diff_months: 2

Content and Assignment Questions

Flat 50% Off Order New Solution
Added on: 2024-12-25 20:30:06
Order Code: SA Student Lornak Management Assignment(7_22_27120_9)
Question Task Id: 451017

Content and Assignment Questions

Your written brief needs to cover the following issues:

(Unit 5017/Unit 5018)

1.1 Explain what is meant by the coaching cycle.

1.2/1.1 Evaluate the use of reflection, self-awareness, dialogue, questioning and listening techniques within coaching and mentoring activities to support behavioural and organisational change

1.3/1.2 Explain the impact of personalities on the selection of the tools and techniques adopted with individuals

1.4/1.3 Determine when problem-solving techniques are used when coaching and mentoring

1.5 Explain the differing techniques needed when coaching different groups and individuals

1.4 Explain the differing techniques needed when mentoring individuals

2.1/2.1 Analyse what is needed for successful coaching relationships/ Analyse what is needed for successful mentoring relationships

2.2/2.2 Identify how to build the commitment of the individuals to establish a partnership for effective coaching and mentoring

2.3/2.3 Establish goals and agree action plans with individuals (include 2 real life examples as appendices to support your explanations).

2.4/2.4 Evaluate individuals engagement with the programme through the coaching and mentoring process (please use 2 real life examples to support your explanations).

3.1/3.1 Discuss guidelines and protocols for interventions based on accepted coaching and mentoring theory and practice

3.2/3.3 Explain how you have developed interventions of coaching and mentoring to support individuals in the achievement of organisational goals.

3.3/3.2 Evaluate the effectiveness of the coaching and mentoring interventions in achieving organisational objectives

References

Appendices

1.1 Explain what is meant by the coaching cycle

There are different coaching models that can be applied to the coaching cycle, however within this report I will refer to the GROW Model (developed by Sir John Whitmore in the 1980s). The acronyms stand for:

Goal what do you want?

Reality where are you now?

Options what could you do?

Will/Wrap up what are the options and what next?

Figure 1 below illustrates the GROW model and the inputs from coach/coachee.

Figure 1: Image Reference Author/Copyright holder: ProVeritas Group. Copyright terms and licence: All rights reserved.Img source

1.2/1.1 Evaluate the use of reflection, self-awareness, dialogue, questioning and listening techniques within coaching and mentoring activities to support behavioural and organisational change

The coach uses effective questioning techniques (predominately open questions) to the coachee to unlock their insight and deliver feedback in a non-judgemental and helpful manner.

What is done cannot be undone, but one can prevent it happening again. (Diary of Anne Frank, May 1944) Reflection is important because though it is not always helpful to obsessively dwell on the past, as you can never change what has happened, you can always learn from it as you move forward. Reflection enhances self-awareness as you proactively think about what happened, why and how it can be improved. Powerful coaching questions generate insight and help support self-growth as well as focused/global listening. Effective dialogue supports the coaching/mentoring process.

Coaching and mentoring are development approaches based on the use of one -to one conversations to enhance an individuals skills, knowledge or work performance (CIPD 2021) This will automatically link to support behavioural and organisation change. Some questions I have asked in coaching are: why do you think X reacted in that manner? and what are the benefits of X?. With mentoring what is your understanding of process X?

1.3/1.2 Explain the impact of personalities on the selection of the tools and techniques adopted with individuals

Individuals are not the same so the way one coachee responds to a coaching technique will inevitably differ. A crucial role of a coach is to understand your coachees personality and adapt tools and techniques to make it most effective for them. This includes Klines thinking environment (as per Figure 2) as this generates finer thinking. People will forgot what you saidwill never forget how you made them feel (Maya Angelou.) It is imperative that the coachee feels comfortable and trusts their coach for a successful outcome. As a coach is working with a diverse group of individuals, it is never going to be one size fits all. Kline says that the way people feel they are being treated has a direct link. With the components at play people will feel at their optimum to think, reflect and speak honestly creating psychological safety.

Figure 2: Nancy Kline reference https://mobile.twitter.com/hashtag/nancykline

Acronyms NLP stand for:

Neuro which focuses on the brain and senses

Linguistic the way we communicate and language we use.

Programming method to help us change our feelings and behaviours

As a coach if you can detect the minute differences you can adapt your coaching style accordingly as it focuses on thoughts, words and actions so you can unearth their personality. In order to problem solve if you understand what is behind limiting beliefs it will be easier to adapt questioning techniques. (Reference https://greator.com/en/nlp-coaching/) Limiting beliefs often hold people back so unpicking them using NLP is key in coaching and mentoring. With mentoring it is ensuring you understand what the mentee thinks so as it is more directive you can let them know ways to solve the problem. Deliver feedback in a non-judgemental meaningful manner applying positive psychology. In coaching setting goals I will ask what is important to you?; why is it important to you? to understand their personality.

1.4/1.3 Determine when problem-solving techniques are used when coaching and mentoring

The coachee is in the drivers seat so they must recognise if there is a problem, what it is and how it can be resolved. Within the GROW model I would exercise this at the Reality and/or Options stage. The root cause analysis process works by identifying what the problem is such as asking what are the blockers? : what is preventing X from happening? With relevant information and exploring possible factors so as a coach I might ask; where could you find information about X? : who may be able to help you obtain X? : why do you think the outcome was X? Once the root cause/s have been identified by the coachee, I ask questions to generate solutions such as Going back to your goal, how might you be able to achieve X with the causes you have outlined?

With cognitive behavioural coaching it is focusing on the coachees thoughts, feelings and behaviours. We are disturbed not by events but by the beliefs we hold about them Epictetus Greek Philosopher reference. The coach can ask questions to reflect and explore this further to navigate the coachee towards their goal.

As mentoring is more directive, I would advise the mentee of options, let them know what has worked for myself in the past and ask for their views.

1.5/1.4 Explain the differing techniques needed when coaching different groups and individuals. Explain the differing techniques needed when mentoring individuals

There are different techniques needed when mentoring individuals and coaching different individuals/groups.

A mentor has some great answers for you and a coach has some great questions for you reference Gardiner (2016)

With a mentor as you are more knowledgeable and experienced than your mentee in the subject matter it is about imparting your wisdom, ensuring they understand and develop. As people do not assimilate information in the same way, it is ensuring it is delivered in a way the mentee understands as well as providing beneficial feedback, checking -in and regular scheduled meetings. You cannot coach knowledge so if there is lack of knowledge then mentoring applies.

Though earlier on within this report (@section 1.1) I referred to the GROW model, there are other coaching models. This is not an exhaustive list, but some examples are:

CIGAR Current situation, Ideal situation, Gaps, Action Planning, Review

OSKAR Outcome, Scale, Know-how, Affrim+Action, Review

RE-GROW Review, Evaluate, Goal, Reality, Options, Will

It may be necessary to change to another coaching model depending upon the individual/group.

Setting SMART goals and the acronyms are: Specific, measurable, attainable, realistic and time bound are vital to keep the coachee/mentor motivated and evaluate.

When coaching groups, a joint goal needs to be agreed, as well as group monitoring and management, so it is a different dynamic to 1:1 coaching. Diversity and inclusion in both coaching and mentoring is paramount as techniques may need to be amended accordingly.

Developing emotional intelligence such as self- awareness, empathy and relationship management is a technique. Matching and mirroring in a respectful and discreet manner to build a rapport and understanding their personal values so you can lean towards what makes them tick ie: their motivation.

Communication is both verbal and non-verbal. Active and/or global listening is the level at which coaching is most effective because it is not only about what people say, but what they have not said and being aware of their body language and energy shifts. Promoting a growth mindset and by attentive/global listening you will be able to identify and challenge limiting beliefs.

Asking predominately open -ended questions in coaching, however closed questions can be appropriate at times because they can be evocative when it supports the coachee to gain clarity or incisive questions. As shown in appendices 2,4 and 5 that will be detailed later within this report (@ sections 2.3/ 2.4) I adopt a different style when coaching groups as opposed to 1:1, so tailor my technique accordingly.

2.1/2.1 Analyse what is needed for successful coaching relationships/ Analyse what is needed for successful mentoring relationships

In coaching and mentoring qualities include:

Attentive listening.

Empathy and understanding

Questioning

Communication

Providing beneficial non-judgemental feedback

Goal-setting

Checking- in

Enthusiasm

Confidentiality

If you bear in mind that it is not often when people listen to what others say without any interruptions or distractions so that requires energy and practice, but the rewards are huge for the recipient. All the above skills at work will lead to a successful coaching/mentoring relationship as well as having a contract/agreement at the start so both parties are clear on expectations.

With mentoring being prepared and committed, trust and respect, open and honest communication, flexibility and understanding of others perspectives.

Many years ago, after finishing school I briefly had a job in sales. I remember the manager telling us that even if the product skipped, hopped and jumped and the customer liked it, they would probably not buy it if they did not like the salesperson. The importance of building rapport cannot be underestimated so being empathetic and approachable to ensure the coachee is at ease and comfortable is a priority. From the coachees responses you will be able to decipher invisible diversity such as personal culture, feelings and attitudes. Consider any limiting beliefs that need to be challenged as that may be creating a barrier within life.

Managing relationships is an essential emotional intelligence skill that enables you to effectively lead change or manage personal change (Mark Connelly, 2020) Emotional and social intelligence will allow you to connect with the individual/group more effectively by building a rapport and properly reacting to their feelings. You can change the nature of questioning to reflective, awareness-raising, probing, paraphrasing etc. Taking account of non- verbal clues as well and identify energy shifts.

Also need to be aware of dynamics such as the work relationships, reward, legitimate, expert and referent power. A stakeholder is anybody who can influence or is affected by change (or think they are.) Stakeholder management is important because they can be powerful and if they feel excluded then the project is likely to collapse. add reference re: stakeholder importance. Conducting a stakeholder analysis is productive as you can identify who they are and the level of which you need to keep them informed and engaged as illustrated in Figure 3. .

Figure 3: Reference: https://www.nngroup.com/articles/stakeholder-analysis/

Klines thinking environment (see Figure 2) refers to the quality of everything we do depends upon the quality of the thinking we do initially. Though this transcends to different parts of life, it is paramount in coaching as that statement has powerful implications. Kline s thinking environment screams out to an individual You matter!

Recognising equality and diversity as well as being inclusive. Though we all have bias, by recognising them we can then actively mitigate against them. There is a saying that if you are not intentionally inclusive then you will be unintentionally exclusive (reference Ekaterina Walter).

2.2/2.2 Identify how to build the commitment of the individuals to establish a partnership for effective coaching and mentoring

It is important to manage and be clear on expectations. Everyone has been in the situation where they have said I thought X Y X and the other person said, I thought ABC. It is doomed before it starts if the parties involved are expecting different outcomes.

Prior to commencing a mentoring or coaching relationship, there should be an initial meeting to clarify expectations and ensure that is the most appropriate path to follow. After the initial meeting creating a written coaching or mentor/mentee agreement so the terms are explicitly set out for the partnership recognising that there will likely be some implicit terms as well, so that is the initial commitment. Contracting and goal setting at the outset will gain commitment.

When I commenced my dissertation, our academic supervisors said it was imperative that we (the students) submit a comprehensive dissertation plan outlining our research aims/questions, how and where were we were going to obtain the information, whose buy-in did we have to access relevant information, timescales and so forth. Nobody was granted sign off to commence until this had been completed and assessed. Some felt it was a laborious exercise, however dwelling into the sub- questions of: (i) When (ii) How (iii) forced lightbulb moments of potential challenges. With hindinsight everyone recognised the value of undertaking that piece of work in the first instance. In the past some students have not been able to resist the temptation to commence their project without the dissertation plan being finalised and when they have run into challenges later, it has been more difficult or in some cases virtually impossible to overcome. Most students have great ideas on what they want to focus their dissertation on but there is an abundance of information you need to consider prior to commencing.

Ideas are easy, Implementation is hard (Guy Kawasaki, Alltop co-founder) The coachee or mentee may have great ideas however wider consideration of how they translate into action is key. Unlike a dissertation they will not submit a comprehensive plan, however as the coach you can ask relevant questions about the potential implementation of their ideas to generate insight and reflection and. If they recognise potential obstacles early on, they are more likely to remain committed if it is attainable. With the mentee, you could suggest alternatives.

Schedule meetings with the coachee/mentee to review ongoing commitment. Not all people will explicitly ask What is in it for me? However, though it may not be verbalised, that is what many people will be thinking even on an unconscious level. Outlining the benefits can help build commitment because the coachee or mentee will want what to reach their goal so what does success mean to them and what would it look like are questions I ask.

2.3/2.3 Establish goals and agree action plans with individuals (include 2 real life examples as appendices to support your explanations)

Example 1 my role as Freedom to Speak up Champion

There is a Freedom to Speak up Guardian (FTSUG) within my organisation and part of their role is that anyone who has got any concerns/queries can raise it with the FTSUG in confidence. The FTSUG has some Freedom to Speak up Champions and I am one of the Champions, so I work alongside the FTSUG in this voluntary role. When the individual raises their concerns, I will discuss and agree if they are happy to divulge who they are and depending upon what the nature of their concern there is further discussion about whom that can be raised to, and it is then fedback to the individual. FTSUG recruited me and I apply some of my coaching skills to that role.

FTSUG and I had an initial agreement as she is the major stakeholder about the scope of my role including safeguarding and what she aimed to achieve by ensuring all colleagues felt comfortable to raise any concerns and promoting the speak up culture. My manager had to agree for me to take on this additional role including time commitments as another stakeholder so 3-way coaching was applied. The SMART goal was agreed between us.

When I speak to people as the Champion there is not a formal written contract, however we do have a verbal contract about remit and expectations including adhering to confidentiality.

As part of my coaching British values and Diversity & Inclusion is at the forefront as people from all different backgrounds can raise concerns. Though it is never titled a formal coaching session, inevitably I needed to exercise my coaching skills. As part of the verbal contract, I explore through effective questioning more details about their concerns, goals and objectives so we agree a way forward as an action plan.

I exercise excellent verbal and non- verbal communication skills, apply emotional intelligence to enhance the conversations and explore the root of their concerns, on occasions consider what is not being said and I always adhered to confidentiality.

Individuals liaising with FTSUG and/or the Champion is a voluntary, so people would only speak to me if they chose to do so. I need to ensure that they were comfortable speaking to me by quickly building a rapport and putting them at ease. I received positive feedback and was able to identify sources of on-going support for individuals. I was able to establish goals and agree action plans with the stakeholders as well as the individuals I met with.

This role was to help people which I found rewarding and it also helped with my own self- development and self -reflection. In addition, it linked with organisational objective of creating a speak up culture with the aim of resolving issues before they escalate and become the last straw that broke the camels back.

Appendix 1 is an email from the FTSUG providing feedback about my role. Due to confidentiality names of individuals and nature of concerns have not been provided.

Example 2 my role as BAME Exit Interviews Lead

As part of the Diversity and Inclusion strategy, which is aligned to the organisational strategy, staff retention/turnover is examined. Data evidenced there were disproportionate statistical differences between turnover of BAME and non - BAME colleagues. As part of this project work, I was the national lead in co-ordinating and conducting the 1:1 exit interviews with BAME colleagues across the organisation.

Firstly, there were meetings with stakeholders such as the members of the following teams: Workforce, Diversity & Inclusion, HR, BAME Network Co-Chairs and my manager prior to me conducting this project work. All the relevant stakeholders did agree the goal and objective was to obtain and analyse more qualitative feedback. An action plan is that there would be a review on the progress so contracting and SMART goal setting was conducted.

I contact individuals when they submitted their resignation to ask them if they would be willing to participate in the 1:1 exit interview, as it is voluntary, I need to sell the benefits as well effectively engage with them. If they do agree (which the majority of people do) there was an informal mini contract (via email) as I let them know my role, why I was doing the work, how the information would be disseminated (whilst ensuring anonymity unless otherwise explicitly agreed) and the expectations from both of us. It included logistics such as when and where to meet as it was important it was at a convenient time when they were able to speak in private. The contract was established with SMART goals and action plan agreed at end of interview.

I applied my coaching skills throughout. As an existing employee I am aware of the organisational culture. However, as it a national organisation and I was conducting the 1:1 interviews with people from across different directorates/teams and based geographically around the country I had to learn about the sub-cultures and leadership styles of the individuals and the impact that had on them.

I had to build a rapport with individuals quickly and on some occasions, I needed to ask some sensitive questions, so this included picking up on non- verbal communication. Also depending upon their role, recognising the power dynamics and stakeholders involved.

This is done over a period of time, and I found it rewarding by supporting individuals and we would agree an action plan at the end of the interview. Reports are produced quarterly and based upon the reports that were produced we could provide feedback and recommendations to improve the culture and encourage shared learning so there was a return on investment as well as an impact on retention.

I also had to be aware of my own behaviours and values as some information I heard was painful and difficult to hear so I took care of my own well-being such as ensuring I had sufficient breaks and mindfulness.

I had to apply emotional intelligence as well as identifying patterns of thinking when they were discussing their employee journey and experience, identify energy shifts and recognising when appropriate to probe, ask open questions and appreciate silence.

As I was doing this project work in addition to my day job it meant that I needed to manage my time very well when organising the interviews. I ensured that I recorded the qualitative information accurately as it was based upon peoples lived experience that they were comfortable and trusted to share with me. It was also beneficial to promote positive feedback as well when that was received.

The project work that I did was highly successful and I received positive feedback by the way I was able to gain their respect and trust quickly.

Appendix 2 is an email from VR whom coordinated the project, analysed the qualitative data and led producing the reports.

2.4/2.4 Evaluate individuals engagement with the programme through the coaching and mentoring process (please use 2 real life examples to support your explanations).

In my earlier example within this report (@ sections 2.2/2.2), unrelated to coaching, doing all the hard work of research and writing a dissertation to get a Masters degree is the students aim which keeps them motivated. The student does not just submit their full dissertation when it is complete as they have academic supervision along the way to check they are on the right track.

Likewise, I ensure coachees/mentees recognise their own goal and acknowledging progress keeps them motivated. If the goal needs to change re-contracting can be done.

If you build a rapport with someone and they are comfortable with you that is more likely to lead to them being more engaged and committed. Positive psychology with a focus on strengths is effective as well as giving feedback in a helpful manner. It is important to consider when to provide feedback, the purpose and how it is delivered.

Example 3 Mentoring/Coaching an HR Apprentice

I am an experienced HR practitioner and Chartered member of CIPD.

Anna is HR Graduate Management Trainee within my organisation. Anna was not experienced with conducting formal investigation interviews, so I was asked to mentor/coach her throughout a case.

Initially there was a stakeholder meeting with Anna, myself and both our managers. This was to agree expectations and we did jointly agree the mentor/coach contract.

I was able to apply both my mentoring and coaching skills because as you cannot coach knowledge, there were some aspects that I did need to mentor Anna in but was still able to apply coaching skills to other aspects.

After the joint stakeholder meeting, I met with Anna at the start to agree how we would work together, and we arranged regular meetings to evaluate and review how Anna was getting on. Anna also continued to have 1:1 meetings with her own manager who confirmed she was engaged. However even though we had set regular 1:1 meetings, I did ensure Anna knew that she could always contact me at any other time if she had any queries or anything that she wanted to run by me so I was flexible. During all planned meetings, I always asked relevant coaching questions and we agreed SMART goals that Anna took ownership for.

I always listened attentively to what Anna wanted to raise and discuss so I could ensure that I guided her to the case being a success and help her achieve her goals and develop. As I was coaching her, it was not the case that I could never deviate as I could transition to mentor accordingly.

As it was a disciplinary case apart from engaging with the relevant stakeholders, we did adhere to confidentiality throughout. I did also seek to evaluate how engaged Anna was throughout the process especially as due to unforeseen circumstances the case became more complex than initially anticipated. I received positive feedback from Anna about my coaching her through the HR case which evidenced her engagement until the end.

Appendix 3 is an email from AT (HR Apprentice)

Example 4 - Cultural Intelligence and Inclusive Leadership Facilitator

I have done a Cultural Intelligence and Inclusive Leadership course and become an accredited facilitator.

Cultural intelligence is an extension of emotional and social intelligence and incorporates diversity and inclusion. The course also covered organisational culture, leadership styles and team/power dynamics.

I facilitated a session which included applying coaching skills. I delivered feedback in a productive manner and focused on others development.

Time management and scheduling sessions as well as ensuring sufficient recordkeeping to report back is imperative. The development session had clear objectives aligned to the organisational goal. Prior to commencing I needed to liaise with the relevant stakeholders in terms of the chronology. I ensured that delegates felt psychologically safe so adhere to confidentiality.

As it is a capability and we do need people on board with the development it is important that I build rapport and trust very early on so people understand the importance of the development programme and deliver feedback to them that is constructive so that they can go away with actions to take, enhance their capability and take ownership.

I asked open questions at the right time so that delegates get a light bulb moment as opposed to spoon feeding them with information.

As it is a diverse group of people, recognising biases and preferences as well so that I can adapt and relate accordingly to people who are different from me.

I received positive feedback about my facilitation to evidence that individuals were engaged throughout as I picked up on energy shifts and non-verbal clues. Post- delivery I did do a follow up to ensure individuals were still engaged so it was not a one stop wonder and fortunately they were. This all linked to the organisation strategy of cultural intelligence and intentional inclusive leadership/engagement

Appendix 4 and 5 are emails from two individuals who attended the session

3.1/3.1 Discuss guidelines and protocols for interventions based on accepted coaching and mentoring theory and practice

Employees need to understand what is expected of them and to achieve those goals they must be managed so that they are motivated, have the necessary skills, resources and support (CIPD reference)

. Coaching activities have both organisational and individual goals. It provides people with the opportunity to better assess their strengths as well as their development areas (CIPD 14 June 2021 reference)

Mentoring and coaching are an effective intervention to support performance management. I have been mentored and coached in the past and from my own experience I can see the value first- hand. It can make you feel more included, engaged, develop and you can thrive more as well an intrinsic benefits for the coach/mentor.

If you do not manage culture, it manages you and you may not even be aware of the extent to which it is happening (reference Edgar H. Schein)Source: https://quotepark.com/quotes/1797926-edgar-h-schein-the-only-thing-of-real-importance-that-leaders-do/.

Many years ago, I had manager who lacked many of the skills and it was not a pleasant experience to work in. I found it isolating, exclusive, demotivating and it created a toxic culture.

In sharp contrast one of the best managers I ever had informally applied coaching skills and I thrived within that team. Apart from my own individual growth, the team excelled so there was team learning where we all felt psychologically safe. We grew as a team as we all had specialist skills that we shared. Mentoring and coaching can enhance the culture and build a more resilient workforce.

Performance management often has negative connotations because there is an assumption that there is a concern with an individual's performance. Though it is sometimes the case, it is important to remember your high performing individuals as well because if not they subconsciously plateau, feel nobody is interested and exit the organisation. It is in the organisations best interests to retain their best talent. If you do not intentionally include, you will unintentionally exclude add reference Ekaterina Walter

Mentoring/coaching as an intervention includes providing feedback on what went well but also what could be improved in a beneficial constructive manner as part of ongoing performance management. That is the best method to nip any potential issues in the bud and manage the culture. However, there will inevitably be times when the mentoring approach of tell/advise will need to be applied if the individual lacks knowledge and/or requires more direct guidance.

It is does not always need to be strictly either mentoring or coaching as a blended approach can be effective. On occasions you may need to switch between coaching and mentoring during the exchange recognising when each approach is relevant.

Applying a variety of coaching skills such as focused/global listening so that people feel heard and listened to as opposed to passive hearing. A larger percentage of communication is body language so being mindful of how you come across with non-verbal cues.

It is imperative to retain ethical practice as outlined in bodies such as European Mentoring and Coaching Council eg: coaching boundaries, legal obligations, diversity & inclusion, integrity and confidentiality. If you breach trust, then your reputation is shattered and it can take a long time to rebuild the trust (if at all.)

Coaching has a direct positive impact on employee well-being reference Guy Buckland CIPD so this in turn links to the positive impact on organisational objectives as people are an organisations most valuable asset.

3.2/3.3

Explain how you have developed interventions of coaching and mentoring to support individuals in the achievements of organisational goals?

Prior to formal coaching and mentoring I engage with the relevant stakeholders. The coachee/mentee and I have a written contract that we agree to. It is important to have stakeholder buy-in as post mentoring/coaching the mentee/coach may require ongoing support and that will be easier to access with stakeholder buy-in or else it may not result in sustained change. There are times when outside of formal coaching, as an example I am having a coaching conversation there will not be a formal written contract but there is a verbal contract (though it may not be referred to applying that terminology) so there is still expectations and clarity at the outset.

The way I have developed interventions for coaching and mentoring is to ensure that we are all clear on what the SMART goal is and ensuring it is aligned to a team/ organisational goal. By asking predominately open- ended questions, I pick up on what my coachee/mentee is saying (or in some cases not saying) and focus on that in executing the process. Building a rapport and apply coaching attributes to ensure it is an effective relationship.

With limiting beliefs, I have applied cognitive coaching to challenge them. I ask questions to ascertain what the root cause is and beliefs my coachee holds about it. What are the consequences of the behaviours and ask challenging questions about the beliefs. Instead of the former limiting beliefs, exploring what my coachee could do instead. This achieves organisational goal by individuals developing a growth instead of fixed mindset so they will flourish and be more content. That leads to more enjoyment at work, improved work relations and increased productivity which supports organisation goals.

My professional background is HR, so I am au fait with performance management and an intervention I apply is coaching conversations. There are times when I recognise that mentoring is more appropriate so in executing the process I can switch to coach/mentor and vice versa as required. As you cannot coach knowledge, I ascertain the individuals understanding before deciding which route to take at that time ie: coach or mentor and an example is (Appendix 3/Example 3 in section 2.4) with the HR Apprentice. This supported achievement of organisational goals as the HR Apprentice developed and was able to support more HR casework as well an enhancing the organisations reputation by her speaking highly of her experience to external partners.

All 4 examples (@sections 2.2/2.3 and 2.4.2.4) earlier in the report supported by appendices 1-5 are linked to the organisational objectives ie: retention and turnover, improving sub- cultures and identifying hotspots that may require more attention, support FTSUG by staff feeling they can confidently and comfortably speak up, supporting apprentices, promote cultural intelligence and inclusive leadership. Coaching/mentoring was able to be applied in all cases to facilitate the desired change.

3.3/3.2 Evaluate the effectiveness of the coaching and mentoring interventions in achieving organisational objectives

Evaluation is not an afterthought to training, but rather is meant to be integrated into the entire learning and development process add reference Kirkpatrick model of evaluation. Kirkpatricks 4 steps are: (i) Reaction (ii) Learning (iii) Behaviour (iv) Results

The effectiveness can be evaluated by feedback and conducting quantitative and/or qualitative analysis well after the process has ended to ascertain if the change is sustained and return on investment.

I will refer chronologically to my 4 real life examples (@sections 2.2/2.3 and 2.4/2.4) earlier within this report.

1) There is immediate feedback from the individual and an ongoing monthly and quarterly report done by the FTSUG supported by the Champions. There is an analysis of the source of concerns ie: geographically, departments and the outcome. FTSUG also collates how many queries are raised to the Champions and it demonstrates the Champion role is an asset that colleagues have welcomed and that is aligned to the organisational goal of a confident constructive speak up culture.

2) There is a reaction at the conclusion of the interviews. To maintain anonymity there is a quarterly report produced for BAME exit interviews. This illustrates themes and patterns as well as recognising positive feedback. Workforce analyse turnover data so evaluation shows that it achieves the organisational goal of people and culture investment as well as retention.

3) Apart from asking the apprentice for individual feedback, it was also sought from other stakeholders such as the investigating manager. Anna improved her investigatory skills. It achieved organisational objectives by being a cost- effective way to create a highly skilled and more productive workforce. The organisation has achieved awards for apprenticeships in the past to evidence its success. It also supports the coaching/mentoring development of existing colleagues in the organisation, this in turn aids CPD and career progression and these are all organisational goals.

4)`Cultural Intelligence and inclusive leadership is a strategic objective so evaluating the feedback and subsequent follow up with past attendees to monitor progress. Analysing staff survey results reveal the burgeoning culture change in achieving the organisations goals.

References

Figure 1: Image Reference Author/Copyright holder: ProVeritas Group. Copyright terms and licence: All rights reserved.Img source(Diary of Anne Frank, May 1944

(CIPD 2021)

People will forgot what you saidwill never forget how you made them feel (Maya Angelou.)

Figure 2: Nancy Kline reference https://mobile.twitter.com/hashtag/nancykline(NLP Reference https://greator.com/en/nlp-coaching/)

We are disturbed not by events but by the beliefs we hold about them Epictetus Greek Philosopher reference.

A mentor has some great answers for you and a coach has some great questions for you Gardiner (2016)

(Mark Connelly, 2020)

Reference: https://www.nngroup.com/articles/stakeholder-analysis/There is a saying that if you are not intentionally inclusive then you will be unintentionally exclusive (reference Ekaterina Walter)

Ideas are easy, Implementation is hard (Guy Kawasaki, Alltop co-founder)

Employees need to understand what is expected of them and to achieve those goals they must be managed so that they are motivated, have the necessary skills, resources and support (CIPD reference)

. Coaching activities have both organisational and individual goals. It provides people with the opportunity to better assess their strengths as well as their development areas (CIPD (June, 14). Coaching and mentoring [Online] available at: https://www.cipd.co.uk/knowledge/fundamentals/people/development/coaching-mentoring-factssheet#gred [accessed June 2022]

If you do not manage culture, it manages you and you may not even be aware of the extent to which it is happening (reference Edgar H. Schein)Source: https://quotepark.com/quotes/1797926-edgar-h-schein-the-only-thing-of-real-importance-that-leaders-do/Coaching has a direct positive impact on employee well-being reference Guy Buckland CIPD

Evaluation is not an afterthought to training, but rather is meant to be integrated into the entire learning and development process add reference Kirkpatrick model of evaluation.

Appendices

Appendix 1Email from the FTSUG providing feedback about my role (due to confidentiality direct feedback from individuals met with has not been provided)

Appendix 2 Email from VR providing feedback about my role as BAME Exit Interviews Lead.

Appendix 3 Email from AT (HR Apprentice) providing feedback about my role as coach/mentor

Appendix 4 Email from HI (individual who attended session I facilitated)

Appendix 5 Email from RJ (individual who attended session I facilitated)

  • Uploaded By : Pooja Dhaka
  • Posted on : December 25th, 2024
  • Downloads : 0
  • Views : 28

Order New Solution

Can't find what you're looking for?

Whatsapp Tap to ChatGet instant assistance

Choose a Plan

Premium

80 USD
  • All in Gold, plus:
  • 30-minute live one-to-one session with an expert
    • Understanding Marking Rubric
    • Understanding task requirements
    • Structuring & Formatting
    • Referencing & Citing
Most
Popular

Gold

30 50 USD
  • Get the Full Used Solution
    (Solution is already submitted and 100% plagiarised.
    Can only be used for reference purposes)
Save 33%

Silver

20 USD
  • Journals
  • Peer-Reviewed Articles
  • Books
  • Various other Data Sources – ProQuest, Informit, Scopus, Academic Search Complete, EBSCO, Exerpta Medica Database, and more