Coaching is especially used as one of a range of learning activities and training processes when an individual or learner has potential that can best be developed through a focused relationship with a more experienced and senior colleague. It is both a style and a method of conducting a one-on-one relationship in which a manager empowers and helps a more junior employee develop his or her skills through a series of planned work-based activities. In coaching, a manager works with a learner to identify where the learner could develop new skills to apply in either a current or a future job, and provides support, guidance, and advice to help in achieving the professional aims.
In coaching sessions, the manager often works directly with the learner, offering the chance to try things out and supporting the learner in finding areas for further improvement. Coaching effectively may also involve bringing in others with appropriate skills and experience to run specific sessions, with the manager coordinating the overall coaching strategy.
Coaching can be part of mentoring, but they are different training techniques. Coaching is appropriate for passing on specific tasks, skills, or techniques that can be mastered and measured, while mentoring has more to do with longer-term development or progress within an organization.
Coaching also uses assessment skills, but adopts them to a more constructive purpose. Assessment is the neutral and objective observation of success or failure, while coaching is a helping relationship in which the coach provides tips, guidance, and support.
Advantages
When used selectively and appropriately, coaching:
- Is a cost-effective approach to development that is tailored to individual employees;
- Develops the skills of existing employees instead of requiring additional staff;
- Provides the coach with a sense of achievement and value;
- Sends a positive message to other employees about the value the organization places on staff;
- Motivates employees, reduces staff turnover and the associated costs of recruitment and orientation;
- Helps the learner reinforce and apply theoretical and knowledge-based learning acquired in courses and other training;
Coaches need to:
- Be caring, supportive, and patient;
- Have good listening skills;
- Be aware of their own strengths and weaknesses;
- Have good verbal and non-verbal skills;
- Be good observers and counselors.
Disadvantages
- Because it is one-on-one, coaching can be a drain on limited resources;
- If there is no real structure to the activity, coaching can become nothing more than the senior person simply teaching the junior;
- To provide coaching sessions, the coach/manager may need help from other people who may not be committed to coaching as a training technique.
Coaching Process
1. Plan the approach: Hold the preliminary meeting with the learner to establish the ground rules.
- Identify, agree on, and prioritize the learning needs to be addressed by the coaching sessions.
- Agree on and set learning objectives – clearly state what the learner should achieve (for example, ‘By X date you will be able to explain/demonstrate how to do YZ’).
- Agree on success criteria, or task objectives, specifying the standard against which success will be judged (‘By the end you will be able to weld two pieces of pipe to industry standard tolerances’).
- Review the options and make a detailed plan – this is where the coach prepares to demonstrate, explain, and review a task or skill.
2. Identify the learner’s preferred learning style: Every one learns in different ways. For coaching to be effective, it is essential to understand what these might be for the learner. Explore and test a mixture of methods, including watching, listening, thinking, reading, observing, reflecting, and trying things out, to identify the approach that gives the biggest payback, or the combination that seems more appropriate.
3. Identify opportunities for coaching: In coaching, the learner should try out skills in an actual task, so you need to plan the occasion and place to conduct a coaching session. From the identified list of priorities, agree on a time for the first session.
4. Carry out the coaching session: Bearing in mind the learner’s preferred learning styles:
- Give a clear and easy-to-follow demonstration while explaining to the learner the detail of what is happening and why;
- Watch for signs (for example, body language or revealing questions) that the learner has missed something;
- Summarize and review at appropriate points to help the learner grasp the key points;
- Let the learner try out the task, offering support and, if necessary, reminders;
- Actively encourage the learner in good performance.
5, Provide feedback: Feedback is essential for the learner to get the most from the experience. In giving feedback, be honest and sensitive and critical but constructive, and always try to point to improvements.
6. Plan interim learning activities: Plan development activities for the learner to undertake between coaching sessions. Avoid spoon-feeding, but encourage the learner to stay motivated and independently identify to practice newly learned skills. Agree on improvement targets for the practice sessions.
7. Close the session: Discuss and review:
- The learner’s success against the agreed criteria and standards;
- How well the learner handled the learning process.
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