The Coaching Process

Management & Leadership
Bilateral Brain Theory	Briggs Typologies
Business Game Factory Meeting	Creativity And Risk Taking
Erikson's Eight Ages Of Man	Gender Differences In Human Development
Interpersonal Relation Orientation	Jungian Typologies
Level Of Moral Development	Life Orientations Theory
Locus Of Control	The Coaching Process
Moral Development	Neurolinguistic_Programing
Social Styles	Some Base Theories
Value Programming
Problem Solving
Conflict Management	Models Of Handling Conflict

Kinlaw (1989) argues that the key to superior performance is commitment. Commitment is an engagement or involvement in the work at hand characterized by a single-minded desire and motivation to overcome all obstacles in order to get the job done. In this sense, commitment implies a willingness to make personal sacrifices and to remain focused on accomplishing goals. Kinlaw believes that coaching is the key to building and sustaining complete employee commitment.
Kinlaw says that coaching has become so much a part of managerial functioning that managers no longer have the option of whether or not to coach. Although not all managers are coaches, Kinlaw believes that all superior managers are coaches; and superior managers achieve sustained, high levels of performance by coaching employees in particular ways.
Coaching Functions
The coaching process can be broken down into four types of manager-subordinate conversations. Each conversation emphasizes a different function necessary for the development of employee commitment. The four functions are:

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Counseling

;

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Mentoring

;

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Tutoring

;

and

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Confronting or Challenging

Counseling conversations produce:

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Accurate descriptions of problems and their causes;

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Release of strong feelings;

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Changes in points of view;

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Commitment to self-sufficiency; and

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Personal insight about one’s feelings and behavior.

Mentoring conversations strive to produce:

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Development of political savvy;

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Sensitivity to the organization’s culture;

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Increased proactivity in managing one’s career;

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Commitment to organizational goals and values; and

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Sensitivity to senior managers’ likes and dislikes.

Tutoring conversations strive to produce:

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Increased technical competence;

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Increased technical understanding;

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Movement to expert status;

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Increased pace of learning; and

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Commitment to continued learning.

Confronting or Challenging conversations strive to produce:

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Clarification of performance expectations;

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Identification of performance deficiencies;

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Acceptance of more difficult tasks;

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Strategies to improve performance; and

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Commitment to continued improvement.

Effective Coaching
All coaching functions are one-on-one conversations between managers and subordinates that emphasize performance-related issues. Yet not all coaching is effective. Kinlaw suggests that effective coaching results in the building and maintenance of positive work relationships; is problem focused and communicates respect; is an identifiable process that requires the use of distinctive communication skills; and results in positive changes in performance or a renewed commitment to self-sufficiency, organizational goals and values, continued learning, and sustained high performance.
Coaching Processes
Kinlaw observes that most managers are likely to emphasize results and to be relatively unconcerned about the process by which results are achieved. However, true coaching conversations follow identifiable processes, have specific purposes, and incorporate specialized communication skills. Mutually satisfactory outcomes depend on both the employee’s willingness to cooperate and the manager’s ability to create an environment in which the employee will be more likely to cooperate.
All coaching processes take place with one of two goals in mind: to solve problems or to improve performance.
1. Problem-solving processes are counseling, mentoring, and tutoring interactions. Problem-solving processes begin when either the employee or the manager perceive an employee’s need. Such processes can be initiated either by the employee or by the manager.
2. Performance-improvement processes are confronting or challenging interactions. They take place in order to alter employee behavior—to correct a performance deficiency or to present a new task or challenge. Confronting or challenging processes always are initiated by the manager.

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THE COACHING PROCESS