Coaching is about on the job learning

 Coaching is about on the job learning. It allows the person who is being coached to become coached in the areas of an organization activities that the organisation believes are important. Coaching can build knowledge, enhance skills, or enhance personal competence and confidence that may indirectly change organisation performance.

The basis of all coaching is that it is that one person the coach can assess a situation within in an organisation in which he or she has expertise and can guide the person(s) being coached towards meeting the required outcomes. In professional sport, a team may have one coach. In Australian Football, Rugby League Basket Ball or Netball to name just few professional sports there is always a senior coach named as team coach who is prominent in the media. This coach maybe proficient at the game he or she is coaching but specialty coaches that look after the specific aspects of team performance will support him or her. Each team may have a defensive coach, an attacking coach, a kicking coach and/or a passing coach where appropriate to enhance particular skills. Coaching should not be isolated to one particular person in the workplace. Different people will have different skills, knowledge and experiences they can pass onto to others. For instance in the customer service function of an organisation there may one person who can successfully provide coaching on the process of interaction with customers, another person on the order process and its interaction with the organisation accounting process and yet another person on the handling of key accounts and the seeking of customer feedback.

1. For workplace coaching to be successful, the following are the key ingredients that need to be present for workplace coaching to be effective.

2. The arrangement and carrying out of the coaching process must be systematic and be aligned to organisation objectives and goals.

3. The coaching process should have specific goals that are to be achieved such as the meeting of required levels of performance that can be assessed against agreed criteria.

4. The coaching process should not be seen as short termed single event. It should engage the participant at relevant times in his or her time with an organisation and move through different level of development in a single function and different areas of activity within an organization.

5. The coaching process should be driven by a need for there to be ongoing continuous improvement in the process to ensure the content of each area where coaching is applicable is relevant to the participants needs.

6. The coach needs to have the requisite competence to be endorsed as an organization coach. Such competencies may include:

• Technical competencies such as knowledge competence in skill areas of the work where the coaching is to occur

• Appropriate interpersonal skills that allows the coach to relate in a positive fashion to the participant

• Assessment skills that allows the coach to determine whether the participant has met the required outcomes and

• Remediation skills to bring a participant to required performance levels where assessment demonstrates that they he or she has not yet achieved a level of competence in a particular activity, area of knowledge or skills required by an organisation

7. The two people are able to build a positive relationship which offers more than just concentration on immediate work issues but extends to shared knowledge of each other such that lateral/ informal relationships develop that will be beneficial after the coaching relationships has ended