Category: Coaching

Garvey, Stokes, and Megginson (2009:26) conclude that ‘there can be no ‘one best way’ in mentoring and coaching and therefore no one definition. In this essay, I intend to critically consider this statement by starting with various definitions of Mentoring and Coaching, comparing different models and methods; then moving on to the implications this may have for practitioners, focusing on how coaching is aligned with leadership as this is relevant to my setting as a leader in education.

Introduction:

I believe the long debate about whether Mentoring and Coaching are different, which method is the best, and so on, have had many coaches and mentors debating and researching. According to Gavey et.al (2009:26), ‘there can be no ‘one best way’ in mentoring and coaching and therefore no one definition. Therefore I have decided to begin my review by looking at a few proposed definitions.

Downey, (2003:21) defines coaching as ‘the art of facilitating the performance, learning, and development of another.’ While de Haan, (2008:19) defines coaching as a method of work-related earning that relies primarily on one-to-one conversations.’ Yet Clutterbuck (2014:5) says this about mentoring; ‘(It) is the holistic nature of the mentoring role that distinguishes it from other supporting roles, such as coaching.’ The Collins Concise Dictionary, 5th edition defines a mentor as a wise and trusted advisor or guide. The primary task of the mentor is ‘To offer the experience to guide, advice and support the development of the mentee, resulting in improved performance.’ (Western, 2012:43). On the other hand Western (2012:44) says this about a coach, ‘An expert in facilitating another’s personal journey, focusing on both personal and organizational success.’ And the primary task of the coach is: ‘Coaching individuals to become fully empowered in their roles, in order to contribute to organizational success.’

It can be said that from the above definitions, coaching is ‘part of a developmental process (Van Nieuwerburgh, 2014:5). Bresser and Wilson (2010) go on to highlight coaching as a way of empowering people by facilitating their self-directed learning, their self-growth, and better performances. While Shea (1992) states that ‘traditionally mentoring was thought of as a formal process whereby an older, more experienced person helps and guides a younger person in learning the ropes.’

However, both coaching and mentoring could be seen as designed to enable people to achieve their full potential and share many similarities (Coaching and Mentoring Network (2018)).

The agreed consensus seems to be that the one main difference between Coaching and Mentoring is that a mentor has direct knowledge and experience and is often, but not necessarily, older, therefore has direct knowledge and experience of the coachee’s occupation while the coach does not. According to Clutterbuck (2014:5), ‘coaching and mentoring are broadly separate yet overlapping.’ It can be argued there are as many models of mentoring as there are for coaching. To quote Van Nieuwerburgh, (2014:3), ‘What you believe it means is more important than any definition.’

So what does this mean for the practitioner and clients?

Simply put, coaching is having a conversation or conversations with each other. From this conversation, if the following has happened then coaching has taken place:

• The focus was primarily on the coachee
• Their thinking, learning, and actions have benefitted from the conversation
• And had the conversation not taken place, these benefits would unlikely have happened.

In contrast, mentoring according to Clutterbuck, D (2014:6), can be represented in two competing models of mentoring. ‘One largely US-derived, emphasizing sponsorship and hands-on help from the mentor.’ The other owes its origins to Europe and particularly the U.K. and Scandinavia. ‘This model emphasizes helping people to do things for themselves.’ Clutterbuck, D (2014:6). Therefore it can be seen as a partnership between two people built upon trust. ‘The mentor offers guidance, counseling, and support in the form of pragmatic and objective assistance.’ (Clutterbuck, D 2014:7). The purpose is to develop a two-way relationship where the mentor gains as much as the mentee.

Based on the above, it could be argued that coaching and mentoring are reliant on a relationship that helps the participants to develop and grow.

The many different models and methods of Coaching and Mentoring, I would suggest, may be able to define their differences or enhance their similarities.

For the purpose of comparing mentoring and coaching, I plan to look at functionalist coaching and functionalist mentoring as this appears more suitable in my setting as a leader in a school and a wider educational field.

According to Brockbank (2006), functionalist mentoring can be defined in terms of its purpose, process, and learning outcomes, as an activity that is agreed upon by both the mentor and mentee. With the focus being a prescribed purpose to be achieved. The role of functionalist coaching is viewed in a similar way; the aim is to support staff to achieve a qualification or competence level, therefore the purpose is directive and the learning outcome is important.

From the above, it would appear that both mentoring and coaching under the title of ‘functionalist’, are similar in that they both focus on the workplace and not the client’s personal life outside of this.

From the research I have done, there appear to be many complementing and oppositional models. For the purpose of this task, I have chosen to look at the Cyclical Mentoring Model and The GROW model for coaching. (Brockbank A, McGill 2006)

Overview of Cyclical Mentoring Model:

Brockbank and McGill recommend this model due to its versatility and that it can be applied to many types of mentoring. It is suggested that this model can be used over the complete cycle of mentoring and for each mentoring session.

As the diagram above shows, there are 5 stages in Brockbank and McGill’s adaptation of the original model:

• Contract: with the possibility of re-contracting.
• Focus: Considerations that are decided by the mentee.
• Space: ‘Holding’ the mentee while supporting and challenging them.
• Bridge: Agree on what is to be done.
• Review: feedback and evaluation of the session/process

Each of these stages has its own cycle consisting of elements which are covered as shown below.

In contrast or complimentary to the Cyclical Mentoring Model, I looked at the coaching models reviewed by Brockbank and McGill. They reviewed the GROW, FLOW, and SOS models as being suitable for functionalist coaching, however for the purpose of this task, I will be looking at the GROW and FLOW Models only.

Overview of the GROW model for Coaching.

The GROW model was popularised by Sir John Whitmore in an early edition of Coaching for Performance (2009). He explains the model as, ‘unlocking a person’s potential to maximize their performance. It is helping them to learn rather than teaching them.’ (Whitmore, 1996:8). It has been argued that this model is the most widely used. Campbell J, (2016). Suggests the mnemonic indicates the 4 key stages of a coaching conversation:

• Goal – setting a goal for the desired area of change.
• Reality – exploring the current situation to establish a starting point.
• Options – option/s on how to achieve the goal.
• Wrap up – next steps and actions to move towards the goal.

In the functionalist context, this model I would suggest, allows the coach to ensure the coachee agrees to the goals of the organization, examines the present reality of the situation, discusses possible options, and decides what actions will be taken.

Although this model has been criticized for being too linear and simplistic, ‘If used skilfully and with a ‘light touch (it) will provide a valuable way to help a coach and coachee navigate the coaching conversation.’ (Campbell J. 2016: p. 236).

An adaptation from GROW model is the GROWTH model which has the addition of Tactics and Habits. ‘Using this model (GROWTH) has enabled more focused attention being paid to the immediate and long term outcomes.’ (Jenainati, 2016: p.164)

According to van Nieuwerburgh et al., (2012), in a case study done in a secondary school, they found that the GROW model was used as the most appropriate coaching framework. The coaching principles and programs were used with the pupils of the school to help them support each other with examination stress, personal responsibilities, and self-awareness.

Many coaches use the GROW model to structure the coaching session as well as the coaching period due to the fact that includes the coachee’s goals, their reality, resources and obstacles, the options available, and the will/way forward. (Boniwell, Kauffman and Silberman. 2014: p.159)

Although there are so many different, yet similar models for coaching and mentoring, after researching both the Cyclical Mentoring Model and GROW model for coaching, it would appear that both of these models are versatile and can be applied to most types of coaching or mentoring. This is possibly why they are so often used.

Coaching and Leadership.

Coaching plays a very important role in today’s business environment. Education establishments are increasingly run as businesses today. Coaching plays a vital role in the value businesses and schools put on the organization and their employers. Therefore coaching is seen as a way to keep up with the competitive nature of education facilities and schools. This is achieved by shaping individuals’ performances and building on the ethos, fundamentals, and aims of the establishment. For this reason, coaching can be seen as a type of investment. Through coaching, leaders help develop the employees’ focus and capabilities which in turn will benefit the individual and the organization.

According to van Nieuwerburg (2012), Leadership coaching has been proven to have real potential. Coaching can enhance leadership effectiveness. ‘An important part of emotionally intelligent leadership is the ability to support the development of others.’ (Van Nieuwerburg, 2012, p. 30)

Coaching in Educational Leadership.

A major skill of education leaders is to be able to identify that which is appropriate and supportive when intervention opportunities arise.

It has been commented that many educational leaders find it difficult to stand back and withhold advice. This often results in the tendency to take on the role of a mentor. However, it would seem that it would be more helpful and important for the leader to determine the type of intervention needed. (Van Nieuwerburgh, 2012). ‘Every situation is different and will require individual consideration by an emotionally intelligent leader.’ (Van Nieuwerburgh, 2012, p. 31)

According to van Nieuwerburgh (2012) the 2005 report, the Centre for the use of Research and Evidence in Education noted that the opportunity to learn through becoming a coach or mentor had an intense and encouraging effect on the skills of the coach or mentor. Furthermore, that learning to become a coach or mentor is one of the most empowering ways of supporting teachers and leaders to develop into confident, excellent practitioners. Concurring, van Nieuwerburg (2012) states that training teachers and educational staff in these skills can have many advantages.

According to Campbell (2016), coaching is used widely as a school improvement initiative for all involved in the educational environment and has become a significant approach for developing schools. He goes on to suggest that coaching in schools is not only to support the development of leaders but also a way for teachers to review and improve their teaching styles. Campbell goes on to comment, ‘Coaching is taking place between teachers and students beyond the traditional sporting context.’ (Campbell, 2016, p. 133). Added to this, some schools are training students in coaching skills in order for them to be able to coach their peers (Campbell, 2016).

Much of the general literature on coaching and mentoring, does not suggest there is a ‘one best way’ in which model or style is used when coaching or mentoring. One of the challenges leaders in schools face when discussing coaching is the different styles and methodologies. Coaches define coaching differently and adopt different approaches. Some of these approaches are more effective than others. (Anderson & Anderson. 2011). Starr (2011) suggests that there are definite principles of perspectives and beliefs that assist coaching. ‘When they (coaches) coach, they are operating from a common set of beliefs.’ (Starr, 2011, p. 30). These beliefs serve as principles that can help to achieve effectiveness over time by reflecting on them through the process of coaching.

As a school leader, the question to ask, I would suggest is, which is better for my staff; mentoring or coaching? Aguilar gives this suggestion, ‘The key difference between mentoring and coaching in schools lies in the purpose for the support and the formality around the process. Coaching is far more formal than mentoring and has a more expansive end goal. (Aguilar, 2017, blog). She goes on to explain that the role of a coach is broader and deeper than the job of a mentor. However, she suggests that there should be absolute clarity between the roles and that both the coach/mentor and the coachee/mentee should understand these roles. Aguilar concludes that a new teacher would benefit from having both a mentor and a coach.

Van Nieuwerburgh & Campbell (2015) state that although there has been a flourish in the application of coaching and mentoring in recent years, there has been confusion with the terms ‘coaching’ and ‘mentoring’. As a result of this, they have developed a Global Framework for Coaching and Mentoring in Education to bring about the best practice and support the field of academic research. The Global Framework for Coaching and Mentoring in Education has four quadrants which cover a range of coaching and mentoring interventions in the education setting, from leadership to community engagement.

As seen in the diagram above, there are a number of portals for each quadrant. Van Nieuwerburgh & Campbell (2015) go on to support that coaching offered to aspiring school leaders can help these teachers to make better-informed choices about their futures.

The Professional Practice quadrant makes use of coaching and mentoring intervention with the aim to improve the professional practice of teachers. This can be a result of observing teachers and providing feedback. One approach to this is Instructional Coaching. There have been many research studies that confirm that teachers gain from being coached, which not only improves their performances in schools but also their wellbeing.

The third quadrant focus on student success and wellbeing. ‘…any coaching and mentoring activities in educational contexts should ultimately lead to student success and wellbeing.’ (Van Nieuwerburgh & Campbell, 2015, p. 6). Together with this, they go on to note that it has been shown that training older students coaching skills to coach younger students is positive for both the coach and coachee.

Community engagement, which is the fourth quadrant, needs further research and study, according to Van Nieuwerburgh & Campbell (2015). This quadrant includes any coaching and mentoring that improves relationships with the wider community around the school.

Implications:

Would there be any implications for mentoring and coaching practitioners if there was no one best and no one definition for coaching and mentoring? According to Kennedy (2019) mentoring and coaching are terms which are often used interchangeably. She goes on to state that although they are similar yet different, it is important to note the differences. Kennedy points out that it is reliant on the context and the individual, whether coaching or mentoring is the better option. She supports the notion that coaching and mentoring are development techniques using the skills of listening, inquiry, clarification, and reforming, together with the sharing of one-to-one conversations. This which is the major interaction to enhance skills, knowledge, and performance.

‘Coaching is a developmental process by which an individual gets support while learning to achieve a specific personal or professional result or goal.’ Reflects Kennedy (2019), is a general definition and therefore can be relevant to both coaching and mentoring. She goes on to note that it is difficult to find one clear definition of coaching that all experts and coaches agree on.

‘Mentoring is a means of providing support, challenge and extension of the learning of one person through the guidance of another who is more skilled, knowledgeable and experienced, particularly in relation to the context in which the learning is taking place.’ (Pollard, 2006, p. 29). It would seem that most experts agree with this idea of the meaning of mentoring and the critical distinction is that the relationship in mentoring lasts longer than the relationship in coaching.

From this, I would suggest that there seems to be a consensus that the definition and model are not important issues. The importance lies in that it must be agreed on whether coaching or mentoring is what is suitable to achieve the desired outcome. Each individual has different ways of learning and responding to learning. (Kennedy, 2019). She goes on to suggest that although a mentor has more in-depth knowledge and expertise in a certain field, some may prefer to be coached rather than mentored. The possibility of failure will occur should the incorrect technique is used.

Conclusion:

In this essay, I have discussed the possible reasons why Garvey, Stokes, and Megginson (2009:26) may have concluded that ‘there can be no ‘one best way’ in mentoring and coaching and therefore no one definition. In this essay, I critically consider this statement by starting with various definitions of Mentoring and Coaching. I then went on to compare two different models and methods before moving on to the implications this may have for practitioners, focusing on how coaching is aligned with leadership as this is relevant to my setting as a leader in education.

I would suggest that the most obvious finding to emerge from this review is that most experts and practitioners seem to agree that the choice of Mentoring or Coaching depends on the individuals involved, the agreement on the outcome, and the personal relationship built upon over time. Although it would seem that the clear difference between coaching and mentoring is more about the mentor having expertise and knowledge of the mentee’s position, a coach is usually someone from the ‘outside’, who have little or no expertise or knowledge of the coachee’s position. Together with this, I believe, the research has also shown that the model of mentoring or coaching depends on what the coach and mentor are most comfortable using. Each model I have researched has had many similar points and steps which are non-negotiables.

The research has also shown that as far as the implications on leadership and coaching, again, the model and technique used are very dependent on the desired outcome. However, it would appear that in the education industry mentoring would be favored over coaching as in most schools, newly qualified teachers, teacher trainers, and aspiring school leaders would make use of mentees with experience and deep knowledge of the industry.

In general, therefore, it seems that the statement Garvey, Stokes, and Megginson (2009:26) concluded with, I support based on the research I did.

References:

1. Anderson, D., & Anderson, M. (2011). Coaching that Counts: Harnessing the Power of Leadership Coaching to Deliver Strategic Value. Oxon, England: Routledge
2. Campbell, J. (2016). Coaching in Schools. In C van Nieuwerburgh (Ed.), Coaching in Professional Contexts (pp 131 – 133). London, England: SAGE Publications Ltd.
3. Campbell, J. (2016). Framework for Practitioners 2: The Growth Model. In Van Nieuwerburgh (Ed.), Coaching in Professional Contexts. (pp. 235 – 238). London, England: SAGE Publications Ltd.
4. Clutterbuck, D. (2014). Everyone Needs a Mentor. (5th Ed.). London, England: Charted Institute of Personnel and Development.
5. Garvey, B., Stokes, P., & Megginson, D. (2014). Coaching and Mentoring. Theory and Practice. London, England: SAGE Publications Ltd.
6. Jenainati, C. (2016). Framework for Practitioners 1: Coaching for Research Supervision. In Van Nieuwerburgh, C. (Ed.), Coaching in Professional Contexts (p164). London, England: SAGE Publications Ltd.
7. Pollard, A. (2006) Reflective Teaching. (2nd ed.). London, England: Continuum.
8. Shea, G. (1992). Mentoring: A Guide to the Basics. London, England: Kogan Page Ltd.
9. Starr, J. (2011). The Coaching Manual. Harlow, England: Pearson Education Limited.
10. Van Nieuwerburgh, C. (2012). Coaching and Mentoring for educational leadership. In C van Nieuwerburgh (Ed.), Coaching in Education (pp 30 – 31, 36). London, England: Karnac Books Ltd
11. Van Nieuwerburgh, C., Zacharia, C., Luckham, E., Prebble, G., & Browne, L (2012). Coaching Students in a secondary school: a case study. In C van Nieuwerburgh (Ed), Coaching in Education. London, England: Karnac Books Ltd.
12. Western, S. (2012). Coaching and Mentoring: A Critical Text. London, England: SAGE Publications Ltd.
13. Internet References:
14. Achieve Forum (2016, November 10). Coaching: An Important Aspect of Leadership. Retrieved April 20, 2019, from https://www.achieveforum.com/blog/2016/11/coaching-important-aspect-leadership
15. Aguilar, E. (2017, July 31). What’s the Difference Between Coaching and Mentoring? (Blog). Retrieved April 24, 2019, from https://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblogs%2F144%2F%3Fuuid%3D73175
16. Brockbank, A., & McGill, I. (2006). Facilitating reflective learning through mentoring & coaching. Retrieved from https://ebookcentral.proquest.com
17. Coaching and Mentoring Network. (2018). Everything you ever wanted to know about Coaching and Mentoring: What is Coaching and Mentoring? Retrieved March 26, 2019, from http://coachingnetwork.org.uk/information-portal/what-are-coaching-and-mentoring
18. Kennedy, L (2019). Loraine Kennedy: a catalyst for change in education & elt. Developing People, Developing Schools. Coaching versus Mentoring: what’s the difference and does it matter? Retrieved April 25, 2019, from http://www.lorainekennedy.com/coaching-mentoring/coaching-v-mentoring-what-s-the-difference-and-does-it-matter
19. Van Nieuwerburgh, C. & Campbell, J (2015, July). CoachEd: The Teaching Leaders Coaching Journal. A Global Framework for Coaching in Education. Retrieved April 4, 2019, from http://www.growthcoachinguk.com/pdf/CoachEd_February-2015.pdf

Analyze the differences between coaching and mentoring

As a manager when new employees start their roles, I will mentor and coach the new employee for a week minimum to enable them to feel settled and supported in their roles they are coached to be able to complete their tasks confidently and competently. The new employee may require more support after their week as people all have different ways of learning or may take more time to build their confidence to learn and work in the organization’s way. Their mentoring forms are completed and stored on their e-file and this shows their progress in their learning development.

Mentoring and coaching are very similar. They are both techniques used to drive desirable workplace behavior and support the personal and professional growth of employees. The process of direct transfer of experience and knowledge from one person to another. In the workplace, a mentor provides guidance and direction to a mentee-usually a new employee with similar interests who may aspire to the position of the mentor. The mentor has achieved success within the industry and voluntarily shares his or her expertise with the colleague. We define coaching as a method of achieving set goals. A coach, who is a company employee, helps carers achieve goals as defined by the organization.

1: Orientation

Mentoring is oriented around relationships. Although the mentor and mentee might initially focus on certain learning goals or competencies, over time they develop a bond and rapport that often transcends specific workplace issues.

Coaching is oriented around defined tasks. Coaches are often called upon to help individuals become more proficient in certain areas or address important workplace skills they might be lacking. Some examples might include conflict resolution, strategic thinking, or public speaking.

2: Drivers

Mentoring is development driven. The focus is on the future. The mentor shares his or her experience in an effort to positively influence the personal and professional growth of the mentee. Coaching is performance-driven. The focus is on the present. The purpose is to improve, enhance, or acquire new skills that can be leveraged immediately.

3: Duration

Mentoring requires a significant time commitment from both parties. Mentors and mentees may start out as casual acquaintances, but often build strong fellowships that can continue for years. Coaching has a defined ending. Parties may meet just once or over a period of time, however, the relationship usually terminates when the trainee masters the specific skill or goal they were working on.

4: Input from leadership

Mentoring requires little oversight. Although a manager may be assigned to administer the logistics of a mentoring program, formal supervision is rarely required. For the most part, mentors and mentees steer the direction of their relationship. Coaching requires active engagement. A manager must monitor the progress, solicit regular feedback from the coach, and oftentimes determine when a coaching initiative should conclude.

5: Evaluation

With mentoring, success is usually measured in broad terms. While benefits may include improved morale or lower turnover, it can be challenging for organizations to identify specific key performance indicators (KPIs) that result from a mentoring relationship. With coaching, measurement is easier. Specific goals are clearly defined in advance, and the accomplishment of those goals can be tracked and measured.

Mentoring vs. Coaching

Mentoring and coaching both play an important role in today’s workplace. Depending on the situation, one may be preferable over the other. Management Mentors, a global firm that provides a range of mentoring services, offers the following recommendations:

Consider mentoring:

• When the company wants to develop promising internal talent, When there is a shortage of potential leaders in the corporate pipeline
• When the organization wants to remove barriers that inhibit the advancement of certain groups, such as women and minorities
• When it becomes important to preserve internal expertise and knowledge as part of succession planning
• When established senior leaders are altruistically motivated to give back

Consider coaching:

• When talented employees are not meeting expectations
• When staff members must acquire or master specific skills or competencies
• When the company needs to improve performance in a short period of time
• When the organization is introducing a new system or program
• When a subdivision of the company is attempting something new or untested

Explain circumstances when coaching would be an appropriate method of supporting learning at work.

Coaching happens when a new employee starts with the organization, they are coached to learn to work the way the organization requires. As they are required to complete tasks at a high level and to be able to respond to service users’ different needs in a way that is desired for the service user and in, the way that the organization requires staff to work. Staff inductions are an important part of our coaching system. Staff induction is a process by which we welcome new staff, supporting them and helping them to familiarise themselves with our routines, our ethos, and our way of doing things. The induction period reduces some of the stress that people encounter when starting a new job and as such, it is an effective way to welcome new members of staff to our organization. We introduce new members of staff to the existing staff, the existing staff will also support and coach the new employees, It is also a time where we can identify the strengths and weaknesses of each new staff member, and the priorities for their future development. Our induction process usually lasts for about 3 months for all new staff and can be extended for a further 3 months if necessary, this allows new staff time to show that they can reach the expected standards for them. On their first day, staff receives an induction, which makes them fully aware of the policies and procedures and outlines their role and responsibilities and what is expected of them. The induction also covers the safeguarding, inclusion, and equality policy and the general health and safety.

Coaching covers a range of development needs;

• To help bring about improvements where people are underperforming, to challenge and stretch those with high potential.
• To enhance current and future skills
• To re-motivate people
• To prepare people for new roles
• To prepare people for delegation.

1.3 explain circumstances when mentoring would be an appropriate method of supporting learning at work.

Mentoring can be used in a specific situation and can also be more of a supervisory approach to help gain new skills or overcome specific difficulties. Mentoring could be an appropriate method of supporting learning within the organization would be;

• to improve the retention of staff
• to support self-development and work-based learning programmers such as QCF’s continuous professional development.
• To encourage personal development
• To help individuals cope with transitions such as moving into a new role.

We have supervision with all of our staff every 6 months, and this is when we discuss any issues they may have, and we can offer guidance and support if needed. Supervision is a mutual arrangement between staff and management and helps to encourage teamwork and professional development as well as allowing the opportunity for staff to have a confidential discussion about any sensitive issues. The main aim of supervision is to provide opportunities for staff to discuss any issues they may have, identify any issues and possible solutions if they arise, and plan any training needs to help improve staff personal development.

These are not negative but to be looked at in a positive way as all these can help with their personal development.

Explain how coaching and mentoring complement other methods of supporting learning.

Mentoring and coaching can be used alone but can also complement each other and can resolve any issues such as, developing careers, solving problems, overcoming conflicts, and re-motivating staff. The aims of coaching and mentoring are the same as those of good management. To be a good mentor coach and manager you need the following:

• Willingness to listen
• Openness to new ideas
• A challenging way of thinking
• Encouraging staff to become involved in new work experiences
• Making time available
• Enthusiasm.

Providing staff with coaching and mentoring opportunities ensures that all staff is given the chance to voice their opinions and needs.

Coaching and mentoring complement other methods as they all help to give staff feedback on how they are performing. We try to give positive feedback to staff at every opportunity and when staff is struggling, we help them to look at why they are struggling and together we come up with a plan and a strategy to come to the problem.

Analyse how coaching and mentoring at work can promote the business objectives of the work setting

Coaching and mentoring employees can help the employees by developing and enhancing their skills both professionally and personally. showing that we are interested in the development of our staff will show them that we do care about their development will show that we are interested in their progress and will increase their loyalty to us.

Coaching an employee Is shorter and more specific.

For example; coaching a group of trainees on how to support those with dementia, but in line with the company’s policies and strategy. This requires the passing on of particular knowledge, Mentoring can be a longer process than coaching, we will attach a senior employee to one or a group of new employees, and have frequent one-to-one sessions to monitor progress over, over a 3-month period, their forms are stored on their E-file and allows us to monitor their progress and areas of improvement. During this time, they will concentrate on a range of skills, the mentor will form a relationship with their mentees, and be available for any queries. Observing the new employees as they grow over a period of time can help make crucial decisions, such as aligning the career path of employees with the strongest skills for your business.

Coaching within the company can;

• Teach new skills with a clear learning plan in place
• Help staff solve problems in new ways

Answer questions that someone may have if they become confused during the coaching sessions.

When staff commits to learning new skills, they recognize that they can increase their value to their employer.

If they are looking to pass their probation, and progress in their career, this is a great way to go about it.

By recognizing their value and their ability, they become confident and work to a high standard at all times and show competency and professionalism.

Coaching and mentoring are great for helping staff to learn new skills or enhance their current skills whilst increasing their knowledge and confidence. It does not matter who the employee is, there is always room to learn. You might be thinking that only new recruits need coaching but what about when you or one of your other senior employees needs to learn how to use that new smart piece of technology, it could be a tablet or it could be the new software like access care planning and people planner.

This is why we make sure that all of our staff know how to use access care planning, people planner, and the mobile app before we show anyone else how to use them, and before the new employees are sent out to work.

Evaluate the management implications of supporting coaching and mentoring in the work setting

As a manager, we are expected to demonstrate more knowledge and a wider range of skills, along with self-motivation, initiative, and innovation however managers do need to act as an instructor, conflict mediators, mentors, and coaches. I know as a manager that this at times seems an impossible task, as you have to split yourself up into a whole lot of pieces and it is not always possible. On a daily basis, we deal with different situations from staffing issues to client issues, etc. Having coaching and mentoring systems in place I feel that it makes my job a little easier as I can delegate certain tasks to supervisors and assistant managers, such as staff observation and inductions and scheduling the rotas. This can help the senior staff to develop in their own roles and makes them more aware of their own roles and responsibilities as they are required to be professional and work to the high standards that are required of them.

Such programs require careful planning and agreement between all parties involved. By first considering the costs and benefits, you can implement a mentoring program smoothly, increasing potential benefits.

Support the implementation of coaching and mentoring activities

Mentoring appears to be growing in popularity, however, implementing a scheme does require significance, for example, possible work down- time. With the costs of participants, the provision of training for mentors, and the cost of coordinating and supporting a scheme, it is important that mentoring is implemented in a way that ensures that potential benefits are realized and that employees grow in their development and feel supported by our organization.

Having the mentoring forms helps the mentor ensure that they are covering all areas and can document the mentee’s progress this is then uploaded to the system straight away so that I as a manager can see this in good time and act on any concerns there maybe in a quick time so that dealing with anything in a quick time can help stop these things happening sooner rather than later and will also support the mentor with the mentee.

Review how the use of coaching and mentoring in the work setting has supported business objectives

Coaching and mentoring are a newer and more effective way to help get the most potential from the employee and also will help them to feel supported and in turn, they become loyal and committed to the company and their work. The following 9 outcomes coaching looks at to achieve when coaching we aim to make these happen.

• Thrive performance results that meet the needs of the group and the business.
• Build high levels of employee commitment
• Develop employee skills and abilities.
• Help employees to perform to their best and as self-sufficiently as possible.
• Increase productivity by maintaining your resources
• Build working relationships with your staff
• Provide leadership to encourage progress not only today but also in the future.
• Reinforce quality performance and employee accountability
• Make your life as a manager just a little bit easier

Evaluate the impact of coaching and mentoring on practice

Coaching and mentoring are increasingly being used for professional development to indicate a positive change in individuals and to encourage the transfer of knowledge from the coach and mentor to the individual.

We find coaching and mentoring highly beneficial for the career growth of the employees. Coaching and mentoring have been applied by many in their organizational practices.

A skilled coach or mentor is an invaluable asset to us. As well as increasing confidence and motivation, coaching and mentoring improve management performance, conflict resolution, and communication and interpersonal skills.

We found that coaching and mentoring can positively impact the workplace in a variety of ways such as:

• Stronger teams are gained
• Improved ability to align the organization’s culture and ethos with employees
• A more inclusive culture
• Improved employee satisfaction scores
• Improved staff retention

The mentoring and coaching take place independently, they are open, honest relationships between the mentor or coach and their coached mentee. A mentor or coach is an accountability partner who works in their coached mentee’s best interests. The mentor will take into account what the mentee is struggling with and will make priorities to support them more in those areas, take into consideration what their strengths are, and promote independence in those areas.

Neither mentoring nor coaching is about teaching, instruction, or telling somebody what to do. The role of mentors and coaches is to ask their coached mentees the right questions to promote greater self-awareness and more informed decision-making. The role of mentors and coaches is not to solve problems, but to question how the best solutions might be found.

Abstract

In this paper, I would like to fill in a gap that has so far been missing in the coaching profession. By now, a number of coaching process models have become known, yet it is not a systematic, comparative analysis of these – at least the most popular ones. The replacement of the ‘shortage’ is, in my opinion, very timely. I think that a well-structured organization can help the coaching workforce to get acquainted with newcomers in the initial orientation, or just getting started with practical applications to find the appropriate coaching model for their personality and style. In order to achieve these goals, I have first developed the basis of a system of criteria that can be used to accomplish the goal. During my work, I took into consideration the relevant theoretical background and my practical coaching experience. All the while, I kept in mind that each of the 15 popular, relatively widely used coaching models should be suitable for comparison, all of the criteria I have to make sense and valued to all 15 models. Such an analysis, together with the underlying evaluation system, naturally includes subjective elements. All in all, I believe that comparative analysis can expand the underlying content and be capable to support our goals. In fact, coaches who are already familiar with the coaching profession can be excited about realization of their potential ambitions to develop their own coaching process model, as I did later …

Keywords: coaching models, comparative analysis, criteria, evaluation

1. Coaching models

During the formation phase of coaching methodology, it has become apparent that there is a need for a ‘guide’ that logically describes the main stages of a real coaching process. This guide should be relatively universally defined, regardless of the concrete type of coaching. Based ont the ICA (International Coach Academy) definition, the coaching model is a method or process that helps client realize his intention to get from his current state to the state he wants. Source: http://coachcampus.com/podcasts/the-coaching-panel/coaching-models/

By now – mainly in international terms – a large number of coaching models have been created. The number of popular models, used by many coaches that have already been proved, is about 15 to 20. Despite their number, there are common features in them. In almost all of them the organizing power is perceivable, which basically affects them. Here I am thinking most of the fundamental values that are the basis of the core philosophy and mission of coaching. As an example, I can mention the atmosphere of trust and openness, or the importance of honest, open communication between the client and the coach at the beginning of the coaching process. The priority of the client’s objectives and their implementation, as well as the professional compliance of the methodological and ethical rules that fully support the entire support process. Last but not least, I would like to emphasize the learning process, which, in a fortunate case, goes well beyond the achievement of the current ongoing objective. Optionally, as an active participant in a coaching process, our client can become capable of making the process self-referential, meaning that the experienced, learned, trained, persistently integrated mindset and action patterns he or she will be able to apply later on in other areas of life, whether it is a unity of leadership, approach and practice, or leisure activities with family and friends.

2. Creating an evaluation criteria system for comparative analysis of coaching models

As I mentioned before, studying the coaching models, I have surprisingly noticed that until now there is not a suitable system of comparisons for them, and so we can not read their deeper comparison. To elaborate an evaluation criteria system that allows comparison of 15 various coaching models, I started collecting the factors I considered important. In defining these, I considered the main goal as an important criterion, as a benchmark for theoretical and practical considerations, that is, whether the given model achieves its ultimate goal, the customer satisfaction and his long-term development, even beyond the given coaching process. To this end I worked out a 10-point evaluation criteria system, some of which I discuss in the following, including their content, the ‘why’ and the cause-and-effect relationships. First, let’s take a closer look at the 10 factors that can be the basis of comparison.

1. Completeness

One of the most important evaluation factors for me regarding a coaching model is completeness. I mean, how much a given model takes over the entire coaching process. For example, does the model describe each phase of coaching process from the first contact to the last meeting (or even after), or just roughly, with missing important intermediate steps or the end of the process. I believe that the completeness or need for completeness is a basic factor that is one of the most important evaluation criteria that gives the framework and everything that is in it.

2. Number of Phases

The most objective evaluation criteria is the number of steps or phases, that can be separated from each other in the coaching process. The authors usually make this clear, numbered, often by way of illustration, as separate units. The number of phases, at first glance, also suggests the detail of the model and the depth of its elaboration. However, the completeness of the model is not necessarily described by only number of phases, because a particular model can be composed of many phases, but it may not be complete.

3. Approach

It is a less objective category than the previous one. Approach, I mean the way and logic the author approaches the coaching process. In Approach, there is, of course, a big amount of subjectivity that I try to soothe by many years of experience I have gained during my coaching experience. Of course, this includes the coach’s personality – in this case my personality -, but I think there are models that are more tolerant regarding coach’s personality than others, so they can be applied more successfully in this meaning.

4. Content

The message of the given model, professional content, and everything that it represents as an added value. The spit and polish may sometimes have a shallow interior, while in other cases it may be inversely intact.

5. Form

External appearance, often with great differences. A meaningful model can be distracted by an inappropriate representation, and of course we can also find an example of a more modest version of a model valued superb at first glance.

6. Comprehensibility

Understanding, I mean accessibility, if you like the model’s information-transfer capability, which is almost immediately felt even by a less experienced observer in the field of coaching. Some models are clear, comprehensible at first glance, and their content with their appearance is immediately ’rounded’.

7. Elaboration

The depth of explanation, the degree of expression, which helps to dispel any doubts of interpretation, giving a precise description of the model’s content and its mechanism of operation. With years of coaching experience, it’s easier to figure it out, but I think a model is more valuable, because we have to think about the ambitions of even less experienced coaches.

8. Usability

There are many ‘beautiful’ coaching models. At first glance, they may appear to be more sympathetic in many ways, but at first use it may turn out that everyday use of them can be problematic. They seem to be groundbreaking, ’round’, but testing them in sharp relationships sometimes does not succeed as we imagined.

9. Flexibility

There are models that can only be used in a narrow circle for a certain type of coaching. However, fortunately, there are also many universal coaching models as well, that can be deployed in almost any situation. Of course, I do not want to say that special models are less valuable, but I just want to point out that their application requires a lot of caution.

10. Other comparative advantages

This aspect evaluates the existence of novel, unique and distinctive elements of a given model that are unique to other models, and of course useful regarding the main purpose (see Abstract).

3. Results of comparative analysis regarding coaching models

The comparison of the 15 coaching process models by 10 evaluation criteria was done both numerically and textually. First, I present the aggregated, quantitative results, and then the textual explanation in descending order, based on total scores. In the numerical evaluation, each evaluation criterion was given at least 1 point (the worst case) and maximum 5 points (the best case). I did not differentiate between scoring points (I did not weight them), because in my opinion this would only increase the subjectivity of the nature of things anyway. Based on these, a given model could have received a minimum of 10, up to 50 points. Simply, a more valuable model has a higher total score.

Table 1.: Numerical results of comparative analysis of coaching models in descending order of total score

Evaluation criteria

Coaching model Completeness Number of Phases Approach

Content Form Comprehensibility Elaboration Usability Flexibility Other comparat. advantages Total score

VOGELAUER 5 4 5 4 4 5 5 5 5 4 46

CASCADE 3 5 4 4 5 5 4 5 5 5 45

DIADAL 4 4 5 5 3 5 4 5 5 4 44

IDEAS 4 3 4 5 5 5 5 4 5 4 44

POWER 4 3 4 4 4 5 5 4 5 5 43

RAAGAA 5 4 5 5 4 4 3 4 3 5 42

ACHIEVE 4 5 4 4 4 5 5 4 3 4 42

CLEAR 4 3 4 4 4 4 4 5 4 5 41

7C 3 5 5 4 3 4 3 4 4 5 40

GROW 2 2 4 4 3 5 4 5 5 5 39

WAVE 3 1 3 4 4 5 4 4 5 4 37

PARTNER 4 5 4 4 3 3 3 4 3 4 37

LASER 3 3 3 3 4 3 4 4 5 4 36

STAR 3 2 3 3 3 4 2 4 3 4 31

CANOE 3 3 3 2 2 4 3 4 3 4 31

Source: Own

I would like to emphasize again, that this ranking is based on my own self-evaluation criterions, which reflects my personal preferences. Other coaches may prefer different point of views, evaluation criterias or other aspects. What I can say for sure is, that based on my practical experience, style and personality, this table reflects my preferences have already been proved in several coaching processes.

In the following textual analysis, I consider this table as the basis for the presentation, so I start with highest score and finish with lowest score model.

Place 1.: VOGELAUER model (46 points)

Based on the scores, Werner Vogelauer’s model finished in the first place, with 46 points out of the maximum available 50. The loss of just four points clearly indicates the role and popularity of the model and the author’s class in the coaching profession.

Vogelauer’s work is a classical coaching process model that reflects professional experiences learned from the many years of practical experience of the Austrian Development Psychologist. The number of phases is strictly 5, but the middle section is divided into 6, which is only one out of the 7 of the maximum evaluation criteria. Its approach is based on extensive feedback based on practical experience. In my view, its content lacks a single element, the implementation phase, where the client exits from his comfort zone and tries new behaviors. The coach also has to do it, so it would be ideal for me if the model were to deal with it. I think it might be a little bit better in form. Comprehension, readability is easy, even for a reader who is less familiar with the topic. Practical applicability of the model is exemplary, as described above. Vogelauer’s model is flexible and can be used in almost all areas of coaching. The model is comparative and distinctive, I consider good.

Place 2.: CASCADE model (45 points)

Compared to the ‘winner’, this model is just 3 points behind. CASCADE model is a precious model, but the completeness is missing. It is a little bit strange for me that the ‘Evaluation of results’ is immediately after the ‘Action Plan’. I think that a phase of implementation should be included between the two phases. The approach, the content and the elaboration have less scores compared to Vogelauer model, but I appreciate the importance of the factors highlighted in Stage 3 (‘Personality Inventory’), (‘Commitment to Change’), and 5 (‘Mutually Acceptable Goals’).

Places 3-4.: DIADAL and IDEAS models (44-44 points)

There is a great contest between the first Hungarian coaching model (DIADAL) and the 5-step Spanish model (IDEAS). Maybe I’m a little bit partial to the Hungarian model. Not only because I mostly used this model until I created my own one, but because it’s really a logically-built, universal model. It may well be that its completeness and elaboration is not perfect, but it is a practical model that has already proven in practice as well.

The formal appearance and elaboration of the IDEAS model – compared to the DIADAL model – is better, but it performs a little bit less in number of phases, approaches and usability.

Place 5.: POWER model (43 points)

The relatively low-profile model is somewhat better than the average, with a few attributes such as comprehensibility, elaboration, or flexibility. Among other comparative advantages, I find it important to highlight the explanatory ‘deposits’ and questions that the coach can effectively help his client to identify actions that are best suited to his or her personality. One of the distinguishing feature, virtue of the model is the alignment of the client’s intent and the desired effect.

Places 6-7.: RAAGAA and ACHIEVE models (42-42 points)

There are two models, RAAGAA and ACHIEVE in dead heat, only 1 point left the 5th place. The strength of the RAAGAA model – created by Harish Devarajan – is the completeness, the sympathetic and unique approach, the content and the specialty, that was inspired by classical Indian music. At the same time, elaboration and limitations of flexible application can be mentioned as a weak point, which arises from the nature of the model, namely it was developed specifically for executive coaching.

Fragmentation of ACHIEVE model is very interesting, because despite the large number of its phases, is not a complete model. The model lacks phases of contact, alignment (coach and client) and stages of execution. The virtue of the model is comprehensibility and detailed elaboration.

Place 8.: CLEAR model (41 points)

The weakness of this average scored model is the relatively small number of phases. Peter Hawkins’s model can be called excellent from usability point of view. The distinctive virtue of CLEAR model is the set of questions given by the author for each phase, which can provide effective assistance to coaches who are just getting acquainted with the practical application of the model.

Place 9.: Model 7C (40 points)

The 7C model rises in the number of phases and the logic of the approach, but I note that – similarly to the 2nd CASCADE model – there is a lack of completeness. I really miss a section between the ‘Confirm’ and ‘Continue’ phases, namely the implementation, if you like execution. Form of the model could be more elaborated, more demanding, and it would not have hurt to explain the contents of each phase in more detail.

Place 10.: GROW model (39 points)

Despite its popularity and its ‘past’, it is easy to ‘catch’ the basic model. The virtue of GROW model is its essence, which has some inimitable elegance. Its comprehensibility, usability, and flexibility are exemplary. However, based on some categories of comparative criteria, it does not perform so well. The completeness of the model (it is unfinished) and the small number of phases is striking, compared to most of the coaching models. In the GROW model there are simple questions in each phase to help coaches. That can be mentioned in a positive sense, as a comparative advantage.

Places 11-12.: WAVE and PARTNER models (37-37 points)

The WAVE model tries to grasp the essence of coaching process even more concisely than the GROW model does. Therefore, its completeness is a week point. It is composed of only three phases. The author does not insist on acronyms. In Ndeye Seck’s Sanchez model, however, there is something beautiful. The ‘brave’ puritanical approach, with a visual, imaginative wave-representation, places the values in spotlight. Pairing a comprehensible description with simplicity has resulted a flexible model.

We can be satisfied with the structure and number of phases of the average PARTNER model. Our concerns may be more in form, comprehensibility, elaboration, and flexibility of use. Interestingly, I would like to say that before the last stage ‘Empowering Energy’, can be the distinguishing feature of the PARTNER model. Unfortunately, the elaboration of this phase may not be sufficient for most coaches. Universal use of the model is limited by its uniqueness.

Place 13.: LASER model (36 points)

The completeness of LASER model slides under average coaching models, while the number of phases, approach, content, and comprehensibility are moderate. Almost one of its virtue is due to its formation. The universality of the model is derived from the leadership sciences, because of its broad-minded approach. It is a pity that we may feel that there is a phase missing from the end, almost unfinished.

Place 14-15.: STAR and CANOE models (31-31 points)

Finally, there are two tail-ender models. In spite of their weaknesses, they can be used, but I would not recommend them to anybody. While the STAR model suffers from only few number of phases and rough elaboration, the form at CANOE model is below average. Overall, they can not be considered an example to be followed. Just mentioning the two biggest problems, the STAR model with a short explanation combined with the small number of phases causes serious loss of value, while the CANOE model misses important content elements. Once the client becomes more open, the next phase is immediately the celebration. That is a big professional mistake, because it lacks the phases of implementation (supported by the coach), possible fine-tuning, and the retrieval of results, so how could we decide whether time has come for celebration.

Conclusion

Based on the conclusions drawn from the evaluation of the 15 coaching process models in 10 aspects, we can conclude that most of them are useful models, which have quality differences. Well thought, refined models based on practical experience and feedback, are the most valuable. However, I would not highlight a specific model that I would say it is the best and this one should be used by everyone and forget about the other models, because in my opinion a coach should find the model that suits most his way of thinking, style and last but not least his personality. Finding the right model in practice is much easier than we think. The beginner coach – in the best case – learns about approximately 10-15 coaching models. During this learning process he will almost automatically recognize/feel which is the most sympathetic model, which is closer to him, which is that he can learn more naturally and which one can be used easier after first session. In my opinion, it is best to start with universal models, and then, after obtaining some experience, you can try using one or two special models. Of course, this is where life enters, since an enthusiastic beginner coach tries to seize every opportunity, while himself is changing as well. The beginning is difficult here too, as there is a lot to do with everything that makes first steps more problematic without prior experience. Even so, it can be a useful advice for beginners – after a while – to continuously monitor and develop themselves, even with use of coaching tools.

Strong leadership has emerged as one of the most valuable assets in the new millennium. The abilities and positions bestowed upon individuals in present-day society often come with immense responsibilities. Executive coaching has often been utilized within very complex business organizations to improve their success and operations. Executive leadership and coaching refer to the ability of training, usually identified by younger people in the environment, to learn and to equip employees with tools and skills to improve their performance. In work environments, executive leaders have been using this technique to solve performance problems and to better the quality of work by their employees, teams, and departments.

While at first, the two appear to be quite similar, there is actually a significant difference between coaching and mentoring. Mentorship generally helps an individual shape his values and beliefs by learning from someone in the industry who has been there for a long time, and who is willing to share the wisdom amassed over the years. In other words, mentors are usually more experienced versions of their mentees. On the other hand, coaching refers to increasing the technical know-how of an individual in the industry. Compared to mentorship, coaching is often short-term, structured, and focuses on a specific development situation.

The study of executive leadership and coaching is vital for navigating change in senior positions at various social levels. All organizations and societal leadership positions will encounter change at some point in their existence (Rosha & Lace, 2016). As such, it is always important for the new individuals taking the mantle of leadership to demonstrate high levels of competence from the start. Another significant contribution of the study concerns the improvement of other societal factions. For instance, individuals that have been taken through the coaching process can typically be released to lead in other areas. Studies like this can be crucial for the production of strong and better leaders.

Themes and Trends

Various themes and trends often emerge from executive leadership and coaching. The first significant theme established by the study entails increasing the self-confidence of the subjects. The individuals exposed to coaching and effective executive leadership have often registered a significant improvement in their self-confidence while carrying out various duties. This result has been witnessed multiple times, as coaching has become a mainstream leadership technique in many organizations and societies. Another significant theme observed in the study involves making career transitions. Significantly, most people that have been coached and trained effectively tend to shift from their current careers to new employment opportunities. This increased career mobility has allowed such individuals to more freely pursue their passions.

Theme One

The first crucial element of coaching and executive leadership entails how these approaches are employed in practice. For instance, to enhance the learning experience for individuals, coaches often apply strategies from five essentials of learning: cognitivism, behaviorism, humanism, social learning, and constructivism (Allen & Buller, 2018). The authors, Allen, Jenkins, and Buller, offer reflections on the leadership domains they have learned, practiced, and coached. Scott Allen, for example, analyzes his experiences in springboard diving. The author spent considerable years in this field coaching high school students and other teams through college. Allen asserts that one of the tactics he passed on to his trainees was deliberate practice, a skill which set them apart from their competitors throughout their athletic careers. The author gives an example of Greg Louganis, a diving group that posted the highest results in the games for years.

Deliberate Practice

According to Allen, one of the most crucial factors that enabled certain teams to record such significant performances was self-confidence. As an athlete himself, Allen did not begin with a ten-meter race. He instead began from the one-meter diving board, where he continued to jump forward, increasing his skills on a gradual basis. The development of Allen’s self-confidence was greatly attributed to his coaches and the supervised practice that he undertook. For years, the coaching he received got him out of his comfort zone for 60 minutes out of the 90 minutes of practice. Due to the competitive nature of the sport, there were significant targets that all the athletes and coaches had to focus on. The coaches were keen to ensure that they guided their subjects through perfecting the game. For instance, the degree of difficulty for one particular game kept increasing year in, year out during the training period. This ever-increasing difficulty was coupled with the incorporation of new techniques that were emerging in the sport. Such measures were critical for increasing the participants’ confidence as they were in a position to take part in the competitions effectively. Through coaching and training, the trainees became perfectionists who went on to train the next generation of players.

Moving on to one of the other authors, Dan Jenkins analyzes his encounter with jazz, as he coached CLC teams for many years. Jenkins worked with teams where interdependent individuals were empowered and equipped with the skills necessary to achieve collective goals in jazz music. Jenkins asserts that one of the critical factors for successful coaching was servant leadership that could be applied by all the coaches. Significantly, he argues that effective coaching and executive leadership requires a leader who understands the varied nature of the trainees. This understanding is vital for seeking ways to blend the varieties and harmonize them to produce the desired objectives. The blending, however, does not occur aimlessly, as leaders must undertake several steps to ensure the success of coaching and executive leadership.

Jenkins posits that one technique often employed is the crafting of an informed curriculum that is guided by the accomplishments of the best performers. This guidance is often fundamental in ensuring uniformity throughout the practice sessions. According to the researcher, shining as an individual does not mean you will shine as a collective group. Therefore, it is vital that, even in the quest to sharpen their own skills, individual members contribute positively towards the success of the group. That said, to properly implement coaching, it is paramount to compare the group being trained with the current best performing teams. Doing so improves performance analysis by determining the areas that need the most work, while those being coached develop mental representations of what high performance looks and feels like through deliberate practice. This propels them to work extra-hard to make sure they achieve their desired best performances.

On the other hand, Eric Buller states that deliberate practice is one of the hallmark techniques used in training the United States Army in preparation for combat: “The trainings are often conducted in mock military operations to allow the officers to ensure instant evaluation in from the simulations.” Throughout the training, the cadets are always split into small units of tactics and leadership. These units enable the cadets to practice forms of leadership that are fundamental in the battlefield and which have for years been crucial for ensuring the victories attained by the army. Notably, the training provided in the military allows trainees to understand the complexities of their work by teaching them effective responses to war events. Other business organizations apply simulation techniques to train their employees (Lipshitz & Nevo, 1992, p. 6). The simulation process provides managers with a guide concerning what they should do to ensure that their work becomes effective.

Executive Coaching in Project Management

The application of personal competencies has proved to be consistently reliable in enhancing the success of project management. Executive coaching has always been critical for improving the personal competencies of project managers in fields (Ballesteros-Sanchez & Rodriguez-Rivero, 2019). For instance, Ballesteros, Marcos, and Rodriguez conducted a study observing 30 project managers and 30 observers to determine the impact of coaching on different competencies. In the context of project management, the study results showed that executive coaching had the greatest impact on several behaviors exhibited by the trainees. These behaviors included leading, managing, and finding productive strategies for coping with challenging situations in the workplace. In other words, the results suggest that different executive coaching styles may be employed to ensure that trainees are better suited for performing their vital tasks.

Training junior organizational members through executive coaching equips them with technical skills that enhance the organizations’ success, with the trainees in the frontline. The study is also in line with the complex theory. Complex theory asserts that present-day organizations are complicated, meaning that it takes the employees a significant amount of time, training, and induction to fully understand them. According to the theory, modern businesses spend a lot of time and effort maintaining a vast, centralized system to enhance the control of their large organizational structures. Most organizations have found it difficult to maximize their success due to the small number of trained employees who can conduct the necessary duties. As a result, junior employees have since been gradually taken through trainings using various platforms such as workshops. The organizations have taken several measures to enhance the effectiveness of the trainings. The first crucial step has been the simplification of the organizational rule structures. Under this technique, companies have been reducing unnecessary procedures in their line of operations, something which ultimately boosts employee efficiency. The organizations have further ensured that all the requisite materials to conduct the training are available. Through such measures, the junior employees have recorded tremendous improvements in their operations, adding to the overall success of their organizations.

Putting Coaching Leadership Style into Practice

There is a great need for organizations to ensure that they put the identified coaching leadership styles into practice to enhance their success. The main responsibilities of project management include planning, organizing, staffing, monitoring, controlling, and evaluating the organization’s operations. However, the job comes with immense challenges such as coping with a complex project environment, dealing with issues across the functional lines, handling conflicts in the organization, and managing change (Berg &Karlsen, 2016). As a result, it becomes quite hectic for the managers to apply effective coaching leadership styles in the dispensation of their duties.

According to the research conducted by Berg and Karlsen, the success of coaching leadership styles depends on several factors. The first critical factor that determines the aspect involves organizational culture. Organizational culture is built on its members’ values and principles and is often embedded in its mission and vision statements. To improve their leadership, management must first develop a culture of friendliness with the junior employees. Different organizations apply diverse techniques to encourage friendliness and productive coaching techniques (Sarsur & Parente, 2019, p. 140). Among these critical techniques include creating a time where the junior employees and the management interact informally on a friendly basis (Tews & Noe, 2017). This method has been vital in assuring employee satisfaction and increasing the probability of improved performance. A culture of friendliness promotes cooperation among the trainees, bettering the chances of success for the coaching processes (Matsudaira, 2019, p. 12) Another tactic employed to establish an environment of friendliness is making sure that junior employees are involved in crucial organizational affairs.

A culture of friendliness in an organization motivates the employees to learn from their managers in various ways. Employees that are open with their managers are, for instance, more ready to ask questions and to push their managers into teaching them skills and techniques to enhance their success. On the other hand, a culture that does not support the junior employees forces many of them to begin considering other employment opportunities. Besides contributing to high turnover rates, this means there is a high possibility that employees will not pay attention during coaching sessions, which leads to project failure.

Another element that can augment the success of executive coaching entails self-management. Executive coaching’s principal objective is often to empower the employees into believing that they have the capacity to influence their work. According to the research, the success of coaching leadership styles relies on the employees’ ability to develop positive thoughts, feelings, and behaviors, which will culminate in commendable results. The approaches applied in the coaching often determine the adaptive performance of the subordinates and the feelings of anxiety in the workplace (Hui & Sue-Chan, 2018, p. 675). Positive thoughts often involve the goals of the employees, the projects that require implementation, and individual strengths and success stories. To encourage positive thoughts, coaching is bolstered through the use of an appropriate and engaging technique that incorporates the lessons learned in business school (Butler & Spoelstra, 2018, p. 440). The inculcation of such attributes by the individual increases the chances of recording high levels of success from the coaching sessions and of offering leadership in such fields. Positive emotions include the commitment to the processes, passion, joy, self-efficacy, and optimism. Significantly, the techniques are often vital for ensuring that the junior employees have the requisite level of motivation to acquire the skills being passed on to them. According to the research study, employees that have successfully inculcated positive emotions have, in most cases, been able to excel and even surpass the skills of their trainers.

The researchers posit that positive behaviors include delegation of tasks, conflict resolution, applying incentives, listening attentively, and seeking clarification. Achieving project management goals requires the employees to be very effective in their self-management. Such employees are often better equipped to conduct project activities sufficiently, as positive behaviors are known to produce good results for the various business organizations’ project management.

Another significant element that contributes to the success of coaching leadership projects entails the coaches’ signature strengths. Most project managers are tempted to become mentors or to use more directive strengths if they feel that time is not in their favor. Other managers may lack the requisite self-discipline and the patience to offer high-quality coaching. One crucial technique through which managers can provide more successful coaching involves understanding their signature strengths. These strengths involve the basic attributes that define the character of an individual, such as discipline, creativity, courage, and emotional intelligence, among other qualities. Ethical leadership, furthermore, contributes to the success of the coaching leadership styles (Tu & Guo, 2018). Understanding signature strengths makes a corporation more mindful, which allows the managers to perform well in their coaching (Passmore, 2019, p. 170). Managers who have successfully applied their signature strengths in their coaching improve the experience for the junior trainees.

Interpretivism

Coaching leadership styles rely on the principle of interpretivism. This principle involves a people-centered approach embedded in applying mixed methods to enhance its success (Ellul & Wond, 2020). For example, Ellul and Wond conducted a research study on executive coaching in Malta. The results of the study indicated that there exists a significant misunderstanding of the type of executive coaching being applied in the country. The misunderstanding stemmed from the confusion between executive coaching and the role given to people who undertake the duties of supervision, consultation, therapy, mentoring, and auditing.

This research study has been vital, as it highlights the specific areas that can be improved upon to enhance managerial effectiveness, especially in public affairs. To better their efficiency, there is a great need for the organizations to ensure the restructuring of the systems, structures, and dynamics within the public administration. Doing so will ensure the recognition of talents among the stakeholders, thus improving their skills and operations. Matsudaira (2019, p.17) postulates that it is essential to improve on managerial effectiveness by working on a five-plus-year timeline. Fundamentally, this includes documenting priorities, sustaining an open line of communication among team members, and ensuring one is always updated on the industry, to mention but a few (Matsudaira, 2019, p.17). The research also found out that organizations need to create specialized coaching for the various employees to enhance an increase, not only in the employees’ performances but also in the performances of the organizations at large.

Impact of CLS

There is a big difference between the managers who enhance the coaching leadership styles of their junior employees and those who do not. Significantly, managers who ensure that their subordinates receive career mentoring often record higher performance ratings than their counterparts (Wang & Lim, 2018). These managers contribute to their companies’ overall success, and employees who have been taken through such training pieces are often able to take the lead on projects in the absence of senior management teams. The CLS enhances the reduction of insecurities among the trainees in the employment sector (Debus & Konig, 2019, p. 334). The trainings enable the employees to apply appropriate stress reactions and techniques in dealing with difficult situations.

Conclusion and Recommendations

Executive leadership coaching is a critical element in the success of organizations and societies. The managers and coaches who use the executive leadership approach often employ a multitude of techniques to ensure the success of their training sessions. Typical examples of the techniques that have been employed include deliberate practice and measures such as enhancing friendliness with the trainees. These techniques have often set the managers apart concerning the amount of success they record. To ensure effective performance, managers need to inculcate appropriate practices to conduct effective training for their subordinates.

Introductory

Evidence-based management(EBM) means translating principles based on best evidence into organizational practices. Behavior is about science, it’s important for manager to know that behavior as all consequences are a result of the behavior. The Antecedent-Behavior-Consequence Model (ABC Model) tells us antecedents would drive the behavior, moreover, the consequences would follow the behavior. Thus, consequences can either increase the behavior or decrease the behavior, it is critical for the manager to identify and communicate the right desired behavior among employees. On the other hand, the technology of performance management (TPM) contributes towards bringing about the discretion effort. Moreover, tools like PIC/NIC analysis, performance measurement, reinforcement schedules, and Applied Coaching & Leadership Process (ACLP) can help the manager to ensure keep that desirable behavior in an organization.

Evidence-based Management

Evidence-based management(EBM) means translating principles based on best evidence into organizational practices. Through evidence-based management, practicing managers develop into experts who make organizational decisions informed by social science and organizational research—part of the zeitgeist moving professional decisions away from personal preference and unsystematic experience toward those based on the best available scientific evidence. (Rousseau, Denise M. 2014.)

EBM is an evolution in the practice of management, a knowledge-intensive, capacity-building way to think, act, organize and lead; It is also a no-fad, no-fluff approach to developing better managers and leading effective and adaptive organizations and a product of the distinct yet interdependent activities of practitioners, educators and scholars.

There are five principles of EBM: Face the hard facts, and build a culture in which people are encouraged to tell the truth, even if it is unpleasant; Be committed to ‘fact based’ decision making – which means being committed to getting the best evidence and using it to guide actions; Treat your organization as an unfinished prototype — encourage experimentation and learning by doing (encourages agility); Look for the risks and drawbacks in what people recommend — even the best medicine has side effects; Avoid basing decisions on untested but strongly held beliefs, what you have done in the past, or on uncritical ‘benchmarking” of what winners do.

EBM Incorporates when using of scientific principles in decisions and management processes, systematic attention to organizational facts, advancements in practitioner judgment through critical thinking and decision aids that reduce bias and enable fuller use of information, ethical considerations including effects on stakeholders.

Understanding Behavior in Organizations

Behavior psychologists assume that the conditions in the workplace drove the behavior and provided a foundation for PM. Behavior is based on scientific knowledge and has actual explanations and actions. Skinner discovered the principle of reinforcement and defined it as any consequence following a behavior that increases the potential it will occur again in the future (Daniel, 2014, p. 12)

All behavior has a consequence; even doing nothing or not having a reaction are consequences. To change results, you must change behavior (Daniel, 2014, p. 19). It is possible to produce consistent results by effectively managing behaviors. Therefore, managing by results could be demotivating to the employees, it is by either micromanagement or a punishment approach. Laws of behavior can empower the managers to arrange conditions that drive the desired behavior, making it very important to understand behaviors and achieve goals by behavior management.

Behavior and Non-behavior

A behavior is as any observable, measurable activity of a person. Anything a dead man can do fails Dr. Ogden Lindsley (1965) ‘Dead Man’s Test’ to qualify as a behavior (Daniel, 2014, p. 25). Performance is a combination of one or more behaviors to produce a specific accomplishment. Non-behaviors are usually opinions rather than descriptions and based on value systems different from others(refer to Appendix A [Lecture Power Point]). Generalities, attitudes, states, and values are not behaviors. managers need to understand the difference between behavior and non-behavior so they could achieve goals by behavior management.

The ABC Model is the Antecedent – Behavior – Consequence Model, the three-term contingency. The three-term contingency refers to the fact that an antecedent always precedes a behavior and consequence follow it (Daniel, 2014, p. 105, refer Appendix B Figure 1 [Lecture Power Point] for details of ABC Model).

The technology of performance management (TPM) makes the differentiation between a coach and a manager. TPM describes how the managers can get the employees to put in a discretionary effort and deliver more than required. Shaping is a crucial skill for managers and can make the differentiation between a successful manager and an effective manager possible. If a manager delivers his goals every year and ensures that people do what they must, then he is a successful manager. However, if the manager encourages the employees to drive change and ensures their continuous improvement, he is a coach or an effective manager (refer to Appendix C Figure 3 [Lecture Power Point]).

Managers Need to understand Consequences

A consequence can increase or decrease the occurrence of a behavior. A consequence that increases the probability of repeating a behavior is a reinforcer (Daniel, 2014, p. 140), and shaping, effective use of consequences that lead to desired performance outcomes (results plus behaviors that lead to desired results), is powerful — since shaping involves use of consequences, and since all behaviors have consequences, shaping is always occurring (unintentionally, or intentionally). Employees just meeting standards is not a desired outcome since maximizing employee performance leads to more rapid change regarding increasing value for customers and stakeholders, therefore, employees can shape their manager’s behavior (managing up).

Decreasing and Increasing Behaviors in Organizations

All behaviors have consequences, and these consequences have effects. Schedules for reinforcement can help increase or maintain a behavior. On the other hand, punishment and penalty reduce behavior (Daniel, 2014, p. 266) (refer to Appendix B Figure 2 and Appendix D Figure 4 [Lecture Power Point]). Consequences that increase behavior — positive and negative reinforcement is any event, action, or objective that has increased the frequency of a behavior. (Daniel, 2014, p. 139) A positive reinforcer (R+) is any consequence that follows a behavior and increases the likelihood of the behavior occurring again, and negative reinforcer (R-) is any event, action, or object (potential punisher) that causes a person increase behavior in order to escape it or avoid it (Daniel, 2014, p. 140).

On occasion managers may be faced with behavior such as complaining, poor quality work, or inappropriate social behaviors. Most behavior analysts immediately think of extinction as the reduction procedure to use in such cases(Daniel, 2014, p. 263). However, sometimes extinction is not the most benign and appropriate way to resolve these issues.

What happens to performance under extinction depends on the person’s history of reinforcement on the prior schedule. For example, there are rather unique distinctions between using extinction with behavior under the control of positive reinforcement (R+) as compared to negative reinforcement (R-)(Daniel, 2014, p. 263)(refer to Appendix D [Lecture Power Point]). In addition, R- is default if not R+. Which leads to unintended consequence of a negative environment.

Consequences that Increase the Rate of Improvement of Desired Performance Behavior

When applying performance management to improve organizational performance, one of the more important tasks is to help upper-level managers and supervisors find reinforcers for their employees(Daniel, 2014, p. 171). There are four main characteristics of effective reinforcers: Controllable, Available, Repeatable, and efficient. To increase the rate of improvement, feedback needs to be perceived as R+, and only R+ leads to maximized discretionary effort.(refer to Appendix C and Appendix E [Lecture Power Point]).

Explain the importance of understanding the power of using positive reinforcement (R+), and how only R+ can maximize employee performance by creating discretionary effort.

Consequence Used Most by Managers

Most managers use negative reinforcement. Since most of the managers do not understand the difference between positive reinforcement and negative reinforcement, the majority of performance improvement efforts are driven by negative reinforcement. In addition, because negative reinforcement increases behavior, some managers don’t see the need for positive reinforcement. In other words, as a result of using negative reinforcement to reach their goals, the managers may receive bonuses and other positive consequences(Daniel, 2014, p. 143). Nevertheless, negative reinforcement almost always produces negative reports from employees as it relates to management and the workplace in general. When leaders endorse the use of negative consequences as the primary way to achieve organization results, directly as an active participant or indirectly through policies and systems, it always produces ethical concerns and an organization that never performs up to its potential(Daniel, 2014, p. 144).

Using PIK/NIK Analysis to Determine Effective Consequences?

Explain how managers can use the PIK NIK Analysis to determine the strength of consequences.PIC/NIC analysis is a tool used for understanding consequences, it answers why a person engages in any behavior that may seem irrational to others. The PIC/NIC analysis more focused on the behavior than the result, it works to create an environment which supports the desired antecedents and consequences. PIC/NIC analysis creates a separate analysis for each problem, for most practical purposes, the PIC/NIC analysis exercise will offer insight and better understanding of both the current and desired performance conditions, and consequences drive behavior, small certain immediate consequences are more powerful than a consequence that may occur in future which could be positive or negative and would be either certain or uncertain. Therefore, PIC/NIC analysis benefit the determination the strength of consequences.

Applied Coaching and Leadership Process

Introductory paragraph. Explain that the process involves using TPM concepts such as understanding how to shape employee performance behaviors so that discretionary effort occurs in a five-step process. Then, go through each step.

Applied Coaching and Leadership Process (ACLP) is a process help to identify the problem and address it for reinforcement to work. It uses techniques like pinpoint, measure, feedback, reinforce, and evaluation/ change to assist management. It is the most common and easy way to evaluate the change in behavior. (refer to Appendix F [Lecture Power Point]).

Summary

The ACLP is critical to help reinforcement and achievement of goals. Each step in the plan is an opportunity for positive reinforcement and shaping so that the employees engage using maximum discretionary effort. One can achieve fluency only by skill, and pinpoint plays a critical role here. The receiver determines the consequences, not the giver. It is important to ask the right questions at every step and revisit the desired behavior and the expected performance. ACLP gives an opportunity to measure behaviors, evaluate the change, and share feedback as and when required, to reinforce the right behavior. (refer to Appendix G [Lecture Power Point]).

References

1. Rousseau, Denise M. 2014. The Oxford Handbook of Evidence-Based Management. Oxford: Oxford Univ. Press.
2. Daniel, A., Bailey, J., (2014) Performance Management, fifth edition