7.2.1 Coaching
Coaching is used to describe the one-to-one transfer of competencies in the organisation's workplace.
Building self-confidence in employees is critical if they are to actively want to learn and work.
Training is completed where it is to be used and structure fits learner and the manager may not require an independent trainer or assessor. Training conducted on-the-job can be recognised as part of a formal qualification just the same as if the learning had been done in TAFE or University.
Unlike mentoring, coaching herein is distinguished by the provision of direct assistance to enable task completion. In operations and budget, coaching is an important aspect to the successful planning, acquisition of resources, monitoring and improvement of plans. It is also a constant activity a manager should be prepared to provide when the team or individuals cannot successfully attain standards of performance required in completion of a task or when working within the team context.
Performance interviews, feedback and coaching sessions
The coaching and feedback session(s) has often been seen as the main pillar of an appraisal and formal feedback system between supervisors and employees. It is suggested that such sessions be not only regularly structured into a planning cycle (year) but also be available on request by either party.
The completion of pre-session is encouraged prior to entry into the sessions to ensure discussions are as formative as possible. In particular, self-assessment of performance, development planning, and future performance context issues can be identified prior to entry and discussed, understood, and recorded in the structured interview format.
The role of coaching in a feedback session needs to be used to ensure common understanding is attained on performance outcomes required and current performance attained.
Feedback in regular or requested sessions can also be used to refine or up date goals or performance outcomes. This can greatly assist the whole process of setting KRAs and ensure review of performance outcomes becomes a dynamic activity. It is entirely feasible for feedback to become a formal, as well as an informal means to capture both personal development needs and to provide comment on how to improve goal attainment or set improved goals.
Checklist to ensure
- Confidentiality
- Relevance to current and future work unit changes or directions
- Communication is conducted according to the level of understanding and the individual's (interviewee's) values and beliefs
- Communication is honest and concise and clear statements made where unknown issues are raised
- Reasons for the Appraisal are re-communicated at the commencement and the steps on completion of the interview outlined
- All issues discussed are summarised on completion
- Storage and access to appraisal information is confirmed.
Reading 1
Gookin, J (2003) Coaching for competence: From Novice > Beginner > Competent > Proficient . 3 pages. Sourced November 2004, at http://www.nols.edu/store/pdf/leadershipnb_competence.pdf .
Reading 2
Britnor Guest, A & Willis, P (2003) 'Coaching - Take the ride - but avoid the bandwagon' Total Business, 3 pages. Sourced September 2004, at http://www.coachingnetwork.org.uk/ResourceCentre/Articles/
ViewArticle.asp?artId=77 .
Activity 3
Analyse the reading provided above. Now complete the following.
- Make a list of why organisations should consider embracing workplace coaching.
- Make a list of what would make a successful workplace coach.
- Do you think all managers and team leaders should be able to coach?
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