Coaching abstracts

Citation

(2003), "Coaching abstracts", Measuring Business Excellence, Vol. 7 No. 4. https://doi.org/10.1108/mbe.2003.26707dab.007

Coaching abstracts

Coaching abstracts

Developing coaching in organizations: how to use the principal instrumentsMcLeod, A., Training Journal (UK), July 2003, 4pp

Describes, briefly, some training interventions to help coaches become more effective (emphasizing that true coaching supports the general move towards self-directed work); looks, for example, at what are termed the three principle instruments of coaching – questions, challenge and silence (the most potent) – and the importance of the coach him/herself experiencing the coachee position (especially in less-than-perfect situations) and of observing other coach/coachee interactions.

Coaching: an essential leadership componentGibson, S., Mt Eliza Business Review (Australia), Summer/Autumn 2002/2003, Vol. 5 No. 2, Start page: 59, No. of pages: 8

Describes what coaching is – and is not; distinguishes coaching from training; refers to it as a process that involves, a close often one-on-one personal relationship between the coach and the individuals. Outlines the author's experiences of coaching a football team; catalogs the lessons learned; highlights the importance of identifying barriers to progress, and setting achievable goals. Records the author's experiences of coaching with the GM Rural Bank, of the National Bank of New Zealand (NBNZ); outlines the two coaching models adopted – one for an "executive" coach the other for an associated "buddy" coach; describes the establishing of a coaching culture in the rural segment of the bank. Outlines some of the main observations, relating to the process and culture of coaching that the author gained, while executive coach at NBNZ; looks at the beneficial outcomes that were achieved from the coaching programs; concludes by identifying a number of tasks considered essential to building the framework needed to support a durable coaching culture.

Performance improvement interventions: their similarities and differencesScott, W., Journal for Quality and Participation (USA), Spring 2003, Vol. 26 No. 1, 5pp

Points out that when attempting to change or influence behavior so as to improve performance, leaders have two aspects of behavior change – based on the ABC (antecedents, behavior, consequences) model of behavior change – to consider, both of which have the potential to influence future behavior: antecedents and consequences. Outlines how antecedents and consequences of performance affect individual learning and suggests that there are two approaches to learning, pedagogy (teacher-led) and andragogy (learner-led), and three categories of learning, education (knowledge), training (skills) and development (application of learnt knowledge and skills), which influence which intervention a manager may decide to use. Describes, briefly, five "guidance" approaches (management interventions) that are commonly used in the workplace, teaching, mentoring, coaching, counseling and consulting.

Coaching for improvement: an essential role for team leaders and managersBrocato, R., Journal for Quality and Participation (USA), Spring 2003, Vol. 26 No. 1, 6pp

Looks at the nature and benefits of team leaders and managers adopting a coaching role in order to facilitate improvements in the work behaviors or skills of team members (emphasizing, however, that coaching is intended to "convey a valued person" from where they are to where they want to be), and discusses the different types of performance problems – in both the team member and leader contexts – that may be helped by the coaching process, for example, lack of experience and job-person mismatch (team member context), and poor communication skills (leader context). Suggests that 360 degree feedback and instrumented learning (such as self-directed assessment) can alert a leader to the existence of a problem in their own performance and help them understand their own personal style (which, in turn, helps them develop an action plan for self development).

Coaching continuous improvement in small enterprisesAlstrup, L., Integrated Manufacturing Systems (UK), 2000, Vol. 11 No. 3, 6pp

Reports the experience gained from a research project to study continuous improvement (CI) in three small and medium sized enterprises, in Denmark, comprising 20-50 employees with little educational background. Explains the approach adopted, which was carefully adjusted to the actual situation and conditions in the firms. Includes detailed, case study results from three selected firms: a company assembling products for energy supply and two woodworking companies. Focuses on the means of facilitating the learning process, of both the employees and the management, as being the key element in the approach to the continuity of the CI activities. Suggests that, in order to create a climate of confidence, consultants hired as external coaches to support CI activities must respect the owner-manager's need of sovereignty and, at the same time, support the long-term learning process.

Balancing the people and the technical sides of qualityWidman, D., National Productivity Review (USA), Winter 1993/1994, Vol. 13 No. 1, 18pp

Explains that total quality management can only be achieved by attaining a balance between the behavioral or people aspects of an operation, such as team building and development of interpersonal skills, the technical side whereby staff are trained in the techniques of quality measurement, and training in the leadership of quality initiatives. Describes the effects of an imbalance in these three elements and presents an overview of the steps taken at Momentum Graphics Inc. of Washington to train its management and staff so that the correct balance was achieved; emphasizes that management by results alone, without understanding the processes that achieve those results, can only lead to failure. Illustrates the arguments with examples of the techniques taught during the training and a summary of what the company meant by leadership; follows Deming's example in condemning performance appraisals for staff, choosing to stress the greater importance of facilitating, coaching and counseling of staff if objectives are to be met.