“Coaching is a one-to-one method of
helping people develop their skills and competences” (Armstrong, 2010, p.366).
Organizations provide coaching to their employees from internal and external
expertise who concentrates on specific skills and behavior (Armstrong, 2008).
Coaching can help in enhancing an employee performance (Downey, 2014) as it
provides the employee with a chance to increase their skills and motivation
which eventually leads to an overall positive impact on the employee job
performance (Mooney, 2015). By improving the performance of the individuals, it
will in turn drive the organizational performances through increased labor
productivity, service quality and enhanced customer satisfaction (Armstrong and
Taylor, 2014).
Video
1.0 What is Coaching
(Betterup,
2018)
Coaching always provides positive
feedback about employee contributions. At the same time, usual coaching brings
performance problems to an employee's concentration when they are of no
consequence or big enough, and assists the employee to make them correct
(Whitmore, 2002). The purpose of coaching is not to make the employee feel
badly, or to show how much the HR expert or supervisor knows. The goal of
coaching is to work with the employee to resolve performance dilemma and get
better the work of the employee, the team, and the department (Downey, 2003).
Coaching Models
There are several models used for
effective coaching. Given below are the few of them
● GROW Coaching Model
● OSCAR Coaching Model
● CLEAR Coaching Model
● FUEL Coaching Model
● ‘Raagaa” Coaching Model
I would like to elaborate on the
GROW model for Coaching here.
The GROW model (or
process) is a simple method for goal setting and problem solving. It was
developed in the United Kingdom and was used in corporate coaching.
Figure 1.0: Grow Model
(Source:
ProVeritas Group, 2017)
Through this model Managers and
Coaches can plan and structure a conversation or idea to deliver the desired
end result (Downey, 2014).
The below four steps are in this
model.
01. Goal
02. Reality
03. Options
04. Way Forward
01.
Goal
The
first stage is to agree and understand the goal that the mentee wants
to cover in the session (Whitmore, 2002).
A
Goal should be SMART, PURE and CLEAR
Specific, Measurable, Agreed, Realistic
and Time phased
Positively
stated, Understood, Relevant and Ethical
Challenging, Legal, Environmentally
sound, Appropriate and Recorded
02.
Reality
After
setting the Goal, the next phase determines the reality of the situation
(Whitworth, 2007) this exploration is to raise the awareness and self-awareness
of the employee (Whitmore, 2002). Awareness is defined as perceiving things as
they really are and self-awareness is recognizing those internal factors that
distort one’s own perception of reality (Downey, 2003).
03.
Options
Thirdly
GROW model involves in inventing the options that bridge the gap between the
Current Reality and the Goal. Necessarily the coach must guide
the coachee to identify these options in their own light (Downey,
2014).
Once
your mentee is aware of the reality around the situation they need to
think about actions, solutions and ideas that will help resolve or move the
situation forward. Having options is important as choice enables us to feel in
control and empowered. It is even more powerful if those choices are our own
and the choice we make is also our own. When asked to think about options for
taking an issue forward we can be faced with negativity. This negativity comes
from our own limiting beliefs. As a mentor we need to get people to see beyond
these beliefs.
05.Way
Forward
Once
the options for mowing forward have been agreed, it is necessary that
the mentee has fully bought into action if they are to feel confident
in achieving same (Popovic & Jinks, 2014).
The
final phase of the GROW model examines the effectiveness of their choices and
assures if the objective has been achieved.
The
below video explains the GROW model
Video 2.0 Grow model
(Micheal Herath , 2013)
● Build valuable skills
and knowledge they can use to advance in their careers
● Feel supported and
encouraged by their manager and the company
● Experience the pride and
satisfaction that come with surmounting new challenges
References
Armstrong,
M. (2008) Strategic human resource management: A guide to
action. 4th edn. London, Koganpage.
Armstrong,
M. (2010) Essential human resource management practice: A
Guide to people management. London, Koganpage.
Armstrong,
M and Taylor, S. (2014) Armstrong’s handbook of human resource
management practice. 13th edn. London, Koganpage.
Downey,
M. (2003) Effective Coaching: Lessond from the coach’s coach.
New York, Texere Publishing Limited.
Downey,
M. (2014) Effective modern coaching: The principles and art of
successful business coaching. London, LID Publishing Limited.
Mooney,
P. (2015) Fog clearance: Mapping the borders between coaching
and counseling. Oxfordshire, Oak tree press.
Popovic,
N and Jinks, D. (2014) Personal consultancy: A model for
integrating counselling and coaching. New York, Routlegde.
Whitmore,
J. (2002) Coaching for performance: Growing people performance
and purpose. London, Nicholas Brealey Publications.
Whitworth,
L. (2007) Co- Active Coaching: New skills for coaching people
toward success in work and life. California, Davies Black Publishing.
Hi Chndrika,
ReplyDeleteI think it is crucial to adopt empirical research assessing the effects of coaching which has lagged significantly behind the practice of coaching. Leedham (2005) proposed a holistic approach to evaluating executive coaching. It is a pyramidal model of evaluation. At the bottom of the pyramid are four key factors: (a) the skills of the coach, (b) the personal attributes of the coach, (c) the coaching process, and (d) the coaching environment. At the next stage are the levels of inner personal benefits (e.g., clarity and focus, confidence, and motivation). The realization of the inner benefits is conducive to the outer personal benefits (e.g., enhanced skills, knowledge, and understanding; improved behaviors). Finally, with these enhanced skills and improved behaviors, the executive will be equipped and empowered to achieve the pinnacle of the pyramid (i.e., business results). Leedham (2005) is a good example of the stage model of coaching evaluation.
Hi Tharika,
DeleteAs coaching is becoming an increasingly popular intervention at work, Coaches, purchasers of coaching and coaching professional bodies all recognise the on-going need to evaluate the effectiveness of coaching and the return on investment for coaching. To this end we have developed a model that we believe enables a more effective way to evaluate coaching outcomes. Based on a bringing together best practice and a combined thirty five years’ experience of working in an executive coaching arena the ACE Model provides a way for coaches and organizations to structure an effective way of gaining the most from coaching programmes (Zeus and Skiffington, 2003).
Hi Chandrika, Thought of adding a new concept in to the coaching model, Team coaching is a relatively new area for coaching research e.g. Thornton (2010) and Hawkins (2011).
ReplyDeleteMathieu, Maynard et al. (2008) suggest that coaching teams can have a
positive effect on self-management, team empowerment and other factors which contribute to team effectiveness. One of the few longitudinal studies of managers coaching teams, Shipper and Weer (2011) found that coaching enhanced commitment and reduced tensions, leading to increased team effectiveness.
The objective of a systemic team coaching process is to develop the executive team in its capacity to lead by collectively by focusing on multiplying their and their organization's operational measurable results. This results-oriented coaching focus will help improve executive team interfaces and that strategy will in turn be instrumental in developing each executive team member, personally and professionally ( Whitworth, 2007).
DeleteCoaching is An activity during which coach and consumer act deeply.
ReplyDeleteConsequently, coach need to have deep empathy and different questioning methods in order to elicit vital information from the client (Brockbank & McGill, 2006).
The ideas of narrative and storytelling, that have to be compelled to date received very little attention within the employment literature, might give new and fruitful views on each employment theory and observe.
The notions of narrative and storytelling are of current interest to social scientists (Gabriel, 1998), particularly to management educators, practitioners and consultants (Reissner, 2007)
"Hi Rukshan,
DeleteAlso according to Sheward, S and Branch, R. (2012) coaching activity will have the below 5 steps.
1.Having one to one meetings.
2.Documented Career path plans.
3.Team meetings.
4.Joint call plans.
5.Call evaluations."
Adding some extra points to the Mooney (2015) statement, Amstrong (2010) also commented that being a Coacher, he or she must have the confidence of the success of others and they can make their own path for it.
ReplyDelete"Hi Geethanjali,
DeleteAgree with your view. Also the best of coaches are organised. This is perhaps one of the most important traits of a great coach because it shows commitment. Great coaches know that the success of their department / company is based on their employees. The better the employees, the better the results. Knowing this, they establish a coaching schedule each and every week. They know that coaching is like an exercise program: the more they follow the coaching schedule, the stronger their employees will become. They stick to it (Stone, 2007)."
Hi Chandrika, Burgoyne (2010) identified the coaching sessions that includes context sensitive methods can vastly benefits the leadership development within the organization.
ReplyDelete