Executive Coaching and Mentorship - Essay Example

Executive Coaching Name: Course: Institution: Tutor: TASK ONE a) Critically Discuss the GROW model The GROW model is a technique for mentoring, coaching and problem-solving. The model was developed in Britain in the 1970s and has been used extensively in corporate performance management and coaching to help people realize their ambitions. The word GROW is an acronym derived from the words Goal, Reality, Option and Will. According to this model, goal setting is the first step in the mentoring or problem solving process. As described in this model, goals can be objectives, targets, key results or performance outcomes. The phase of goal setting focuses on the actual goals that the mentee or the person being coached wants to achieve, not only from the particular coaching session but in the long term. These goals form the basis for successful mentoring experience. In setting goals, it is important to include considerations for time, quality and cost as may seem appropriate (Pemberton, 2006). Examination of the current reality is the second stage in the GROW model. If the goal statement tells the objectives that one wants to realize, then the reality check helps describe the starting point for achieving the identified objectives. Reality checking involves determining how easy it is to get things done and what is likely to be involved. Reality checking also involves examining obstacles that may hinder a person from achieving the desired goals. If there are no obstacles, then the goals could have already been achieved or the problem solved. The gap between goal setting and examination of current reality constitutes the work that has to be done to achieve the desired objectives. It is important to examine the current reality in different dimensions and perspectives including attitudes, relationships, processes, skills and available tools among other considerations (Pemberton, 2006). In understanding the current reality, one can inadvertently identify resources and tools that they did not think were useful. Having examined the current reality, the next stage is to consider possibilities or options about ways of achieving the desired goals or solving the identified problem. A common approach is to look for the one right way. In reality, there are many possible options for solving a particular problem but the most creative option will help come up with useful strategies and ideas. Identifying the most viable option begins with a strategic picture of the overall approaches and then moves down into operational and tactical details of each possible approach. Comparison of different options should start at high level as this helps save time. Having eliminated options considered unimportant, the final few options are considered in detail to determine the cost, time and risks in each option compared to the other options. Although one option is normally chosen for a particular problem, other options can be kept in reserve in case the chosen option fails to work. Once current reality has been examined and the best option chosen, the next and final step is to establish the will. Establishing the will means developing a plan on how to solve the identified problems. In most cases, this entails converting the selected options into steps that can lead to realization of the goals. In principle, users of the GROW model can apply different skills and knowledge at each of the four stages of the model. In addition, there are various issues and questions which a coach can use at each of these stages to make the coaching or problem-solving experience more successful (Clutterbuck et al, 2009). b) Coaching Styles That Can be Used to Help an Individual Improve Performance Different coaching styles are used to coach individuals and help them improve performance. These include modeling, inspiration and problem solving, instructing and support (Whitmore, 2009). These different styles are not necessarily unique or applicable to particular coaching scenarios and problems. Modeling involves the coach enacting the skills that they want other people to do. This makes it easy for the person coached to learn. Essentially, modeling is about demonstrating what is supposed to be done. In organizations, managers or supervisors can use modeling to improve punctuality by reporting to work early. This makes junior employee to not only feel guilty but also to acknowledge the supervisor’s commitment to performance improvement. Modeling is an important coaching tool that can be used in organizations to influence the behavior of employees who must see things done in order to understand and do them at their own (Pemberton, 2006). Instructing is another important coaching style that can be used to improve people’s performance. This style entails the coach teaching the skills to the coachee. In order for the instructing style to be effective, it is important for the coach to set direction by explaining the vision of the desired performance outcomes. This may involve highlighting the tasks to be done and explaining the means for accomplishing the tasks (Whitmore, 2009). Instructing provides opportunities for the person coached to try the skills and seek assistance from the coach. In problem solving, the coach helps the coachee figure out problems in performance improvements. The coach leads the problem solving process and helps the coachee use various resources and tools in solving problems. Problem solving requires the person being coached to be clear and specific about the problems being encountered. This helps the coach to provide a clear rationale for the efforts that should be made to effectively solve the problems (Clutterbuck et al, 2009). In inspiration coaching, the coach develops an emotional and psychological connection with the coachee and capitalizes on that connection to inspire the coachee to improve performance. An obvious advantage of inspirational coaching is that valuable information is provided directly and if done in the right context, the coachee can apply it directly. The process also enables the coach to increase their interpersonal skills (Megginston & Clutterbuck , 2005). The various coaching styles have an important role to play in improving and sustaining performance. Occasionally, employees may get stuck on the way in an attempt to accomplish various organizational and personal goals. Coaching helps employees identify the things that lead them to get stuck on the way and the means for moving forward. Pemberton (2006) has explained that regardless of the particular coaching style adopted, the coach must be competent and fully committed to the success of the person being coached. TASK TWO A) Benefits of Coaching and Mentoring With the increasing complexity of organizations, people require coaching and mentoring for various reasons. Basically, the reasons for coaching or mentoring come down to improving personal and organizational performance. Most often people seek coaching services to increase their collective and personal capacity so as to become better managers, leaders and professionals. As such, coaching or mentoring can result in immense benefits for individuals and organizations. Some of these benefits include: i. Coaching helps individuals and organizations deliver high quality products or services: in today’s competition-paced world of business, companies strive to deliver high quality, customized products and services. Coaching helps keep employees focused to the objective of quality excellence by enabling them to work in ways that are more efficient, productive and effective. Well coached employees make the necessary link between individual performances and aspired organizational goals. As such, organizations use coaching and mentoring sessions to explain to explain to their employees on the best ways of effecting superior performance practices (Clutterbuck et al, 2009). ii. Coaching and mentoring help organizations to monitor continuous change: change is a common phenomenon in today’s business organizations and emanates from customers, suppliers, the government and other stakeholders as well as competitive forces. Whenever change takes place, it requires rapid adjustment in business practices and attitudes towards work (Megginston & Clutterbuck, 2005). Coaching has traditionally been an important tool for helping employees deal with the pressure of change. According to Whitmore (2009) continuous coaching and mentoring equips employees with the necessary skills, experience and morale to adapt, learn and master the behaviours required to deal with change. Coaches can use a number of resources and tools such as good communication skills to enable employees overcome the challenges of change. This means that it is necessary for coaches to listen carefully so as to discover the reasons for employee’s resistance to change. Once a coach understands the reasons for resistance, they can build an employee’s confidence as regards their ability to meet the demands for change. iii. Coaching can also be beneficial to an organization by helping in the identification, recruitment and retention of top talents. To remain competitive, organizations must develop and retain the most experienced and talented work teams. To minimize turnover and maximize retention of key employees, companies use coaching to ensure that employees experience the best sense of job satisfaction as well as fulfillment. Moreover, coaching fosters a sense of bonding which in turn provides a forum for resolving issues that may otherwise cause employees to quit jobs. Megginston and Clutterbuck (2005) have explained that newly hired employees require strong coaching relationship to get acquainted wit the organization culture. iv. Coaching and mentoring help organizations work with networked or collaborative organizations: many organizations engage in large and cross-functional projects, some of which span countries. These projects require well articulated and committed employees to be completed successfully. In large projects, it is important for project leaders to successfully communicate with the stakeholders. In addition, these projects require coaches to constantly work with the stakeholders, keep them engaged, committed and motivated. Moreover, large projects require sharp skills and this is achieved through constant coaching and motivation (Megginston & Clutterbuck , 2005). v. Reinforcing Business practices and organizational culture: businesses must exercise a high degree of oversight as regards ethical compliance. Most of them have implemented special programs for reinforcing employee commitment to business ethics. The task of reinforcing business ethics has become an important coaching role in today’s business organizations (Merrick, 2008). It is essential for organizations to ensure that their employees understand what is expected to conduct business ethically and in keeping with the company’s business practices. Through constant attention to ethical practices and decision making, companies avoid heavy legal crises. In addition, coaching enables employees to overcome reluctance to talk about frustrating workplace issues. vi. Coaching and mentoring instill a sense of self-awareness in employees. This allows employees to reflect on the many levels of consciousness within which they exist and interact with each other (Megginston & Clutterbuck, 2005). Self-awareness enables people in an organization to bring balance and focus on serenity when faced with chaos and challenges. Self-awareness includes the ability to identify strengths and challenges that may interfere with accomplish of duties in both the professional and personal lives. It also includes the ability to use intuition to guide decision making and build a sense of self worthy and self-worthy. Drawbacks of Coaching and Mentoring Despite the numerous benefits that organizations gain from coaching, the process can be expensive and thus drain a lot of the company’s resources. This is especially the case when external coaches are hired to offer the services (Pemberton, 2006). Moreover, an external coach may not understand the organization’s business practices and culture. Similarly, internal coaches have less coaching experience than external coaches because they have limited opportunities to practice and enhance their coaching experience. Whitmore (2009) has noted that in some cases, the opinions and suggestions of a coach may differ from those of the manager or the company’s leadership. This can easily lead into personal conflicts as the management may feel that their positions are undermined and that an outsider is being given power to interfere in the internal affairs of the company by implementing strategies as they find appropriate. Another important drawback of coaching is that it requires substantial time and patience to be effect. Normally, majority of organizations implement coaching programs as part of long term performance improvement plans and do not expect to realize results immediately. In addition, the coach needs to make upfront investment in employees so as to reap the rewards of improved performance. Coaching can sometimes fail to achieve the desired objectives of influencing employee performance where coaches lack cross-sectional perspectives that would allow them to put the executive and junior staff’s behavior in the context of identified problems and issues. For coaching to be effective, it requires that the organization’s leadership provides a positive workplace environment, which will enable people identify personal strengths and weaknesses. If a coach is from a lower level in the company’s management hierarchy, senior staff and executive may be less willing to consider the suggestions and guidance of the coach. Additionally, the executive may have less confidence that the issues discussed in the coaching session will remain confidential. Because of this drawback, organizations often approach coaches with limited expectations (Merrick, 2008). B) Factors that Support or inhibit a Coaching Culture Developing and sustaining a coaching culture is increasingly being recognized as a core activity for modern business management. Pemberton (2006) has defined a successful coaching culture as one in which all members in an organization engage in respective and candid coaching conversation and are unrestricted by how they can improve their collective and individual performance. In such a culture, all employees have learned to value and use feedback as an effective learning tool for developing personal and professional competencies. Research studies (Merrick, 2008); Parsloe, 2009) indicate that effective leadership is essential to enable people at all levels give their efforts enthusiastically and willingly. In the modern workplaces, this is a key factor for performance effectiveness and efficiency. Whitmore (2009) has noted that for many organizations developing a coaching culture is a strategic development and part of the organizational strategy. The main objective of such a strategy is to reduce reliance on a small number of people by widening the knowledge, skills and behaviors of the people at all levels. This in turn helps improve performance both in terms of productivity and impact on the clients and the community. HSBC Insurance Singapore has developed a positive coaching culture that involves all managers at all levels in developing staff capabilities. Megginston and Clutterbuck (2005) have noted that the process of building the best coaching culture begins with the leader’s adoption and modeling of the coaching system. Essentially, the best leaders coach their managers to have the leadership qualities that the organization wants and those which rhyme with the overall strategic plan of the company. It is for this reason that HBSC involves mangers at all level of the organizational hierarchy in developing and implementing coaching strategies. The ability to implement and sustain a coaching-based performance management system is a key factor for the success of a coaching culture (Merrick, 2008). If coaching has to catch on in an organization, the management and leadership have to incorporate it into the organization’s business process and system. HBSC has developed and supported an innovative performance-based coaching system that provides special emphasis on the performance requirements of each employee. This approach has been used by the company’ leaders proactively to monitor, evaluate and mentor employees right from the beginning of their careers. The result of this strategic initiative is that the company has created one of the most motivated, proactive and loyal employees as required of a big organization. It is important for managers to understand that a successful coaching culture is dependent on constant collaboration between executive and junior staff (McMahon, 2010). People at different levels of the management must discuss and cooperatively engage with each other. This helps drive performance and cooperation across different department lines and thus influence employee behaviors and attitudes. Merrick (2008) has explained in his article that coaching should not be seen as a task to be completed successfully but rather as an opportunity to complete tasks successfully. As such, a positive relationship should be centered on the coaching culture and should enhance mutual understanding between the leader and employees. It is imperative for a company’s leadership to ensure that the coaching culture is allowed to flow in all directions in the organizational hierarchy (Megginston & Clutterbuck , 2005). This makes a networked web across an organization consisting of connections between people in the same departments, between teams, across departments and up and down across the hierarchy. In addition, it enhances communication and is the establishment for explicit coaching cultures and interpersonal relationships. Despite the ability of coaching to positively transform people’s attitudes and thus improve an organization’s performance, some factors inherent in an organization’s culture can inhibit development of a coaching culture (Megginston et al, 2006). For instance, poor relationships between the management and junior staff can be a major challenge to creation of a sound coaching culture. Similarly, unproductive disciplinary conversations can lead to decreased satisfaction, high turnover and low morale, all of which are inhibitory to successful development of a coaching culture (Parsloe, 2009). Inability of an organization’s leadership to challenge and inspire other people to attain high levels of performance is another important factor that inhibits development of a coaching culture. In the globalised and increasingly unpredictable world of business, effective coaching is one of the key roles that a leader can perform (Parsloe, 2009). It thus seems reasonable to expect development of a coaching culture to be a major consideration in the organization’s strategic vision. Research studies have indicated that where a successful coaching relationship exists, opportunities for good remuneration and promotion are great (Merrick, 2008). This means that poor remuneration or lack of promotions can inhibit successful development of a coaching culture. The two factors have an impact on motivation and job satisfaction. Employees who are well motivated are likely to have positive attitude towards learning and coaching. Development of a positive coaching culture can also be inhibited by failure of the management to implement work-life balance programs for employees (Carroll, 2009). Work-balance programs are special arrangements which offer employees the opportunity to balance between career and personal life commitments. Implementing such programs in organization is an important consideration for employee lives. According to Parsloe (2009) employees can develop a more positive attitude towards coaching when they are allowed to enjoy a harmonious relationship between career life and personal life. It is, therefore, important for organizations to implement flexible work programs. However, such arrangements should enable employees to prioritize work life and to facilitate employees to identify learning goals. Lack of peer coaching is a major factor that inhibits a coaching culture to thrive. Parsloe (2009) has explained that coaching relationships are established in organizations that support continuous learning, dialogue and problem solving and enhanced work relationships. As such, encouraging peer mentoring and coaching is a valuable aspect of performance improvements as it supports ongoing learning and growth. However, peer coaching can only be effective when there is an atmosphere of teamwork and group collaboration (McMahon, 2010). The two factors enable people to develop personal relationships with one another and to have confidence in each other’s ability to solve problems. Most important the coaching culture must be integrated into all systems of an organizations business process that impact on its people. Essentially, a learner has an important role to play in enhancing personal and professional development. C. The Future of Coaching and Mentoring in the Workplace Coaching and mentoring are now well entrenched in corporate organizations and are used effectively in a wide range of applications including development of leadership skills, teamwork development, communication improvements, project management and stress management among others (Merrick, 2008). Some organizations have blended mentoring and coaching with performance management programs but others prefer to use coaching in response to specific needs. Regardless of the way in which mentoring and coaching are implemented in organizations, the two will continue to play a crucial role in influencing behaviours and willingness to act in line with established business practices (Megginston et al, 2006). As such, coaching and mentoring will continue to surge in popularity and gain more acceptance as a major impact tool for executive development besides finding broader and far-reaching application in human resource management and business processes. Increasingly, coaching will continue to be a strategic solution for a number of business issues such as attraction, development and retention of hardworking and committed employees and management of resources and knowledge embedded in organizations. These issues are critical to realization of competitive success regardless of the size or nature of an organization’s business operations (McMahon, 2010). Future trends in guidance will see the introduction of more advanced techniques and this will feature strongly in relationship and management training. In coaching and managing teams, delegation, supervision and motivation will be more transformational because of the increasing need to work closely with emotions, values and higher needs (Merrick, 2008). Moreover, future coaching and mentoring relationships will be based on identifying problems and developing solutions rather than just selling the idea. There will be need to have a team of mentors at each level of the organization’s hierarchy. Ideally, coaching relationship at lower levels will be more informal (Lane, 2010). Because of the nature of their roles, subordinate staff will require behavioral, technical and career guidance from the earliest opportunity and hence have more direction from the start. As such, it will be imperative for mentors to be selected for their behavioral skills as will be appropriate for each level of management. Since mentoring and coaching are aspects of the wider learning and development initiative, it is important that human resources be involved in developing and implementing coaching and mentoring programs (Megginston et al, 2006). Human resource managers have a detailed knowledge of the existing elements of employee development and how best to integrate mentoring and coaching with the organization’s business strategy and mission. In addition, involvement of human resources will be beneficial because thy will have the experience and skills to facilitate appointment of mentors and coaches (Carroll, 2009). Given that coaching is a relatively young profession, strong boundaries will have to be established in the field of executive coaching. Qualified coaches and tight protocols will be required to allow for development of appropriate levels of prescriptiveness to coaching. This ill be an integral step to bring discipline, vigor and competitiveness to the profession (Parsloe, 2009). The world in executive coaching will be moving with the whole person and hence there is need to integrate not only performance, results and development but also a look at the core spiritual beliefs, philosophical principles, societal and cultural engagement and ethics as well as health concerns in the coaching dialogue (Lane, 2010). This is because the future world where business are moving into is more complex and uncertain than ever before and requires the type of executive leadership whose capabilities exceed traditional practices. Professional coaching and mentoring in many countries will be regulated. Currently, many countries across the globe are in the process of developing regulation to streamline operations of the counseling profession. Some of these regulations will require coach-specific training and certification as well as adherence to specific codes of ethics as required of other professions (Megginston et al, 2006). McMahon (2010) has explained that with advances in information and communication technologies, tele-seminars and tele-classes will be a new trend in offering coaching services. The new forms of imparting knowledge will eliminate the need for hiring large numbers of coaches which is a costly venture for many organizations. In addition, tele-seminars and classes will make coaching and mentoring services to be offered with a lot of convenience and with instant monitoring and assessment of impact on the coaches. As more and more people get touched with the impact of coaching and mentoring, organizations will dramatically transform and coaching will be a highly respected profession for both organizations and individuals. Excellent professional coaches will earn high fees, although professional coaching will be regulated everywhere (Lane, 2010). Since coaching and mentoring can be used to effect ill-motives, there will be positive and negative effects. However, the awareness that comes with mentoring and being mentored or coached will make it hard for fraudulent coaches to manipulate individuals or groups into evil intents. From politicians to business leaders to teachers, coaching and mentoring will be an important tool for transiting in life (Carroll, 2009). This means that virtually, everyone will require the services of a coach at some point in life.  Task Three: Reflective Essay Qualitative analysis of my type formula test showed that I am a slightly expressed introvert; have a slightly expressed intuitive personality; slightly expressed thinking personality and slightly expressed judging personality. The test results indicate that I have the capacity to improve my performance in anything that takes my interest. This test has greatly improved my understanding of various self-awareness and feedback tools. In a way, I have gained a lot of insight on the process that people go through to improve performance and to encourage other people’s personal and professional development. The test has enabled me to observe, reflect and evaluate the various approaches and roles in coaching and mentoring. The learning provided me with valuable guidance and information on how the INTJ test can be used in the professional life to enhance competitiveness and efficiency. I found the results of my self-assessment to be insightful and an accurate description of my character and personality traits. The test identified my temperament as introverted, perceiving and sensing. My main strengths include ability to apply reason and logic to discover how things work and to solve problems. The test identified me as a tactile learner. This means that I learn best by practicing and doing what I learn not just by seeing or listening. The implication here is that I need to adapt my studies to strategies and methods that correlate with this personality style. This effectively helped me identify my personality strengths and weaknesses and gave valuable suggestions on how to deal with them. Given my personal traits, I need to embrace my strengths and weaknesses for the sake of my professional and personality growth. I know I must capitalize on my strengths to my advantages so as to be more effective and competent in the workplace. I also need to identify and look for ways of overcoming my weaknesses especially in the professional life. I know that if I fail to be proactive in overcoming my weak areas, my professional growth will be stifled and this will be detrimental to my career. As a professional coach, I would use the mentoring and coaching skills and knowledge gained from my studies to encourage personal development in other people and to relate well with people. Although initially I was not familiar with the role of the learner in a counseling session, the learning course enabled me to identify my own weaknesses as regard personal performance. Reflecting on my work and my self, performance improvement is an area that I feel needs improvement. To repeat this experience again, I would focus on learning how the coach guides the learner to finding solutions and reflect on the various skills that can be used to encourage learners arrive at the required solutions. As a learner, I was able to observe a coach’s response to various issues in counseling. This helped me identify a number of important approaches to self-awareness and mentoring. It also taught me to use active listening skills as well as time to reflect on the kind of questions that one would ask in the role of a coach. This observation helped me appreciate the importance of interpersonal skills and the flow questions in coaching. References Carroll, M 2009, Preparing employees to become effective coaches. Training Journal. March. Pg. 65-65. Clutterbuck D. et al 2009, The complete handbook of learning, London, Sage. Lane, D 2010, Coaching in the United Kingdom: An introduction to some key debates. Coaching, an international journal of theory research and practice, Vol 3, No. 2 September. p 155-166. McMahon, G 2010, 101 Coaching strategies and techniques, London, Routledge. Megginston D et al 2006, Mentoring inaction: a practical guide, London, Kogan. Megginston D. and Clutterbuck D. 2005, Techiques for mentoring and coaching, London, Routledge. Merrick, L. 2008, How to set up a mentoring program. Coaching at work. Vol 3, No. 4, July? August. p. 52-54. Parsloe E 2009, Coaching and mentoring: practical methods to improve learning, London, Routledge. Pemberton C. 2006, Coaching to solutions, Elsevier Butterworth-Heinemann: Oxford. Whitmore, J 2009, Coaching for performance: growing human potentials and purpose. The Principles and purpose of leadership (4th edition), London. Read More