|
COACHING
Coaching: guiding a person towards a change. A change for better.
"I have just received a letter from a young scientist who presented a very important mathematical problem. He drew a certain conclusion, undoubtedly right and original, and made an attempt to prove it formally. Unfortunately, I found two erroneous assumptions in his calculations, though the result is correct. His intuition told him that his conclusion would be true and it was so, but he was not able to give the proper proof. I corrected it and wrote him that the conclusion was right and that he could use my corrections any time. For I did not want to compete with the young man and I tried to assure him in the feeling of independence. Thus he keeps his unquestionable right of priority to the idea and can look for the appropriate solution himself not owing me anything."
Albert Einstein
The principles of coaching
We want to improve. We want to make up for our shortcomings, we want to be more efficient and have fewer problems, both at work and in our private life. We often know that we have to change certain aspects of our behaviour. At the same time we have experienced difficulties when we want to change our behaviour. Most often it is connected with a common opinion that as a man brought up in a given environment "I am as I am and nothing can be changed", "what can I do about it". Such statements show how difficult it is to change patterns of behaviour and how few people undergo the change process independently.
Despite these statements a change is possible. It is possible to shape, change, enrich and improve one's behaviour. It can be achieved by observing one's existing behaviour, making analyses, creating plans and new solutions, and practising new patterns of behaviour.
Coaching is a process enabling learning and development. Coaching can develop a skill to behave more efficiently. In order to become a professional coach one has to learn knowledge, processes, as well as a variety of styles, skills and techniques, which shall be used in the right context during coaching sessions and meetings.
Methods of Work
Therefore, Albert Einstein developed a very personal teaching philosophy. He noticed that the weakness of most teachers is their failure to try to look at the problem from the students' perspective and to think their way. He often said that teachers are like parents expecting that children will act, think and react like adults do. Personally, he believed that if you want to be a good and efficient teacher, you have to adopt the student's way of thinking."
Albert Einstein: "Physics, Women and Violin".
"...Two years ago, I decided to learn to play the piano. As a person experienced in learning various things, I expected training scales and learning from a large, red book. But at the beginning of every lesson, my teacher asked me: "So, do you want to fall in love with piano today?..."
"Wanted: chief executive coach" - Executives development
Coaching - Assumptions and Methods of Work
Every coach or instructor has his/her own methods of work. Our methods are based on a few assumptions:
- The person undergoing coaching actually wants and approves the program of coaching; in fact, it is worked out together and its assumptions are determined as a result of a meeting, analysis of needs and key skills based on the Assessment Centre session.
- Coaching is carried out regularly during 3 - 6 months, in most of cases once a week, sometimes once every two weeks.
- Working with "real-life situations" is one of the preferred methods. It means that we participate in the coached person's everyday work willingly, we accompany them and analyse his/her behaviour. Persons who do not select this form discuss recent events during individual meetings.
- Efficiency results from modification of behaviour. The latter may occur if:
- the new behaviour is associated with something pleasant,
- the new behaviour is trained like muscles, regularly and unswervingly,
- the new behaviour is trained regularly in spite of absence of a "natural" feeling until the new habit is worked out,
- the coached person endures the period of modification of behaviour in spite of resistance of the environment.
- Our task is to cause, enable and facilitate the above-mentioned conditions.
Individual coaching
Individual coaching takes the form of meetings with a consultant-coach. The coach's job is to analyse actual behaviour at work, to provide current feedback, and to conduct training on the kind of behaviour which is aimed at overcoming old habits and acquiring new ones.
The programme concerns the developmental areas of a coached person after diagnosing them and gaining his/her awareness of needs.
Tasks of a coach
Our coaching programmes are based on following basic rules:
- The coach is not able to force anybody to change - the change must take place due to the willingness and work of a coached person.
- The coach makes one think about their tasks, lives, behaviour by asking questions.
- The coach sheds light onthe consequences that result from particular behaviour,
- The coach provides new tools helpful in changing one's conduct.
- The coach supports a coached person in his difficult moments.
- The coach gives a coached person support when the balance in the surrounding is upset after a coached person's behaviour has changed.
Stages of coaching
We propose the following stages of the coaching process:
Re: DEFINING STEP
Time frames for the defining step are approximate. This stage may be shorter or longer depending on the co-operation between the coached person and the coach.
Step I - defining stage
A necessary condition to start the session is that a coached person is aware of the need to learn new skills and to improve those skills that one already has. Gaining the awareness of needs is done by the analysis of present behaviour and by comparing this behaviour with the expected one.
At this level, it is also important to compare the working and learning styles of the coach and of the coached person. The coached person then has to consider and look closely at his/her favourite work methods and at his/her reactions to different teaching styles. Also, delight, development, and enjoyment are important learning issues. The preferences of the coached person should be discussed with the coach. This is the basis to finally decide if it is sensible for them to work together.
The coach examines and defines the present situation by the following means:
- Interview about previous experience and the observations of the coached person.
- Assessment Centre method, which defines, examines, and evaluates, and then develops key-behaviours that account for success at a given post.
- Observation of a person during their working hours and while in contact with other people.
Our overall approach towards the analysis of one's skills enables us to define the needs and to exclude the possibility of making a mistake during evaluation. A detailed analysis enlightens a person on his/her potential and 'resources', i.e. on strengths and areas for development.
At the stage of modelling, a coach presents desirable model patterns of behaviour. A coach also instructs a coached person. This is a moment of understanding developmental needs and how to achieve this development.
Step II - planning stage
While planning a coaching session, both parties are responsible for the results . A learner has to take responsibility for the process and results of learning, participating in the creation of a coaching plan from the start. A coach provides knowledge support and defines goals that are realistic at that stage.
Plan and goals of coaching are determined on the basis of the SMART- technique (goals: specific, measurable, achievable, realistic, time-based). A development plan is drawn up for a maximum of 3 competencies.
Step III - development stage
The coach's approach and working style are adjusted to a specific situation and a specific client. The most important factors that influence the teaching process are as follows:
- observation and listening
- making use of efficient questioning methods
- providing feedback
There are many chances for a worker's development during the work itself, and it is important to notice those situations and immediately make use of them.
At the stage of development, a coached person learns various skills. He/she seldom studies or reads any theory. Most often learning is based on specific exercises and performing tasks. A coach's duty is to lead this development, i.e. check its direction, model positive behaviours, and create practice opportunities, such as using the method of Role Playing, adjust modes of behaviour at the work place, etc.
Step IV - controlling stage
Evaluation of progress is the most crucial stage of coaching; it summarises progress, it gives the possibility to change the approach or recurrence of sessions. Then, both sides can re-define their goals in terms of further development and create new conditions of co-operation.
The results of the coaching are examined and verified by comparing the candidate's competencies at the start - the 'photograph' taken during the process of needs analysis.
The process of learning and acquiring new competencies takes about 3-4 months. Getting into new habits takes this long. However, there are situations when a person does not want to take such responsibility, or has inward resistance towards further work. Then, it is necessary to allow some time and provide further discussion in order to convince him/her gradually towards accepting the process.
|
