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EDU8400 Mentoring And Coaching

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Answer:

Q1.What personal strength and weakness as a coach were demonstrated?

I .Coaching Self analysis

Coaching primarily spotlights on eventual possibilities and resort to learning from former experiences. It is basically related to how task are accomplished rather than what task are done. Coaching is all about revealing individual’s capabilities and boosting their functioning. Coaching is about assisting individuals to explore solutions for themselves preferably than guiding. It focusses on solving problems much before their probability of occurrence.  Coaching is an effective tool for cultivating individual’s abilities and skills and for enhancing performance. Coaching also aids tackle matters with challenges and issues prior to they turn out as major concerns. Workplace coaching has emerged from scratch to shaping up as fundamental need. Organizations and leaders have realized how important it is and they are improving the competence to coach and foster others (Cross &Lyle, 1999). Usually a coaching happens to be communication session amongst mentor and the persons attending coaching and its focal point is assisting the individuals explore solutions for themselves. Subsequently people are more prone to entangle with answers that they have discovered from within, instead of those that have been instructed to them (Squires, 1999).

Coaching aims to build sense of responsibility and awareness in the individuals where through a structured arrangement, people come to identify the best route of action to adopt in the process of smoothly moving ahead. Consequently, the coach attempts to avert offering straight advice or direct solutions and rather assigns a list of questions to dig in the views of the persons attending coaching (Brewer &Jones, 2001).

In coaching by means of relevant questioning, the individuals are targeted to build goals and visualize the best way ahead, to accomplish them, often considering previous performance in the thoughtful manner (Branaman, 2000). Coaching techniques can be utilized to cater more comprehensive approach to performance management, appraisals, group discussions, meetings and action learning.

A coach need to train persons broadly into five heads:

  1. Developing relationships - it is always simpler to understand from someone you believe. Trainers must effectually create margins and develop trust by being distinct about the development and learning objective they ascertain, reflecting better judgement, being tolerant, and on ensuing through on any agreements and assurances they make.
  2. Offering assessment – means where does one stand presently and where does one want to reach. Assisting others to acquire self –awareness and vision is a prime task of a coach. Coach needs to offer timely feedback and support clarifies the attitude that any individual would like to transform (Gray, 2004).
  3. Challenging assumptions and thinking – belief about thinking is an essential role of the coaching system. Open-ended issues are put forward by coaches, and drive for curative solutions to obstacles and motivate rational risk taking (Sherman and Freas, 2004).
  4. Encouraging and supporting – as colleagues in learning, mentors listen prudently, are open to the views of others and permit individuals to voice feeling without being judgemental.
  5. Result driven – influential coaching is all about accomplishing goals. The coach supports to explain milestones or steps of success and footholds the individual responsible for them (McGovern et al., 2001).

Q2. A general reflection on the process, own performance and the potential for using coaching in the future. 

Reflection of the process of coaching

  1. i) Evidence based support and design

Coaching techniques are applied in an array of settings by organising a specific number detailed coaching sessions in the weeks following the training sessions. A theoretical outline is luminous but members need to visualize positive outcome subsequently so that sensible and qualified experts are also completely occupied in the learning process (Bachkirova, Stevens & Willis 2005).

  1. ii) Program material inculcates skills, development and performance coaching

Thorough expertize coaching guidance is targeted at building skills for formal training circumstances. The session must also discuss the crucial differentiation amongst skill coaching (project), performance coaching (planned approach to the task itself, prolonged working hours) and individual growth like social and emotional competencies and operative relationships with associate members (Hawkins and Smith, 2006) .

iii) Evaluate, monitor and enclose –Personal case study method

The case study method (Grant, 2013) states that the associates write down about the leadership concerns they are confronting, than relate how familiar they are to their target of resolving it and their level of conviction in tackling with the issues. Associates rate themselves at the last offering data answering the question about effectiveness of program.

Feedback-Formal and informal

Feedback is considered to be a tool utilised to allow the employee inform about their performance .It’s a kind of communication to another individual of how they see the actions of that individual and how they influence another person, and the organization as whole. Usually it is seen that people outperform when they acknowledge how they are performing. Managers often forget or don’t realize that positive feedback motivates people more than what criticism does. Feedback can either be formal or informal. Formal feedback consists of performance review or direct feedback from the client. While informal feedback includes any informal talk or verbal communication after the services.

Own performance and the potential for using coaching in the future

Many researchers consider that choosing coaches is challenging task since there is lack of credentialing and standardisation in this industry. This thwarts the selection of coaching testimonials. There is another view that coaching has not met the standards for a career (Brooks &Wright, 2007) since it lacks obstacles to entry, regulatory bodies, formal university level criteria, an enforceable body of conduct and state authorised licencing. Also there is dearth of common organization of knowledge. The American Psychological Association (APA, 2007), a professional body demonstrating psychologists, provides executive coaching (Dingfelder, 2006). 

While choosing a coach, the company and the employees must ascertain the personal development needs and consequently build a required coach profile that will inculcate both individual and organisational requirements (Foxhall, 2002). The coordination of people in a coaching relationship is significant to its success (Jarvis, 2004).

II .Communication skills in coaching

In the process of making an employee relaxed during the training, it is essential to build a bond by coach, to create a rapport of safety and trust (Caplan, 2003). In order to obtain the desired outcome apart from setting targets and goals it is equally significant to build up a strong rapport with the associates .Offering a gap where individuals feel fostered and follow coach is a crucial part of one’s role .While mentoring leaders one should be aware that they are usually seeking for superior advice, expertise and guidance (Hooper and Potter, 1997).

Being a coach, one should spare some time prior to coaching to limelight yourself and to relieve you of any pre conceptions or negative thoughts. This will ascertain oneself to set apart any apprehensions about the employees one have and will entail the session to be completely free of judgements. Being a coach the aim should be to bang onto to your genuine self and be authentically present in the instant for your employees (Sir John Whitmore’s, 1996). In this manner one will relief their potential and frees them to encounter their tasks with a real partner.

Effective listening

Listening can be stated as, the involvement as a part of communication and may pass visual signs to the spokesman showing your attentiveness (Grant and Cavanaugh, 2004). It is quite empowering to have someone listen to you. Generally coaches find that it appears to be the significant part of coaching. It might be that employees or managers are being listened for the first time and their thoughts and ideas are being heard and understood seriously.

Questioning

Amongst the prime skills in mentoring and coaching is to put up effective issues. It is not necessary to have a series of questions prepared for coaching neither one need to be very conscious about questions, they can simply be the one related to employees and their surroundings. All that is required is to listen carefully to individuals and the questions may roll down simultaneously. While representing as a coach, you are focussing on the individual’s style and language. You are hearing at a platform which entails you to put up the relevant questions for them. It is crucial for the individual being trained to have the time to think and believe to have space, without any recommendations from the coach (Maher and Pomerantz, 2003). When one is assisting a person to accept possession of their possible actions and answers, this liberty to think is significant.

Effectiveness of feedback

Feedback is a crucial driving force for everyone in a company work team. Providing feedback is a function to be implemented every now and then as a supervisor or manager, letting persons know where they stand and where to reach in terms of goals and expectations – for self, as coach and as an organization. Feedback is fruitful technique for exhibiting how things are moving, whether in the appropriate direction or there is need for redirecting performance. The purpose of providing feedback is to offer guidance by providing information in a beneficial manner either to aid behaviour or to direct someone towards effective performance. Feedback can stated as behaviour leading to the outcomes, followed by emotions and consequently moving towards future. It is depicted in below diagram:

Q3 What skills in relation to coaching role needs to be improved and what steps will be taken to improve these steps?

  1. Summary reflections and plans

Respectful I and my associate’s attitude, beliefs, values and morals can influence the coaching process. Being a coach, resistance often evolve in a session if your employees are not morally coordinated. Instead of making assumptions or telling who is correct or incorrect, we should try to analyse how a situation has emerged (Kearns, 2006). . Bang on open questions to explore what your associates believe how they should act to attain the outcomes they are seeking for.

Recognizing differences although we are unaware of it, we are expected to react to experiences and circumstances each day centred on our beliefs, morals, values and attitudes. In case, we are aware of the formation of the world’s view, we can more comfortably recognize the differences those we are associating by means of mentoring and coaching. It is therefore significant to disregard your own outlook of the world and be broad minded when associates come to training session with values, attitudes and beliefs diverse from your own (Leedham, 2005). In the absence of self-cognizance, the sessions will not attain the desired results.

Motivating associates every one of us is inspired by distinctive things and as a coach, it is crucial to explore what inspires your associates. It is also significant to realize that what inspires someone may alter, as per their situations (Warren, 2005). The most apparent way to discover what inspires your associates is to inquire them (Hawkins and Schwenk, 2006). Be inquisitive about them, discover what they enjoy about their career, and in case they have suggestions or ideas –they will be pleased to share.

Admiring inquiry when people feel inspired, their behaviour and attitude towards work is entirely different from. Apart from a motivated work team, the project leader’s aptitude should be such that the personal performances and strength of the organization executives be rejoiced.

 The following elements need to considered to improve coaching skills :

  1. Evidence of similar previous coaching experience-
  2. Personal competence, strengths, weakness and achievements with previous organizations.
  3. The skills and techniques used combat with inclination to work with others.
  4. An aim on delivering or enhancing business outcomes
  5. Cost efficient
  6. Qualifications(Degree or diploma or affiliation to professional body)

Q4.What might have you done differently or better, what worked well?

Conclusion

Here I would like to showcase the overall system that should that in my opinion should focus on coaching program. As a coach, one has to create a sustainable value and must be evident about what my work is in lieu of. I need to assure that the coaching session is for the overall development of the associates, their company and the relationship amongst the two. I need to concentrate on the unrealised capabilities in all concerned persons and the correlations between them and supporting them in recognising their potential. In association with the company I need to make certain that the task with the team or individual is not an end but facilitating that team and person to more efficiently manage and lead that company through its next stage of development. The coaching session should be a reward for high achievement and excellence .To regularly serve team and individuals as well as their companies is not a simple task and to be effectual coaches need to be perpetually exhibiting on their work and inflating their coaching competency. This constant demand for process reflection and general awareness entails that all mentors should obtain regular professional and personal development affiliated to authorised professional body.

References

American Psychological Association. Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology. American Psychologist, 980-992, 2007  .

Bachkirova, T., Stevens, P., and Willis, P. Coaching Supervision . Oxford: Oxford Brookes Coaching and Mentoring Society, 2005 .

Branaman , A. Goffman’s social theory.In C. Lemert,&A.Branaman,(Eds), The Goffman reader (pp.xlv-lxxxii).Oxford :Blackwell Publishers ,2000 .

Brewer,C.J.,&Jones,R.L .A five stage process foe establishing contextually valid systematic observation systems ,2001.

Brooks, I.  &Wright, S. A survey of executive coaching practices in New Zealand. International Journal of Evidence Based Coaching and Mentoring, 5 (1), 30-40 , 2007, .

Caplan, J.  . Coaching for the Future: How Smart Companies Use Coaching and Mentoring. London: CIPD ,2003.

Cross,N. &Lyle.J .Preface .InN.Cross&J.Lyle(Eds.),The coaching process: Principles and practice for sport (pp. vii-x).Oxford:Butterworth-Heinemann ,1999.

Dingfelder, S. F. . Post grad growth area: Executive coaching. Grad PSYCH, 4(4), 2006.

Foxhall, K. . More psychologists are attracted to the executive coaching field. Monitor on Psychology, 33(4), 2002.

Grant, A., & Cavanaugh, M.(2004). Toward a profession of coaching: Sixty-five years of progress and challenges for the future. International Journal of Evidence Based Coaching and Mentoring, 2(1), 1-16 ,2004.

Grant, Anthony M.; Hartley, Margie  Developing the leader as coach: insights, strategies and tips for embedding coaching skills in the workplace, Coaching: An International Journal of Theory, Research and Practice, 6:2, 102?115, DOI:10.1080/17521882.2013.824015 ,2013.

Gray D (2004), Principles and Processes in coaching evaluation, International Journal of Mentoring and Coaching, EMCC, Vol. II, Issue 2, 2004  December

Hawkins P. and Schwenk, G.  Coaching Supervision. London: CIPD Change Agenda,2006

Hawkins, P. and Smith, N. Coaching, Mentoring and Organizational Consultancy: Supervision and Development. Maidenhead: MacGraw Hill/Open University press ,2006.

Hooper,A. and Potter, J.  The Business of Leadership. Aldershot Hampshire UK: Ashgate ,1997.

Jarvis, J.  Coaching and Buying Coaching Services? London: CIPD ,2004 .

Kearns P ‘Does coaching work?’, Training Journal, June, pp. 41?4,2006.

Leedham, M. . The coaching scorecard: A holistic approach to evaluating the benefits of business coaching. The Journal of Evidence Based Coaching and Mentoring, 3(2), 30-44,2005 .

 Maher, S. & Pomerantz , S.  .The future of executive coaching: Analysis from a market lifecycle approach. International Journal of Coaching in Organizations, 1(2), 3-11,2003 .

McGovern J, Lindemann M, Vergara M, Murphy S, Barker L, Warrenfeltz R , ‘Maximising the impact of executive coaching behaviour change, organization outcomes and return on investment’, The Manchester Review, Vol. 6, No. 1,2001 .

Sherman, S and Freas, A. The Wild West of Executive Coaching. In Harvard Business Review 82(11) 82-90 ,2004.

Squires,G. ,Teaching as a professional discipline ,London: Falmer Press ,1999 .

Warren C. , ‘Quantum Leap’, People Management, March 2005 .

Whitmore, J. . Coaching for Performance - The New Edition of the Practical Guide. London: Nicholas Brealey ,1996.

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