Identify performance problems or difficulties with coaching and rectify or refer to appropriate person for follow-up.
Evaluating coaching
Performance issues with the coaching experience should be evaluated from three different perspectives.
Evaluation should examine the:
➢ Impact of coaching on the individual
➢ Impact of coaching on the organisation
➢ Effectiveness of the coaching.
Potential performance problems or difficulties include:
➢ Breakdown in communication
➢ Lack of skill/ability
➢ Lack of motivation
➢ Inappropriate circumstances for coaching
➢ Insufficient opportunity to practice
➢ Language or cultural barriers
➢ Shyness or lack of confidence.
Rectifying problems
If there have been problems with coaching to an individual, it is important to see if the problem lies with them or the coaching process.
Check if they exhibit the following properties:
➢ Are they committed to change? – Learners who either think they’re perfect, do not want to improve or take responsibility or step outside their comfort zones are not likely to achieve results in the coaching process. Some people may not feel like they need to practice.
➢ Are they able to communicate? – Learners may have difficulties explaining what they find difficult or have problems understanding for a variety of reasons, such as personal problems with the coach, shyness or language difficulties.
➢ Are they open to criticism? – Are they able to listen to constructive criticism without being defensive and then take input on board? Are they willing to talk about problems with their work?
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➢ Do they see different points of view? – Do they get enthused about hearing other people’s opinions or do they think they know it all?
➢ Do they have self-awareness? – Are they able to reflect on their behaviour and how it impacts other people? Are they aware of potential issues in their work?
It is important to remember that not everyone is a good candidate for coaching. Sometimes an individual may need to be referred to an appropriate person to see what the next step for them is. If the learner is a good candidate for coaching, then instead consider how the coaching can be improved.
Good coaches should be aware of the following:
➢ Learners like to have their experience and knowledge tested and recognised. Many people’s experiences of learning come from school, which do not accurately reflect how adults prefer to learn.
➢ Establish what learners know, and coach them to that level.
➢ Good coaching takes things one step at a time and offers examples.
➢ Motivation is key for coach and coachee. Good coaches know how to motivate but also know how to be motivated.
➢ People learn faster and better when they take an active role in the coaching process.
➢ Coaching should focus on applying lessons to the working environment.
➢ Using multiple senses helps information to be remembered. E.g. If you tell someone something and show them how to do it at the same time, it is more likely to be remembered.
➢ Encourage people to ask questions and seek help when they needed it.
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Activity 3C
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Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.
This includes:
➢ Skills assessment
➢ Knowledge assessment
➢ Performance assessment.
This holistically assesses your understanding and application of the skills, knowledge and performance requirements for this unit. Once this is completed, you will have finished this unit and be ready to move onto the next one – well done!
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