Coaching is best conducted if the coach is fully aware and knowledgeable of the theories and practices involved in the process. Aside from that, coaching is most effective if the coach can demonstrate a variety of skills, styles, and techniques suitable to the context in which coaching is conducted. The activity is dynamic and broad. In the workplace, a coach must know the theoretical concepts and must fully embrace their functions before progressing to the application.
The Value of Coaching Process
Professional coaches follow a set of standards in their coaching activities. This includes utilizing a coaching model, a coaching flow, or simply coaching procedures. Following a coaching process serves as a guide for the coach to attain the main goal of coaching in an effective manner. Any incoherence in the coaching procedures will definitely not make the coaching a success.
An effective implementation of coaching in workplace involves a constant adjustment to the ever-evolving systems and structures in an organization. Hence, coaching processes must be modified regularly to suit the needs of the individuals. If a coach is stuck to a single approach in coaching, the outcome may not be effective. Individuals may see it as a routine practice in the office and will not recognize the effect of coaching on their careers. They will treat it more as a compliance to organizational practices rather than an opportunity to become better performers.
The coaching process allows a structured approach in its implementation but must not be restricted to one kind of approach. In coaching there must be variations in the use of styles and techniques.
The Stages in the Standard Coaching Process Model
A standard coaching process matrix has four stages. Each of these phases will be outlined and explained below.
Stage 1: Analyze for Awareness
Coaching is the solution when the learner realizes the need to develop performance or change certain ways in doing things. There has to be a willingness from the learner’s end to undergo coaching, and the coach plays a vital role in making the learner realize this awareness.
Another way of determining the need for coaching is through a recommendation from the supervisor or team leader on the need to improve member’s performance and enhance certain skills.
Stage 2: Plan for Responsibility
This stage gives the learner a chance to take on responsibility for developing performance. Although it is helpful to use learning programs during coaching, this must not be strictly imposed on the person. Learners must also be actively participating in elaborating the learning style, in finding something that is conducive to their level and ability.
Stage 3: Implement using Styles, Technique and Skill
After the planning stage in coaching, the next phase is to identify coaching styles and techniques that are deemed appropriate for the situation or the level of need of the learner. Moreover, this includes a test of the effective coaching skills of the coach to successfully conduct the coaching session. Coaching drills and activities geared towards developing the skill and performance of the individual are also used.
Stage 4: Evaluate Success
The last stage in the coaching process model is monitoring progress of the learner’s performance after the coaching session. This has the role to check if the person has made any significant improvements or positive changes as a result of the coaching.
Four-Step Coaching Process
The four major steps in the process of coaching are:
A coach must have sufficient preparation before doing any coaching no matter it is an on-the-spot coaching or a schedule session. This would entail getting a good understanding of the learner’s current performance as well as his strengths and weaknesses.
During the more detailed preparation of the coverage for coaching the issues to be addressed must be discussed by the coach and the learner.
3. Active Coaching
This is where the actual coaching sessions occur. Feedback must be given and proper facilitation must be observed.
The last step is about keeping track of the learner’s progress and performance trend. This is a chance for the coach to recognize any development and identify opportunities for continuing the coaching.