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BSC (Hons) Business Management ( Top-up) BMP6004 Learning and Development
Assessment 2 : Individual Presentation COACHING MODEL CRITIQUE AND PDP Name: ID:
Contents • Introduction • Definition of Coaching • Critical Evaluation of Coaching Models • Coaching self-assessment tool • Identification of 2 key areas of development • Development plan focussed on developing identified skills – based on a coaching model • Conclusion/Summary
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Introduction • The process of coaching is an extremely important instrument that has the capacity to promote the development of a great number of different people. • The Coach is responsible for recognising and investigating the people in their journey towards their predetermined goals and ambitions, which are tied to a variety of particular aspects. • Coach is provided with the capacity to promote the smooth operation of the individual's efficacious powers. Coach is endowed with the ability to enable the smooth operation of the individual's efficacious skills.
Definition of Coaching • A strategy that focuses on helping a person achieve their predetermined objectives is one definition of coaching. • The practise of coaching is one that makes it easier for people to achieve learning results that are instinctively geared toward improving the efficacy of an activity (Attanasio, 2016). • It is a mentorship session that assists folks in attaining what they have always desired to achieve and may help them get there. • It is also certain to foster change, whether this change is connected to the individual's personal development and transformation, attitude, or conduct.
Critical Evaluation Of Coaching Models • There are a lot of different coaching methods that are successful, and many of them are capable of giving an individual's life meaning at an earlier stage (Boyce et al., 2010). These are as follows: a stage far further back in time. These are as described below: • Grow coaching model • Clear coaching model • Oskar coaching model
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GROW COACHING MODEL • The model of grow coaching is the one that is the most well-known and extensively used, and it is of the utmost importance in ensuring that a purposeful objective is achieved (Carey et al.,2011) . • Inculcating well-structured questions that are relevant to an individual's innate abilities is another function of this process. • It is advantageous in that it enables the formulation of precise goals within a framework that is adaptable .
CLEAR COACHING MODEL • The transparent model is an easy model that is constructed on the foundation of a five-stage model that is constructed on the foundation of a five-stage model that is constructed to aid persons. • It causes one to go through certain life-altering experiences, and as a result, it has a great deal of power. • This process is especially difficult since it is indicative of the coach's personality, which the coach has to alter in order to become more aligned with the needs to change in order to become more aligned with the folks he works with.
OSKAR COACHING MODEL • This approach places a significant emphasis on the solution-based framework since it increases the likelihood that things will go in a positive direction and make progress. • It instilled in me a long-term perspective, which gives a full assessment of the potential challenges that would arise in the future. • Boosting an individual's sense of self-worth is another natural consequence of this behaviour (Lennard, 2013).
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Coaching Self-Assessment Tool • As a coach, it is my responsibility to instil confidence in the athletes and inspire them to do their best ( Crow, 2012) . • As a coach, I shape the next problems by allowing clients to have a better awareness of their own particular concerns. • As a coach, I am not very good at displaying the kind of leadership that I want to instill in my athletes. • Because of my experience as a coach, this self-assessment is based on the coaching attributes that I have learned.
Coaching Self-Assessment Tool • As a coach, I urge my clients to recognise the value of listening and self-evaluation in creating new leads. • A bump, a pothole, and the sadness of despair interrupt the lives of those who have failed to grow their capacities (Fletcher, 2012). • Future difficulties that may be readily foreseen lack the visionary caution that characterises my leadership style. • As a mentor, I am sensitive to my students' questions and concerns, and I have always offered them constructive criticism .
Development Plan Focussed On Developing Identified Skills – Based On A Coaching Model • The connection that is developed in terms of the assessment tools and the Grow Coaching model is representative of the problem-solving process that is intended to take place (Gormley et al., 2014). • The partnership is also casting light on the tedious routines that make it impossible for people to participate in their full capacity. • I prevent them from taking part in several sessions that might eventually discourage them from reaching their full potential. • These evaluations are always important for me to recognise the gaps in my knowledge and skills that I need to fill in order to be an effective Coach.
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Conclusion/Summary • The examination of the contribution that is anticipated of a coach is provided in this presentation in a clear and concise manner. • Throughout this presentation, many coaching methods have been subjected to an in-depth analysis to highlight their significance. • It is obligated to provide a truthful description of all the characteristics that are associated with a leader ( Koortzen et al., 2010) .
Reference List • Attanasio, F., 2016.Understanding Coaching. Lulu Press, Inc • Boyce, L.A., Jackson, R.J. and Neal, L.J., 2010. Building successful leadership coaching relationships: Examining impact of matching criteria in a leadership coaching program.Journal of Management Development. • Carey, W., Philippon, D.J. and Cummings, G.G., 2011. Coaching models for leadership development: An integrative review.Journal of leadership studies,5(1), pp.51-69. • Crow, G.M., 2012. Coaching for Leadership.Sage handbook of mentoring and coaching in education, p.22. • Fletcher, S.J., 2012. Coaching: an overview.The SAGE handbook of mentoring and coaching in education, pp.24-40. • Gormley, H. and van Nieuwerburgh, C., 2014. Developing coaching cultures: a review of the literature.Coaching: An International Journal of Theory, Research and Practice,7(2), pp.90-101. • Koortzen, P. and Oosthuizen, R.M., 2010. A competence executive coaching model.SA Journal of Industrial Psychology,36(1), pp.1-11. • Lennard, D., 2013.Coaching Models: A Cultural Perspective: A Guide to Model Development: for Practitioners and Students of Coaching. Routledge.
Questions? • It is a crucial component of the coaching factor to both encourage and facilitate questioning from the person being coached. • The finest questions are the ones that the coach ought to be able to answer in an appropriate manner. • No of how much information the kids already possess, it is in everyone's best interest to let them go first when it comes to answering questions. • There has to be more of a focus placed on the discipline of reflecting.
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