...THE SUCCESS OF COACHING AND MENTORING COACHING FOR SUCCESS Building a Successful Training/Coaching Team (Arneida McDonald) (August 18, 2010) Prof. Lezlie Clay BUS310, Training and Development Strayer University Online Building a Successful Training and Coaching Team Business coaching and a training helps get any business running at peak performance and help keeps the company’ skills sharp. When you work with a business coach, you commit to being your best in business and in life. The business coaching relationship is simple and working with a business coach forges a foundation for the success that any manager wants most in business. In the business environment, coaching and training team is imperative to have within your HR department; the tools provided by these two teams in a company are one of the key elements to success to any organization. As anybody knows, companies have a diverse number of employees that might need additional assistance depending on their background (language, religion, etc.), level of knowledge and skills. When situations like this arises in any organization, the HR in particular should have a coach to assist any employee to help the open up and share the problem that they are going through even thought, it might be related to other employees, the supervisor, or the job itself. At this point is when coaching becomes a feedback for any manager...
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...Mentoring and Coaching. Many FE institutions and Initial Teacher Training programmes now include mentoring and coaching support as part of their provision. The purpose of this review is to firstly establish a clear definition of the term mentor and coach, and ask why it might be important to establish a shared understanding of the terms. Secondly, to ascertain why mentoring and coaching has become so popular within further education. Thirdly, to identify how to best implement mentoring and coaching schemes into further educational settings, and finally to develop criteria to critically analyse the mentoring policy and procedures of one further education college and my own practice. Definition. Establishing a clear definition of the term mentor and coach from the literature reviewed is not a simple task; opinions differ depending on the context in which mentoring takes place and the individual perceptions of those involved. Adding to this confusion is the way the literature often uses the terminology of mentoring and coaching interchangeable with little or no agreement on their meaning. (Brockbank and Mcgill, 2006 p8) This may explain why there are so many different approaches to mentoring practice and why the concept of mentoring has altered over time. (Woodd, 1997, p4) One way the literature attempts to distinguish between the terminology of mentoring and coaching is by placing mentoring and coaching at opposite ends of a person/task focused continuum. With coaching generally...
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...Skills Audit |Strengths |Weaknesses | |I contribute and work well with others in a group and also |My numeric skills are not very good which is vital as certain | |work well individually |modules of my degree requires this skill | |I enjoy writing and expressing myself through writing as I do |I find it very hard to manage my time effectively | |this a lot both at university and outside university when |I am not very confident when it comes to presenting my ideas | |writing in my journals |and communicating with others | | | | |Opportunities |Threats | | |Sometimes I leave my work to the last minute so I may miss the | |Able to organise work easily |deadline or not get the grade I am capable of as I have not | |Interested in undergoing training to improve my skills |worked to the best of my ability | |Customer service ...
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...Leadership & Management Implementation Coaching Report | | Megan Scott 16364420 | Due: 18th October 2013 | Lecturer: Ron PettapieceTotal Word Count: 2745 | Contents Journal Entry One: Establishing expectations 2 Journal Entry Two: The development plans 5 Journal Entry Three: Making Progress 8 Bibliography 11 Journal Entry One: Establishing expectations Ben Tomason and Megan Scott (me) – via skype video chat Word Count: 848 Part two of a three part study by (McComb 2012) highlights the risk of limiting the coaching success that is associated with poor compatibility between a coach and coachee, a theory supports the earlier findings of (Boyce, Jackson, and Neal 2010). Though this could have been a concern for me as I openly put myself up as the first member of a triad I feel the risk was limited given our mutual agreement to participate as part of the course undertaking. Once I knew who my partner was I also took the time to read his (Ben Tomason’s) student home journal, review his 360 profile report and Leadership Development plan, activities which were reciprocated by Ben prior to our first scheduled coaching session. I believe this early openness to sharing and interest in the other party these actions assisted to minimise the any concerns related to compatibility and also went some way to establishing mutual trust. A study by (Hannafey and Vitulano 2012) on ethics with relation to executive coaching highlights the importance of relationships...
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...ABSTRACT Introductions The use of coaching and mentoring is on the rise within the workplace. Several organizations have adopted the process of coaching and mentoring as development tools to develop those employees who are seeking future advancement. Also, they are setting the foundation for future leaders. The adaption of these developmental tools within an organization is providing employees with the necessary feedback and support to establish and plan their career. Coaching and mentoring provides an employee with the necessary leadership and management skills they would need to strive up the career ladder within an organization. These processes are both ‘helping’ activities, employed either as distinct interventions or together as part of a package of personal development? Coaching and mentoring are deemed a highly effective way to help employees through talking, sense of direction and guidance, self esteem, efficacy and accomplishment. The differences in the application stages of these processes are naturally reflected in the results. Coaching and Mentoring In my opinion, Coaching and Mentoring are excellent programs for organization to have in place, especially for personal whom are seeking future advancement and want to excel in their careers with the organizations. A recent CIPD (Chartered Institute of Development) surveys have reported that the use of coaching and mentoring as development tool are increasing within organizations. According to those who...
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...Jackielyn B. De Mesa September 26, 2015 MSSW Dr. Lolita Pablo Journal Review Title of the Book: Human Resource Development Review (Jamie L. Callahan, Editor) Title of the Article: The Role of Self-Reflection, Emotional Management of Feedback and Self- Regulation Processes in Self-Directed Leadership Development Author: Paul L. Nesbit No. of Pages: 18 pages SUMMARY The self- directed leadership development is conceptualized within a framework of emphasizing a self understanding phase and self-change phase that are dependent on the integrated operation of three skills concerning one’s ability to manage emotional reactions to feedback, to carry out effectively the practice of self-reflection, and to enact self regulatory processes for development. It is suggested that the accomplished operation of these skills enable more refined and effective self development efforts allowing leaders to respond to changing work environments in a continuous and productive fashion. However, once learned and incorporated into ones behavioral repertoire, the operation of self development strategies would become self guiding. Given that self-development can be considered as metaskills- skills that allow for the development of other skills. It requires developing self awareness of competency strengths and deficits as a primary focus in leaders self development. This process requires self initiated obtainment of performance feedback and self-reflective analysis...
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...David Jonas- Foundations of Business Coaching Final Paper- MY COACHING MODEL Introduction to My Business Coaching Model Throughout this course I was able to learn, practice and reflect upon a variety of coaching models, techniques and exercises. Each individual expert we were lectured by or studied had their own unique method that they had applied in their career and, in turn, educated other aspiring coaches about. Each had different levels of effectiveness that were subjective to each member of our class. Of all the many definitions of coaching that there are, the one that I like the best is John Whitmore who says that effective coaching is “unlocking a person’s potential to maximize their own performance”. The prevailing theme that I took from the array of best practices studied was that each individual scenario and/or coach must determine how they can mold their coaching methods and process to best fit their own style while simultaneously also being able to cater to the specific needs of the subject(s) whom they will coach. The one common thread between all of the potential methods is that the goal is always to maximize the performance or results of the person whom you have offered to coach or are tasked to coach for any given period of time. The key is always to maximize the individual’s potential through achieving the desired results. I learned that the proven methods or techniques of an effective coach in one situation could need to be modified for another coach in...
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...[pic] Assignment front sheet |Qualification |Unit number and title | |Pearson BTEC Level 5 HND Diploma |Unit 13: Personal and Professional Development | |Business |2015/16 | |Student name |Assessor name | | |Mgr. Martin Krankus | |Date issued |Completion date |Submitted on | |13.2.2016 |28.5.2016 | | | | | |Assignment title |Personal and Professional Development ...
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...ANECDOTE WHITEPAPER Three journeys: A narrative approach to successful organisational change INTRODUCTION Early on in Anecdote, we did a trainingneeds assessment for part of the Australian Defence Force. Our discovery phase involved two teams; one team adopted a structured interview technique and the other used anecdote circles to collect stories. After our first day in the field we met with the structured interview guys to compare notes. “On first blush,” they said, “it seems like most things are in order. They are adhering to OH&S processes. Sure, there are some areas for improvement but generally things are OK.” As they were providing this assessment, those of us on the anecdotes team just looked at each other in astonishment and replied, “So, you didn’t hear about the soldiers who are showering in their own urine because their recycling system is broken or hear about the workshop where everyone wears protective footwear because some poor fellow lost his toes in an accident but no one wears protective eyewear because they have never had an eye accident?”. We had heard story upon story of major transgressions that weren’t picked up in the structured interview approach. This experience confirmed our assessment that a narrative approach is great for yielding new, and otherwise hidden, insights. A number of years and many clients later, we have seen that there is something even more important narrative techniques provide: a resolve among people to do something about the situation...
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...Running Head: ANALYSIS, REFLECTION AND EVALUATION Organizational Communication Analysis Part V: Analysis, Reflection and Evaluation Analysis, Reflection and Evaluation Researching and exploring the many communication avenues throughout this process, there have been many discoveries. There is no business immune from experiencing a crisis or challenging event. It can happen at any given time without warning which can devastate any organization not prepared. A new approach to crisis management is emerging which progresses beyond a purely reactive response and creates fresh opportunities for improved organizational development. There will be discussion on the traditional event approach to crisis management, which focuses on preparing for and responding to a major adverse occurrence, and discusses the new process approach, which reshapes crisis management within a broader range of management activity. Crisis prevention instead of just crisis response necessitates moving responsibility from the operational to the executive level, and the discussion will explore how crisis management activities can be clustered together and integrated to optimize organizational effectiveness. Virtually nothing can damage organizational reputation and financial performance more rapidly and more deeply than the impact of a major crisis. Yet many organizations continue to delegate responsibility for crisis management to operational middle managers, while reputation management increasingly secures...
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...The Future of Executive Coaching: Analysis From a Market Life Cycle Approach Where are we, where are we going, and how do we prepare for what’s next? Sheila Maher, MA., MBA. and Suzi Pomerantz, MT., MCC [This article first appeared in the International Journal of Coaching in Organizations, 2003, 1(2), 3-11. It can be downloaded and printed for personal use only. Please obtain prior written permission for wider printing and d istribution from J ohn L azar, IJCO Co-Executive E ditor, at john@ijco.info .] In launching this journal the editorial board envisioned that the journal would provide a forum for “reflection and analysis…by those leaders of this eme rging field who recogn ize coach ing to be a fixture rather than a fad...” 1 This a rticle exp lores the m arket life cycle o f executive coac hing , considerin g its history and growth, and estimating its current position. We discuss the four stages of the market life cycle: product introduction, market growth, market maturity, and sales decline, exploring the implications for our profession of each stage. Understanding where coaching is in the market cycle allows u s to consider strateg ies to stim ulate the co ntinu ed growth of the pro fession . In this a rticle we present our th esis that “this emerging field” is actually already in the mature stage of its lifecycle and we make recommendations for mo ving the professio n forw ard. It is clear that coac hing is no t a fad an d it is not ne w. Coaching is rooted in a range of...
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...Factsheets > Coaching and mentoring Coaching and mentoring Revised September 2014 Related resources Factsheets Learning methods Induction In this factsheet What are coaching and mentoring? Developing a coaching culture Who delivers coaching in UK organisations? When is coaching the best development intervention? The role of HR and L&D in managing coaching activities CIPD viewpoint Useful contacts Further reading Guides Coaching and buying coaching services Developing resilience: an evidence-based guide for practitioners Survey reports The coaching climate Resourcing and talent planning 2013 Books Everyone Needs a Mentor Designing, Delivering and Evaluating L&D: Essentials for Practice What are coaching and mentoring? Coaching and mentoring are development techniques based on the use of one-to-one discussions to enhance an individual’s skills, knowledge or work performance. It is possible to draw distinctions between coaching and mentoring (as discussed below) although in practice the two terms are often used interchangeably. While the focus of this factsheet is on coaching, much of the analysis presented here is also applicable to mentoring. Training courses Value-added Learning and Development - Short courses - Training - CIPD Using Neuroscience to Develop Your Coaching Practice - Short Courses - Training - CIPD Conference details Social Media in HR Conference Social Media in HR Conference 2013 What is coaching? Coaching targets high performance...
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...currently hold is Advanced Skills Training Manager for a global provider of office technology and equipment. My direct team unit in the organization is the corporate university (an HR function), but we also have cross functional responsibilities to sales with a dotted line reporting structure to the Regional Sr. Sales Leadership team. My primary responsibilities are to manage training and development for the field sales organization within my territory (543 reps and 87 managers in the North Eastern ¼ of the US). This territory is divided into 6 “Areas” – each with its own Sr. Leadership team and sales force as well as unique geographic, competitive, and cultural needs. Mypositionhas very recentlychanged (duringthis class, in fact) and,as a result, myrole has shifted and I been assigned three additional Areas as well as new direction and responsibilities. Prior to the change, the university primarily focused on new hire skills with some management and higher level classroom training. The mission for my new position is to support the Area Business plan through “front line” skill building and development. Measurements are targeted at plan achievement, increasing manager skills, sales rep productivity, and reducing turnover. To achieve my targets, I must partner with the Sr Leadership and the management team in the Areas that I cover to: assess skill gaps, link the resources offered by our Corporate University, find or create the necessary resources or...
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...We also learn to interpret other people’s feelings in turn, so that in adulthood we are aware of how our behavior impacts on others. People with good interpersonal skills are easy to be around. They tend to connect with other people effortlessly, they seem to know the right things to say and they make communication in general an easy process. Interpersonal skills are one of those things that we really notice when someone lacks it. When we're in new or awkward situations or when we imagine that there are rules of behavior that everyone else seems to know but us. Mastering interpersonal skills is very essential in today’s globalized business world. As communication is the corners stones of modern business, how are we supposed to survive and thrive when we can’t communicate with our peers? Interpersonal skills are not only required for running a business but also one of the key components of performance appraisal. If any of the two parties in performance appraisal namely, appraiser or appraisee lack interpersonal skills the appraisal will not be effective. If the appraiser lack interpersonal skills he/she will not be able to convey his/her messages to the appraisee regarding what he/she expects of the appraise and thinks of his/her performance. On the other hand, if appraisee lacks interpersonal skills he/she will not be able to convey his/her end of the discussion thus jeopardizing his/her career progress. It is quite possible to develop effective...
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...UNIT 13 http://www.colbournecollege.com/files/MAN_100_LESSON_1-7.pdf MAN 100 Personal and Professional Development WEEK 1- 7 LECTURE NOTES Learning Outcome: Understand how self-managed learning can enhance lifelong development Learning Objectives: WEEK ONE Self-managed learning: self-initiation of learning processes; clear goal setting, eg aims and requirements, personal orientation achievement goals, dates for achievement, self-reflection WEEK TWO Learning styles: personal preferences; activist; pragmatist; theorist; reflector, eg reflexive modernisation theory; Kolb‘s learning cycle WEEK THREE Approaches: learning through research; learning from others, eg mentoring/coaching, seminars, conferences, secondments, interviews, use of the internet, social networks, use of bulletin boards, news groups WEEK FOUR Effective learning: skills of personal assessment; planning, organisation and evaluation WEEK FIVE & WEEK SIX Lifelong learning: self-directed learning; continuing professional development; linking higher education with industry, further education, Recognition of Prior Learning, Apprenticeships, Credit Accumulation and Transfer Schemes WEEK SEVEN Assessment of learning: improved ability range with personal learning; evidence of improved levels of skill; feedback from others; learning achievements and disappointments Self-managed learning: Self-initiation of learning processes 2 What is Self Managed Learning? Self Managed Learning (SML) is about individuals...
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