Talent Development in the Organization - Coursework Example

Introduction The purpose of this report is to come up with ways that support talent development in the organization and provide assistance to those involved in coaching and mentoring in the organization. To achieve the above objective the report follows the chartered institute of personnel anddevelopment (CIPD) assessment activity. Five different models of coaching and mentoring were evaluated. Models assessed include; Boyatzis, iceberg, 5Rsdiagram, RAM model, and wheels of good practices. Furthermore ethical issues are considered. Boyatzis Model for Intentional Change Developed by Richard Boyatzis, the model provides individuals with a formula to make steps from the intention to change stage to a long-lasting behavioural change. Achieving sustainable change an individual requires a vision of the ideal self. Boyatzis (2008) points out that long lasting desired change epitomizes a transformation in behavior, abilities and skills related to the vision. Akrivou et al. (2006) theorize that a person’s vision needs to be cognizance of the individual’s strengths in order for it to surface from the individual’s ideal self. The model requires an honest assessment of oneself. Who is the real self? Boyatzis (2008) asserts that an individual who wants to change must ascertain what he wants to remain in status quo. Then the real self and the ideal self are reconciled. There is no motivation to change when the real self and idealself are identical. However if there are gaps between the ideal self and the real self-incentive to change is high. The reconciliation will reveal strengths and gaps.The coaching and mentoring agenda should be formulated to give emphasis to strengths.Boyatzis (2006) recommends that 80% of the emphasis in coaching and mentoring should be on the ideal and strengths. Individuals need support, help and guidance from other people (family, colleagues at work, coaches, mentors, friends etc.) in order to have sustainable change.Boyatzis (2006) it requires building “trusting relationships that facilitate openness.” These relationships are at the heart of the model. Iceberg Model Built on a model originally developed by Freud, it assists individuals to discover the many different things that determine theirbehavior. Just like an iceberg, it is important to explain that only a small percentage of them are visible. Spencer and Spencer (1993) recognized that individuals have five forms of competency characteristics that entail ofskill, knowledge, self-concept, traits and motives. Skill and knowledge are visible; they are above water line of an iceberg while self-concept, traits and motives are not visible as such below the water line of an iceberg. Skills and knowledge are easy to develop through training. Characteristics below the waterline are difficult to develop. 5Rs Diagram Model Research has shown that success in learning requires individuals to have 5 key attributes– known as the 5 Rs. These are Resilience: Willing and able to keep on learning even under stress. Resourcefulness: willing and able to learn in different ways and creative ways. Reflectiveness: This involves being strategic about learning. Reasoning: Ability to be independent in judgment together with skills in communication and empathy. Responsibility: Calls for taking ownership of one’s learning and willing to learn alongside others. Relevance/Alignment/Measurement (RAM) Model In defending the value of development and learning, this model is able to focus on alignment, relevance and measurement, commonly abbreviated as (RAM). In the 2009 report by the Chartered institute of personnel and development abbreviated as (CIDP), explain the basic concepts of RAM, which are, Relevance: This refers to the ability of designing a model for purposes of solving problems and building capabilities of solving a problem. Alignment: The model under consideration should be aligned with the various needs of the organization, and its important stakeholders. Meaningful measures: The use of metrics and measures to analyse other areas of the business performance, and not just concentrating on the return to investments. Furthermore, the CIDP explain that the best approach of promoting the learning process in an organization is through the use of the RAM model. Coaching and Mentoring Core competencies Employees involved in coaching and mentoring in the organization must have certain core competencies and attributes for them to be effective coaches and mentors. Ennis et al. (2004) say that an effective coach should show maturity, self-confidence, integrity, positive energy, active listening assertiveness, and interpersonal sensitivity. Moreover the coach and mentor should be goal oriented, shows openness and flexibility, and continuous learning development. Openness and flexibility means that the coach is able to appreciate perspectives different from his, appreciate different cultures and values, and comfortable with high level ambiguity. Continuous learning development shows that the coach encourages feedback and uses it to make coaching more effective. In addition the coach conducts research on the effectiveness of his coaching, studies to improve his coaching skills, and sorts out help from peers and is open to supervision. Coaching and Mentoring Supervision Supervision is a very important concept within an organization, and it is referred as a structured formal process, whereby a coaching supervisor is able to improve the quality of the coaching procedures, undertaken by the coaches. Furthermore, the aim of supervision is to develop the coaching capability of coaches. Based on these facts, supervision is a source of organisational learning. Hawkins and Smith (2006) outline three main functions of effective coaching supervision as being: qualitative, developmental and resourcing. The Qualitative function assures quality control in working and engaging with people. The Developmental function provides avenues of understanding and assessing the skills and capabilities of the coach. Furthermore it enhances development of the skills and competencies of the coach. Resourcing function ensures that there is emotional support for the coach; moreover keeps the coach from over identifying with clients. Wheels of Good Practice CIPD (2006) identified good practices for coaching supervision. According to the wheels of good practice model coaching supervision CIPD (2006): Takes place on a regular basis- to allow coaches to attend satisfactorily to the span and complexity of their training work; Focuses on client, organisation and coach needs-to enhance the coach’sunderstanding of the dynamics of coach–client system and the client–organisation system; Provides continuous professional development to the coach-assist the coach to link theory with practice; Assures quality coaching-reduces the risk of unethical practice while ensuring that coaches perform to their best for their clients and the organisation; Provides support for the coach-enables the coach to be aware of limits on his capabilities and to keep feelings at bay; therefore serving the client objectively; Generates organisational learning-coaching sessions provide a lot of information about the organization. If this information is harnessed properly, it provides good organizational learning. Manages ethical and confidentiality boundaries-provides for a platform for the client coach and supervisor to increase their ethical development. Balances individual, group and peer supervision-encourages the use of both individual and group sessions to optimize the coaching benefits. The ADDIE model The ADDIE Model is an instructional design and project management tool consisting five steps: Analyze- Analyze the organizations different teams and individualsand collect as much information as you can on them. Then analyze the organizations broad goals for the talent development program for the individuals, unit or teams. Danks (2011) needs analysis is conducted at this stage. Design- Identify key learning goals .what specific skills and knowledge does the talent development program wishes the individuals, unit or teams to acquire or develop. Ascertainresults—how will we know that the program has achieved its learning objectives? How will the program be assessed? Develop-Develop your instructional strategies: In what way will the organization facilitate its employees in learning the objectives identified so that they are able to achieve the outcome agreed for them? Plan the logistics—how will the employees be grouped? How will the facilitation rooms be arranged? Implement- Can the organization delivers the training program effectively? Have the questions developed able to challenge learners and examine the learning experience? Evaluate- Under evaluation, there are a number of questions that can be asked. These questions include, if the program was able to achieve its objectives, the lessons the employees of the organization learnt, the impact of the program over a given period of time, and this is based on morale, performance, initiative, or innovation of the employees (Megginson, 2005). Support of the Talent Development Programs Many mechanisms are available to the support the organization’s Talent Development Program. Some of the mechanism include: Relevance/Alignment/Measurement (RAM) Model, wheels of good practice model, one on one supervision, group supervision and coaching buddy among others. Coaching buddy is a system where two people, commonly referred to as buddies collaborate with one another, for purposes of functioning as a unit. Conclusion In supporting talent development and those supporting coaching and mentoring it would be prudent for the organization to consider several coaching and mentoring models. These models include the Boyatzis intentional change model, the iceberg model, the 5Rs model and RAM model. Furthermore in designing a coaching supervision system incorporating the wheels of good practice and RAM model will ensure that coaching and mentoring achieve their desired and long term change. Furthermore, the wheel of good practice is able to address other issues ethical considerations for the client organization and the coach. While designing a talent development program the management will have to foster a coaching culture in the organization. It is important to explain that organization which are creative and have a loyal work force, are always efficient in coaching their employees. These organizations are also ready for constant, unpredictable change; and those which have leadership willing and dedicated to performance improvement, beginning with themselves. References Akrivou, K, Boyatzis, R. E, & McLeod, P. L 2006, The evolving group: Towards a prescriptive theory of intentional group development. Journal of Management Development, 25, 689–709. Boyzatis, R. E 2006, Intentional change theory from a complexity perspective. Journal of Management Development, 25,pp.607–623, viewed 21 February 2015 http://www.case.edu/provost/ideal/doc/Boyatzis_2006_intentional_change.pdf Boyatzis,R.E 2008, Leadership development from a Complexity Perspective: Consulting Psychology Journal: Practice and Research vol.60,NO.4,pp.298-313,viewed 21 February 2015 http://insightu.net/content/pdf/leadershipdevelopment.pdf Chartered Institute of Personnel and Development 2004, Coaching and buying services, viewed 21 February 2015,http://www.cipd.co.uk/NR/rdonlyres/C31A728E-7411-4754-9644- 46A84EC9CFEE/0/2995coachbuyingservs.pdf Chartered Institute of Personnel and Development 2006, Coaching Supervision: Maximising the potential of coaching, viewed 21 February 2015, http://www.cipd.co.uk/NR/rdonlyres/5EBC80A0-1279-4301-BFAD-37400BAA4DB4/0/coachsuperv.pdf Chartered Institute of Personnel and Development 2009, Promoting Learning in adversity, viewed 21 February 2015,http://www.cipd.co.uk/NR/rdonlyres/EEFFF289-1B3E-46BF- 89FF-082A553B0ED6/0/4846ValueoflearningWEB.pdf Clutterbuck,D and Megginson,D2005, Making Coaching Work ,Chartered Institute of Personnel and Development, viewed 21February 2015, http://shop.cipd.co.uk/shop/bookshop/media/cms/pdf/bookstorepdfs/making-Coaching-\work---sample-chapter.pdf Danks,S 2011 The ADDIE Model: Designing, Evaluating, Instructional Coach Effectiveness ,ASQ Primary and Secondary Education Brief vol.4,NO.5,viewed 21 February 2015 https://asq.org/edu/2011/09/process-management/the-addie-model-designing-evaluating-instructional-coach-effectiveness.pdf Ennis et al.2005 Core Competencies of the Executive Coach, viewed 21 February 2015, http://www.instituteofcoaching.org/images/articles/model905.pdf Hawkins, P and Smith, N 2006, Coaching, mentoring and organizational consultancy: supervision and development, Open University Press, Maidenhead. Spencer, L.M. Jr., Spencer, S 1993, Competence at work: Models for superior performance, John Wiley &Sons, Inc. http://www.campaignforlearning.org.uk/cfl/assets/documents/Research/5Rs%20Diagram.pdf http://www.thinkgeography.org.uk/Thinkgeography/iLearn_files/THE%205%20Rs%20guidance%20booklet.pdf Read More