Ilm Level 3 Award in workplace coaching Gareth Lowe 24/01/2012 Ensuring good practice in coaching The role, responsibilities and characteristics of an effective workplace coach are best described as follows. The role of an effective workplace coach is to coach a person/s on their daily activities in the workplace; a good coach will act as a mentor, support and guide an individual who is undertaking a new role or someone who just needs help with a job. To help them go about the best way of achieving a task and to bring out the best performance of a team. The coach should posses a wide range of abilities to demonstrate respect for the learners views such as making them aware of there own responsibilities and listening to them trying to develop a good rapport from the start .Always Communicate well, provide positive feedback. A coach should treat everyone as an equal to avoid any conflict and always act as a good role model.
Unit 154 outcome 5.1 5.2 5.3 The role of stakeholders in coaching and mentoring is crucial for managers to see the value and understand the importance of developing individuals, teams and the overall organisation. The primary relationship in any coaching or mentoring scheme is between the coach/mentor and the individual, but this may not be the only important relationship. Other key stakeholders such as the people representing the organisation’s interests, in most cases an HR and/or learning and development practitioner, and the individual’s manager. All of these parties are interested in improving the individual’s performance and therefore their contribution to the organisation. Most facilitated mentoring programmes have a formal process which defines each step and audits the ongoing success of the program.
‘AHA’ MOMENTS – REASONS FOR EMERGENCE AND THEIR IMPLICATIONS IN IMPROVING THE EFFICACY OF COACHING. NATRAJ VADDADI INTRODUCTION The International Coach Federation defines coaching as: “Professional coaches provide an ongoing partnership designed to help clients produce fulfilling results in their personal and professional lives”. Coaches’ help people improve their performances and enhance the quality of their lives. “Coaching is an emerging and evolving field, complex and dynamic, integrating the substance of many fields and the innovative thinking of great pioneers” (Brock, 2008). “Coaching has also been extensively defined as a learning process” (Brock, 2008).
It is done in more professional manner and it focuses more on the present and future. It helps its clients to believe in themselves more and improve their skills and competence in what they want to do. Coaching helps people in determining their goals and how to achieve them. It guides people to have a balanced life. Mentoring is still different from coaching because in coaching, it is strictly a coach-client relationship.
I need the right platform and I think this company is one of the best. It will definitely help me to enhance and polish my skills. —Guest Utkarsh Willing to Learn I am looking for an opportunity in this field, to excel in this field and to contribute to the growth of organization.To be able to enhance my knowledge, and to develop my skills and personality. —Guest jernan Willing to Learn and Perform I am able to work co-operatively with others in order to achieve a common goal. I always aim at delivering quality work within timelines and I believe in adding value to the organisation and I take full accountability for my deriverables.
Behavior Coaching Approach and Transitional Leadership Introduction According to the Society for Industrial & Organizational Psychology (n.d.) coaching is a useful and widely used approach to employment development. The goals are typically to improve clients understanding of a situation, learn new skills and to prepare for future situations, and improve performance areas. The behavior approach to coaching often works well for the development of skills that require feedback on actual behavior. When a client is transitioning into a new leadership position from within an organization, several issues of leadership can arise. The client may have doubt stemming from self-esteem issues of uncertainty that he or she can perform the job.
Receive feedback from others about our behaviour our skills our values the way we relate to others about our very identity. Feedback is central to the process of reflection. Constructive feedback = essential to improve and increase the effectiveness of the service. Helps social care worker to adhere in learning and developing new skills. How people can react on constructive feedback or criticism : React : • People may react defensively.
Mentoring is developmental driven; making it a long term process, in some cases mentoring can be a continuous relationship between the mentor and the mentee. The aim is to prepare the employee not only for the current job or task, but also for future purposes. In mentoring a relationship is build and the mentor becomes highly involved in the developmental process of the mentee. 1.1 Significance of coaching and mentoring
It’s an impact on yourself learning and knowledge you have gained. Helps you to recognise on how to what you have done well so it can be put in practice for other situations. Also means in reflecting your own values, beliefs, and experiences which will help your thoughts and ideas to share with your colleagues. Use this to gain better strength weakness so that you learn from your own mistakes and take the appropriate actions in future. Improves your basic judgement and professionally enables you to apply skills to the personal development cycle.
Assessment Task 1 - Foster Workplace Learning 1. How can learning and development specialists help managers design and develop effective learning programs? Learning and development specialists can help tailor and design learning programs for manager and departments who wish to train their staff in new procedures, methods or equipment/software, as well as help refresh peoples skills, or assist with helping someone who is struggling. Learning development specialists can assist with translating organisational needs from department to department into learning objectives, and designed or sourcing correct material for the actual learning. They are experienced in tailoring learning, not only for the organisation and its needs; but for adults and they way they learn and want to learn and how to effectively teach someone the learning material, while encouraging and promoting learning.