cheer the team on, alongside them, and saying "Remember what I told you; you got this!" "Coaching leaders help employees identify their unique strengths and weaknesses and tie them to their personal and career aspirations. They encourage employees to establish long-term development goals and help them conceptualize a plan for attaining them. They make agreements with their employees about their role and responsibilities in enacting development plans, and
This paper will cover the major four functions dealing with the principles of management. Which are: “Planning, Organizing, Leading and Controlling,” and what each of these functions involves. I have learned that it is very important that a manager understands each one of these managerial components which allows one the power to navigate through numerous procedural, interpersonal, and structural challenges in the process of guiding one 's team to the completion of goals that have been set forth for them. Therefore, “planning, organizing, leading and controlling,” demand that managers become good decision makers.