Page 88 - DMGT517_PERFORMANCE_MANAGEMENT_SYSTEM

Unit 8: Mentoring and Coaching

8.2 Coaching Notes

Effective coaching depends not only on the skills of the coach and the receptiveness of the person
being coached, but also on the conditions outlined above being present (clarity about success
criteria, usable feedback, etc.) in the work setting, at the same time, when managers start to
coach, if they are working effectively there is a better chance of the surrounding conditions being
improved. Coaching conversations may lead to increased clarity about job expectations, for
instance, and may provide regular feedback and the opportunity to think through standards and
criteria for success. There is a close two-way relationship between effective coaching initiatives
and a favorable learning climate, each enhancing the other.
The concept of coaching remains most easily associated with sports coaching where the purpose
of the coach is to help the person they are coaching to reach their personal best. Interestingly, the
nature of sports coaching is undergoing basic changes-ones which are, to some degree, mirrored
in organizations. There was a time when the coach was the person who drove the athlete on,
forced the pace and continually instructed. Increasingly coaches are now moving to an approach
which involves accurately targeted questioning to help the athlete become increasingly aware
of ‘what works’- for instance, the environment in which he or she performs best, how this feels,
and what the obstacles are to achieving this repeatedly. Despite this changing emphasis, some
traditional aspects of coaching remain-for example, the coach also celebrates victories and
supports the athletes through bad times.

In the same way, the manager who is coaching subordinates finds a way of getting them to refl ect
on their performance, become aware of what they are doing and how they are doing it, so that
each individual in the end learns to monitor his or her own performance. At the same time, the
manager provides essential information and knowledge where there are gaps that need to be
filled. While doing this, they are working to develop a climate where learning and innovation–

as well as achievement–are expected and rewarded. The coaching approach challenges the
manager to think about the nature of the roles of the people they may be coaching, and this is a
developmental experience for the managers. Many HR functions are devolving some other their
management development responsibilities to the line, and the concept of ‘manager as coach’ is
seen as part of this trend.
8.2.1 Skills and Activities of Coaching

There are many possible approaches to coaching. They may involve watching what a person
does and giving feedback on what you notice; working on problems with someone and learning
together; asking stimulating open-ended questions; taking through your own thinking processes
aloud, and encouraging the other person to do the same encouraging analysis of what really
works for individuals; finding your own way of seeing the work and the learning from the other

person’s point of view; and using questioning as a way of helping a person understand their own
thought processes.

Coaching can be thought of as two kinds of conversation: mapping-related and performance-
related.
Mapping-related conversations may focus on:
1. The organizational setting or culture – ‘what works around here?’, where does this project

fit into the overall strategic plan?
2. Identifying problems and possible causes – ‘what exactly is going wrong?’, ‘has this
happened before?’
3. Establishing overall desired outcomes – ‘what are you trying to achieve?’, ‘what is the
general purpose here?’

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