Hi,
I want to arrange coaching programme for our R&D officer to develop communication and improve efficiency and productivity. How can I arrange this programme what are the steps to be followed. Also I would like to know the difference between coaching & mentoring. Please give me your ideas and help to develop this.
Chandani.
From Sri Lanka, Colombo
I want to arrange coaching programme for our R&D officer to develop communication and improve efficiency and productivity. How can I arrange this programme what are the steps to be followed. Also I would like to know the difference between coaching & mentoring. Please give me your ideas and help to develop this.
Chandani.
From Sri Lanka, Colombo
Chandani.
YOUR FIRST TASK IS TO REVIEW THE JOB DESCRIPTION
OF THE R&D MANAGER.
AND IDENTIFY THE COMPETENCE/SKILLS REQUIRED.
I HAVE SHOWN A SAMPLE OF R&D MANAGER [ENGINEERING]
POSITION : R&D MANAGER [ ENGINEERING ]
SCOPE OF OBJECTIVES.
*Plan and Coordinate engineering design assignments entailing
technical specification and detailed planning, recommending
changes to specification or design engineering policy as
appropriate to the existing products / new products.
SPECIFIC ACCOUNTABILITIES
*Appropriate coordination of the R&D Department to ensure
that all activities pertaining to Engineering are properly and in
adequately fulfilled.
SPECIFIC RESPONSIBILITIES
*Define and recommend design methods, specifications and
performance or functional requirements for new products.
*Undertake/ supervise the preparation of design layouts, circuit
block or sytem diagrams, specifications, bills of quantities,
materials lists, and cost estimates.
*Recommend product design plans in terms of methods, cost,
and time schedules.
*Determine the theoretical framework and research methods
for product development.
*Supervise the set up, test of product models, evaluate results,
and analyse data obtained.
*Establish and maintain records of formulae, processes and product
specifications standards.
*Identify potential standards/ quality problems and suggest methods
to overcome such these problems.
*Review product specifications at least annually and advise of any
changes required.
*Monitor standards regulations pertaining to the manufacturing / sale
of the company products.
*Organise and Conduct tests for new products to make sure
that the products meets with the Standards
Compliance.
*Organise and manage the Standards Schedule
approvals on new products.
*Organise and Maintain approvals documentation.
*Investigate and follow up on customer product complaints
pertaining to product standards / applications, and take
necessary corrective action.
*Organise and manage the new product tooling programs.
*Ensure the locally produced/ assembled products comply
with the Standards requirements.
*Manage and Maintain design function accreditation.
*Provide support to the QA manager in
-facilitation of QUALITY CIRCLES.
-implementation of ISO 9002.
-implementation of TQM programs.
RESPONSIBILITY AND AUTHORITY
*to review, approve and issue component specifications.
*to approve and issue work instructions.
*to deal with quality issues with Product Manager, such as
non-conforming product.
*to approve and issue document alterations.
*to calibrate equipment and issue relevant paperwork.
*to install and remove stickers containing obsolete data
of calibrated equipments.
*to approve or reject drawings.
*to liaise and implement all activities related with ISO 9001 / 2000.
*to approve or reject " Off Tool Samples" .
*to perform and approve design and development planning
activities.
ADDITIONAL RESPONSIBILITIES.
*Liaise with Planning& Production Manager,Quality Assurance
Manager, Factory Service Manager, and Manufacturing Service
Manager.
*Representing THE COMPANY at all relevant Standards Committee.
================================================== =====
================================================== ======
THE NEXT TASK IS TO ASK THE R&D MANAGER
A NUMBER OF QUESTIONS ABOUT THE WAY THE
DEPARTMENT FUNCTIONS
HERE IS A SAMPLE OF QUESTIONS
Name of the business enterprise
Location
Person representing the R&D
Person responding to the questionnaire
Present status of the business enterprise
Total number of persons employed
Capital
Sales
Net operating profits
International technology exchange
"Yes" or "no" on R&D activities
Name and location of research institutes and other research units belonging to the business enterprise
Number of persons employed in R&D (researchers, assistant research workers, technicians, clerical and other supporting personnel, and researchers with Ph.D.'s)
Number of famous researchers
Number of researchers by specialty
Intramural expenditure on R&D including labour costs, materials, expenditure on tangible fixed assets, lease fee, other expenses, and depreciation of tangible fixed assets
Expenditures on R&D by type of activity (basic research, applied research, development)
R&D funds received from central and local governments, special corporations and incorporated administrative agency, companies, private universities, non-profit bodies, and overseas institutions
R&D funds paid outside to central and local governments, special corporations and incorporated administrative agency, companies, private universities, non-profit bodies, and overseas institutions
Expenditures on R&D by product and service field
Expenditures on the selected objective R&D (life sciences, information technology, environmental science and technology, materials, nanotechnology, energy, space exploration, and oceanology)
Financial year
3 If your balance date is:
4 Is the financial year information for a 12 month period?
R&D includes:
* Design, construction and operation of prototypes where the main objective is technical testing or to make further
improvements.
* Construction and operation of pilot plants not operated or intended to be operated as commercial units.
* Research into and original development (or substantial modification) of computer software such as new
programming languages and new operating systems.
* “Feedback R&D” directed at solving problems occurring beyond the R&D phase, for example technical problems
arising during the initial production runs.
* Research work in the biological, physical and social sciences, and the humanities.
* Social science research includes economic, cultural, educational and sociological research.
*R&D excludes (except where used primarily for the support of, or as part of, R&D projects):
General purpose or routine data collection.
* Policy related studies, management studies, efficiency studies.
* Routine quality control and testing.
* Pre-production activities such as demonstration of commercial viability, tooling up and trial production runs.
* Cosmetic modifications or style changes to existing products.
* Scientific and technical information services.
* Commercial, legal and administrative aspects of patenting, copyrighting or licensing activities.
*Activities associated with standards compliance.
Where does R&D end?
*R&D ends when work is no longer experimental and pre-production begins.
*If the primary objective is to make further technical improvements, then the work comes within the definition of R&D.
*However, if the material, product etc is substantially developed and the primary objective is to develop markets (i.e.
market research), to do pre-production planning or to get production or control systems running smoothly, then the
work is no longer R&D.
*Borderline between research and studies
*Research activities are usually performed in scientific units. Their aim is to produce innovative results which can be
generalised or be generally utilised. The activities are often connected to other research and financed from research
funds; the results have a considerable novelty value and they are usually widely published.
*Studies involve collecting, processing and analysing data for decision making and planning. The studies are often
made by enterprises as an integral part of planning activities. The results are mainly descriptive, they are not widely
published .
PLEASE ADD / DELETE ANY NUMBER OF YOUR OWN QUESTIONS.
================================================== =============
BASED ON THE ABOVE FINDINGS,
REVIEW THE COMPETENCIES.
HERE ARE SOME EXAMPLES --BELOW
A.Technical Competencies
1. Computer Competence
2. Electronic Systems Skill
3. Facilities Skill
4. Objectives Preparation Skill
5. Performance Observation Skill
6. Subject Matter Understanding
7. Research Skill
B. Business Competencies
8. Business Understanding
9. Cost‑benefit Analysis Skill
10.Risk management skills
11. Delegation Skill
12. Industry Understanding
13. Project Management Skill
14. Records Management Skill
15. Proposal writing/ development
C.Interpersonal Competencies
16. Coaching Skill
17. Feedback Skill
18. Group Process Skill
19. Negotiation Skill
20. Presentation Skill
21. Questioning Skill
22. Relationship Building Skill
23. Writing Skill
D.Intellectual Competencies
24. Data management Skill
25. Information Search Skill
26. Intellectual Versatility
27. Model Building Skill
28. Observing Skill
29. Self‑knowledge
30. Visioning Skill
ONCE YOU COMPLETE THE ABOVE REVIEW,
YOU CAN DETERMINE THE SKILLS THE R&D MANAGER
NEED TO SHARPEN TO IMPROVE THE EFFICIENCY/ PRODUCTIVITY
OF THE DEPARTMENT.
BEING ONE PERSON, YOU MAY GO FOR
-EXTERNAL COURSES
-GIVE THE ASSISTANCE OF A CONSULTANCE--AS A COACH.
ETC ETC
================================================== ==================
Mentoring
Mentoring is the process of using specially selected and trained individuals to provide guidance and advice which will help to develop the careers of the 'proteges' Allocated to them.
Mentoring is aimed at complementing learning on the job, which must always be the best way of acquiring the particular skills and knowledge the job holder needs. Mentoring also complements formal training by providing those who benefit from it with individual guidance from experienced managers who are 'wise in the ways of the organization'.
Mentors provide for the person or persons allocated to them :
advice in drawing up self‑development programs or learning contracts; general help with learning programs; guidance on how to acquire the necessary knowledge and skills to do a new job; advice on dealing with any administrative, technical or people problems individuals meet.
================================================== ==========
COACHING
Coaching is a modern and rapidly growing method for helping others to improve, develop, learn new skills, find personal success, achieve aims and manage life change and personal challenges. Life coaching, or personal coaching - different terms are used - is effective for all situations, whether in personal life, career, sales or corporate and business life. Coaching is different to training.
- Coaching draws out rather than puts in.
-It develops rather than imposes.
-It reflects rather than directs.
-Coaching is is reactive, flexible and enabling, not prescriptive or instructional.
-Coaching is non-judgemental, not judgemental.
-Coaching helps people to develop and grow in a variety of areas.
-Coaching is about getting the very best out of someone and enabling them to make decisions that will improve their life.
A COACH JOB IS to work with clients to help them find the answers themselves.
qualities required for good coaching
listening
In coaching, listening is more important than talking. By listening, people can be helped to overcome their fears, be offered complete objectivity and given undivided attention and unparalleled support. This leads to the intuitive questioning that allows the client to explore what is going on for themselves.
communication skills
Coaching is a two-way process. While listening is crucial, so is being able to interpret and reflect back, in ways that remove barriers, pre-conceptions, bias, and negativity. Communicating well enables trust and meaningful understanding on both sides.
Coaches are able to communicate feeling and meaning, as well as content - there is a huge difference. Communicating with no personal agenda, and without judging or influencing, are essential aspects of the communicating process, especially when dealing with people's personal anxieties, hopes and dreams.
Good coaching uses communication not to give the client the answers, but to help the clients find their answers for themselves.
rapport-building
A coach's ability to build rapport with people is vital. Normally such an ability stems from a desire to help people, which all coaches tend to possess. Rapport-building is made far easier in coaching compared to other services because the coach's only focus is the client. When a coach supports a person in this way it quite naturally accelerates the rapport-building process.
motivating and inspiring
Coaches motivate and inspire people. This ability to do this lies within us all. It is borne of a desire to help and support. People who feel ready to help others are normally able to motivate and inspire. When someone receives attention and personal investment from a coach towards their well-being and development, such as happens in the coaching relationship, this is in itself very motivational and inspirational.
curiosity, flexibility and courage
Coaching patterns vary; people's needs are different, circumstances and timings are unpredictable, so coaching relationships do not follow a single set formula. Remembering that everyone is different and has different needs is an essential part of being a coach. Ultimately, everyone is human - so coaches take human emotions and feelings into account.
And coaching is client-led - which means that these emotions have to be tapped into from the very beginning of the coaching process. So, having the flexibility to react to people's differences, along with the curiosity and interest to understand fundamental issues in people's lives, are also crucial in coaching.
The coach's curiosity enables the client's journey to be full and far-reaching; both coach and client are often surprised at how expectations are exceeded, and how much people grow.
All this does take some courage - coaches generally have a strong belief in themselves, a strong determination to do the best they can for their clients, and a belief, or faith that inherently people are capable of reaching goals themselves.
coaching principles
Typically good coaches will use and follow these principles:
Listening is more important than talking
What motivates people must be understood
Everyone is capable of achieving more
A person's past is no indication of their future
People's beliefs about what is possible for themselves are their only limits
A coach must always provide full support
Coaches don't provide the answers
Coaching does not include criticising people
All coaching is completely confidential
Some people's needs cannot be met by coaching , and coaches recognise clients with these needs
COACHING PROCESS
1.Analyse and assess situation
v v v v v v
2.Plan solution
v v v v v v
3.Implement solutions
v v v v v v
4.Evaluate results
it is also possible to describe the process in performance terms. That is, specific outcomes that a coach would have to produce. Describing the process in this way obviously links in to the way that competent performance can be assessed and, eventually, qualifications gained. The competent Coach has to perform the following tasks:
-----------------------------------------------------------------
Analyse
‑assess current standards of performance
‑identify learning needs to meet performance goals and required standards
----------------------------------------------------------------
Plan
- identify and organise suitable learning resource(s) and opportunities
- ‑ agree learning plans, coaching role and assessment methods
-provide opportunities for individuals and groups to manage their own learning
------------------------------------------------------------------------------------------
Implement
‑ explain, demonstrate and supervise practice of concepts and techniques
‑ ensure opportunities for feedback and discussion
‑ adjust coaching role and programme to suit learners' needs and progress
‑ demonstrate awareness
----------------------------------------------------------------------------------
Evaluate
‑ evaluate achievement of goals and standards
‑ provide feedback, encouragement and support to individuals to apply learning
To be able to perform these tasks, the competent Coach will need the relevant knowledge and a set of skills. These can be classed as core skills which are also common to mentoring and assessing;
-technique skills which relate to each learner being coached;
-and personal skills which relate to the style and tone of the Coach's behaviour.
These skills too can be described in performance terms and specific performance criteria can be established. However, these skills are more likely to be seen as underlying and underpinning skills rather than performance that will be formally assessed for a coaching qualification.
------------------------------------------------------------------------------
Core skills
‑ listen attentively
‑ observe and recognise competent performance
‑ demonstrate effective questioning technique
‑ respond, summarise and clarify situations
----------------------------------------------------------------------
Technique skills
‑ recognise different learning styles
‑ adapt to preferred learning styles
‑ adopt appropriate coaching roles
‑ gain acceptance and commitment to performance goals from
learner
----------------------------------------------------------------------------
Personal skills
‑ display sensitivity to and empathy for learners' thoughts and ideas and need for appropriate feedback
‑ establish rapport and good communication channels with learner ‑ encourage learner to take responsibility for own development
‑ support and build confidence in learner
================================================== =======
regards
LEO LINGHAM
From India, Mumbai
260YOUR FIRST TASK IS TO REVIEW THE JOB DESCRIPTION
OF THE R&D MANAGER.
AND IDENTIFY THE COMPETENCE/SKILLS REQUIRED.
I HAVE SHOWN A SAMPLE OF R&D MANAGER [ENGINEERING]
POSITION : R&D MANAGER [ ENGINEERING ]
SCOPE OF OBJECTIVES.
*Plan and Coordinate engineering design assignments entailing
technical specification and detailed planning, recommending
changes to specification or design engineering policy as
appropriate to the existing products / new products.
SPECIFIC ACCOUNTABILITIES
*Appropriate coordination of the R&D Department to ensure
that all activities pertaining to Engineering are properly and in
adequately fulfilled.
SPECIFIC RESPONSIBILITIES
*Define and recommend design methods, specifications and
performance or functional requirements for new products.
*Undertake/ supervise the preparation of design layouts, circuit
block or sytem diagrams, specifications, bills of quantities,
materials lists, and cost estimates.
*Recommend product design plans in terms of methods, cost,
and time schedules.
*Determine the theoretical framework and research methods
for product development.
*Supervise the set up, test of product models, evaluate results,
and analyse data obtained.
*Establish and maintain records of formulae, processes and product
specifications standards.
*Identify potential standards/ quality problems and suggest methods
to overcome such these problems.
*Review product specifications at least annually and advise of any
changes required.
*Monitor standards regulations pertaining to the manufacturing / sale
of the company products.
*Organise and Conduct tests for new products to make sure
that the products meets with the Standards
Compliance.
*Organise and manage the Standards Schedule
approvals on new products.
*Organise and Maintain approvals documentation.
*Investigate and follow up on customer product complaints
pertaining to product standards / applications, and take
necessary corrective action.
*Organise and manage the new product tooling programs.
*Ensure the locally produced/ assembled products comply
with the Standards requirements.
*Manage and Maintain design function accreditation.
*Provide support to the QA manager in
-facilitation of QUALITY CIRCLES.
-implementation of ISO 9002.
-implementation of TQM programs.
RESPONSIBILITY AND AUTHORITY
*to review, approve and issue component specifications.
*to approve and issue work instructions.
*to deal with quality issues with Product Manager, such as
non-conforming product.
*to approve and issue document alterations.
*to calibrate equipment and issue relevant paperwork.
*to install and remove stickers containing obsolete data
of calibrated equipments.
*to approve or reject drawings.
*to liaise and implement all activities related with ISO 9001 / 2000.
*to approve or reject " Off Tool Samples" .
*to perform and approve design and development planning
activities.
ADDITIONAL RESPONSIBILITIES.
*Liaise with Planning& Production Manager,Quality Assurance
Manager, Factory Service Manager, and Manufacturing Service
Manager.
*Representing THE COMPANY at all relevant Standards Committee.
================================================== =====
================================================== ======
THE NEXT TASK IS TO ASK THE R&D MANAGER
A NUMBER OF QUESTIONS ABOUT THE WAY THE
DEPARTMENT FUNCTIONS
HERE IS A SAMPLE OF QUESTIONS
Name of the business enterprise
Location
Person representing the R&D
Person responding to the questionnaire
Present status of the business enterprise
Total number of persons employed
Capital
Sales
Net operating profits
International technology exchange
"Yes" or "no" on R&D activities
Name and location of research institutes and other research units belonging to the business enterprise
Number of persons employed in R&D (researchers, assistant research workers, technicians, clerical and other supporting personnel, and researchers with Ph.D.'s)
Number of famous researchers
Number of researchers by specialty
Intramural expenditure on R&D including labour costs, materials, expenditure on tangible fixed assets, lease fee, other expenses, and depreciation of tangible fixed assets
Expenditures on R&D by type of activity (basic research, applied research, development)
R&D funds received from central and local governments, special corporations and incorporated administrative agency, companies, private universities, non-profit bodies, and overseas institutions
R&D funds paid outside to central and local governments, special corporations and incorporated administrative agency, companies, private universities, non-profit bodies, and overseas institutions
Expenditures on R&D by product and service field
Expenditures on the selected objective R&D (life sciences, information technology, environmental science and technology, materials, nanotechnology, energy, space exploration, and oceanology)
Financial year
3 If your balance date is:
4 Is the financial year information for a 12 month period?
R&D includes:
* Design, construction and operation of prototypes where the main objective is technical testing or to make further
improvements.
* Construction and operation of pilot plants not operated or intended to be operated as commercial units.
* Research into and original development (or substantial modification) of computer software such as new
programming languages and new operating systems.
* “Feedback R&D” directed at solving problems occurring beyond the R&D phase, for example technical problems
arising during the initial production runs.
* Research work in the biological, physical and social sciences, and the humanities.
* Social science research includes economic, cultural, educational and sociological research.
*R&D excludes (except where used primarily for the support of, or as part of, R&D projects):
General purpose or routine data collection.
* Policy related studies, management studies, efficiency studies.
* Routine quality control and testing.
* Pre-production activities such as demonstration of commercial viability, tooling up and trial production runs.
* Cosmetic modifications or style changes to existing products.
* Scientific and technical information services.
* Commercial, legal and administrative aspects of patenting, copyrighting or licensing activities.
*Activities associated with standards compliance.
Where does R&D end?
*R&D ends when work is no longer experimental and pre-production begins.
*If the primary objective is to make further technical improvements, then the work comes within the definition of R&D.
*However, if the material, product etc is substantially developed and the primary objective is to develop markets (i.e.
market research), to do pre-production planning or to get production or control systems running smoothly, then the
work is no longer R&D.
*Borderline between research and studies
*Research activities are usually performed in scientific units. Their aim is to produce innovative results which can be
generalised or be generally utilised. The activities are often connected to other research and financed from research
funds; the results have a considerable novelty value and they are usually widely published.
*Studies involve collecting, processing and analysing data for decision making and planning. The studies are often
made by enterprises as an integral part of planning activities. The results are mainly descriptive, they are not widely
published .
PLEASE ADD / DELETE ANY NUMBER OF YOUR OWN QUESTIONS.
================================================== =============
BASED ON THE ABOVE FINDINGS,
REVIEW THE COMPETENCIES.
HERE ARE SOME EXAMPLES --BELOW
A.Technical Competencies
1. Computer Competence
2. Electronic Systems Skill
3. Facilities Skill
4. Objectives Preparation Skill
5. Performance Observation Skill
6. Subject Matter Understanding
7. Research Skill
B. Business Competencies
8. Business Understanding
9. Cost‑benefit Analysis Skill
10.Risk management skills
11. Delegation Skill
12. Industry Understanding
13. Project Management Skill
14. Records Management Skill
15. Proposal writing/ development
C.Interpersonal Competencies
16. Coaching Skill
17. Feedback Skill
18. Group Process Skill
19. Negotiation Skill
20. Presentation Skill
21. Questioning Skill
22. Relationship Building Skill
23. Writing Skill
D.Intellectual Competencies
24. Data management Skill
25. Information Search Skill
26. Intellectual Versatility
27. Model Building Skill
28. Observing Skill
29. Self‑knowledge
30. Visioning Skill
ONCE YOU COMPLETE THE ABOVE REVIEW,
YOU CAN DETERMINE THE SKILLS THE R&D MANAGER
NEED TO SHARPEN TO IMPROVE THE EFFICIENCY/ PRODUCTIVITY
OF THE DEPARTMENT.
BEING ONE PERSON, YOU MAY GO FOR
-EXTERNAL COURSES
-GIVE THE ASSISTANCE OF A CONSULTANCE--AS A COACH.
ETC ETC
================================================== ==================
Mentoring
Mentoring is the process of using specially selected and trained individuals to provide guidance and advice which will help to develop the careers of the 'proteges' Allocated to them.
Mentoring is aimed at complementing learning on the job, which must always be the best way of acquiring the particular skills and knowledge the job holder needs. Mentoring also complements formal training by providing those who benefit from it with individual guidance from experienced managers who are 'wise in the ways of the organization'.
Mentors provide for the person or persons allocated to them :
advice in drawing up self‑development programs or learning contracts; general help with learning programs; guidance on how to acquire the necessary knowledge and skills to do a new job; advice on dealing with any administrative, technical or people problems individuals meet.
================================================== ==========
COACHING
Coaching is a modern and rapidly growing method for helping others to improve, develop, learn new skills, find personal success, achieve aims and manage life change and personal challenges. Life coaching, or personal coaching - different terms are used - is effective for all situations, whether in personal life, career, sales or corporate and business life. Coaching is different to training.
- Coaching draws out rather than puts in.
-It develops rather than imposes.
-It reflects rather than directs.
-Coaching is is reactive, flexible and enabling, not prescriptive or instructional.
-Coaching is non-judgemental, not judgemental.
-Coaching helps people to develop and grow in a variety of areas.
-Coaching is about getting the very best out of someone and enabling them to make decisions that will improve their life.
A COACH JOB IS to work with clients to help them find the answers themselves.
qualities required for good coaching
listening
In coaching, listening is more important than talking. By listening, people can be helped to overcome their fears, be offered complete objectivity and given undivided attention and unparalleled support. This leads to the intuitive questioning that allows the client to explore what is going on for themselves.
communication skills
Coaching is a two-way process. While listening is crucial, so is being able to interpret and reflect back, in ways that remove barriers, pre-conceptions, bias, and negativity. Communicating well enables trust and meaningful understanding on both sides.
Coaches are able to communicate feeling and meaning, as well as content - there is a huge difference. Communicating with no personal agenda, and without judging or influencing, are essential aspects of the communicating process, especially when dealing with people's personal anxieties, hopes and dreams.
Good coaching uses communication not to give the client the answers, but to help the clients find their answers for themselves.
rapport-building
A coach's ability to build rapport with people is vital. Normally such an ability stems from a desire to help people, which all coaches tend to possess. Rapport-building is made far easier in coaching compared to other services because the coach's only focus is the client. When a coach supports a person in this way it quite naturally accelerates the rapport-building process.
motivating and inspiring
Coaches motivate and inspire people. This ability to do this lies within us all. It is borne of a desire to help and support. People who feel ready to help others are normally able to motivate and inspire. When someone receives attention and personal investment from a coach towards their well-being and development, such as happens in the coaching relationship, this is in itself very motivational and inspirational.
curiosity, flexibility and courage
Coaching patterns vary; people's needs are different, circumstances and timings are unpredictable, so coaching relationships do not follow a single set formula. Remembering that everyone is different and has different needs is an essential part of being a coach. Ultimately, everyone is human - so coaches take human emotions and feelings into account.
And coaching is client-led - which means that these emotions have to be tapped into from the very beginning of the coaching process. So, having the flexibility to react to people's differences, along with the curiosity and interest to understand fundamental issues in people's lives, are also crucial in coaching.
The coach's curiosity enables the client's journey to be full and far-reaching; both coach and client are often surprised at how expectations are exceeded, and how much people grow.
All this does take some courage - coaches generally have a strong belief in themselves, a strong determination to do the best they can for their clients, and a belief, or faith that inherently people are capable of reaching goals themselves.
coaching principles
Typically good coaches will use and follow these principles:
Listening is more important than talking
What motivates people must be understood
Everyone is capable of achieving more
A person's past is no indication of their future
People's beliefs about what is possible for themselves are their only limits
A coach must always provide full support
Coaches don't provide the answers
Coaching does not include criticising people
All coaching is completely confidential
Some people's needs cannot be met by coaching , and coaches recognise clients with these needs
COACHING PROCESS
1.Analyse and assess situation
v v v v v v
2.Plan solution
v v v v v v
3.Implement solutions
v v v v v v
4.Evaluate results
it is also possible to describe the process in performance terms. That is, specific outcomes that a coach would have to produce. Describing the process in this way obviously links in to the way that competent performance can be assessed and, eventually, qualifications gained. The competent Coach has to perform the following tasks:
-----------------------------------------------------------------
Analyse
‑assess current standards of performance
‑identify learning needs to meet performance goals and required standards
----------------------------------------------------------------
Plan
- identify and organise suitable learning resource(s) and opportunities
- ‑ agree learning plans, coaching role and assessment methods
-provide opportunities for individuals and groups to manage their own learning
------------------------------------------------------------------------------------------
Implement
‑ explain, demonstrate and supervise practice of concepts and techniques
‑ ensure opportunities for feedback and discussion
‑ adjust coaching role and programme to suit learners' needs and progress
‑ demonstrate awareness
----------------------------------------------------------------------------------
Evaluate
‑ evaluate achievement of goals and standards
‑ provide feedback, encouragement and support to individuals to apply learning
To be able to perform these tasks, the competent Coach will need the relevant knowledge and a set of skills. These can be classed as core skills which are also common to mentoring and assessing;
-technique skills which relate to each learner being coached;
-and personal skills which relate to the style and tone of the Coach's behaviour.
These skills too can be described in performance terms and specific performance criteria can be established. However, these skills are more likely to be seen as underlying and underpinning skills rather than performance that will be formally assessed for a coaching qualification.
------------------------------------------------------------------------------
Core skills
‑ listen attentively
‑ observe and recognise competent performance
‑ demonstrate effective questioning technique
‑ respond, summarise and clarify situations
----------------------------------------------------------------------
Technique skills
‑ recognise different learning styles
‑ adapt to preferred learning styles
‑ adopt appropriate coaching roles
‑ gain acceptance and commitment to performance goals from
learner
----------------------------------------------------------------------------
Personal skills
‑ display sensitivity to and empathy for learners' thoughts and ideas and need for appropriate feedback
‑ establish rapport and good communication channels with learner ‑ encourage learner to take responsibility for own development
‑ support and build confidence in learner
================================================== =======
regards
LEO LINGHAM
From India, Mumbai
Thanks ,this is formmative and practical, i will be attending interviews one of the requirements is to give coaching and mentoring framework solidifying retention of staff, do you have new developments in this field / concrete framework and froms.
Thanks
Siviwe Magidigidi
From South Africa, Johannesburg
Thanks
Siviwe Magidigidi
From South Africa, Johannesburg
Dear Chandini,
I appreciate efforts of Mr Lingham in providing you the framework of Mentoring programme.
Mentoring programme is quite comprehensive one. To run it becomes challenge though external consultants like me provide the consulting services. If it is executed in improper manner, it would do more harm than good.
I refer my following links of this forum, so that you can understand the gravity:
https://www.citehr.com/136301-traine...tml#post578667
https://www.citehr.com/60452-mentoring.html#post621606
If you wish I will provide you the training and further consulting services on the execution of the mentoring programme.
If you wish to know about my training activities, you can refer my training e-Brochure attached to this post.
Thanks,
Dinesh V Divekar
[dineshdivekar@yahoo.com]
From India, Bangalore
I appreciate efforts of Mr Lingham in providing you the framework of Mentoring programme.
Mentoring programme is quite comprehensive one. To run it becomes challenge though external consultants like me provide the consulting services. If it is executed in improper manner, it would do more harm than good.
I refer my following links of this forum, so that you can understand the gravity:
https://www.citehr.com/136301-traine...tml#post578667
https://www.citehr.com/60452-mentoring.html#post621606
If you wish I will provide you the training and further consulting services on the execution of the mentoring programme.
If you wish to know about my training activities, you can refer my training e-Brochure attached to this post.
Thanks,
Dinesh V Divekar
[dineshdivekar@yahoo.com]
From India, Bangalore
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MENTORING, COACHING & BUDDYING.ppt
Mentoring nd coaching.pdf