Coaching costs…

It was telling for me, in the article “New study sheds light on manager-coaches” (although not so new – from 2009), that those in more senior positions were more likely to use mature coaching approaches because they had the time and space to do so. This finding, for me, indicates that coaching isn’t a panacea to all business issues or a ‘quick fix’ option, although it is effective when properly resourced. As such, it was interesting that coaching was framed by many line managers, who participated in the research study, as a “burden” – a word used twice in four questions from the CIPD report.

There is also a clear indication in the report that many managers are not themselves supported to develop coaching skills prior to starting coaching work with their team members. This could, in turn, help explain why there were both primary and mature coaching approaches identified by the study. Perhaps there is also a need to differentiate between leadership and management? Not all managers are leaders, and not all leaders are managers – and maybe the more participatory  “mature coaching” approach tends to be used by managers who are also leaders?

Ultimately a business needs to really invest in coaching and to integrate it into their culture. This requirement is highlighted by the three key recommendations from the report: 1) coaching needs to be viewed as a business issue; 2) roles and expectation need to be clear; and 3) skills development, resourcing and support are essential. Perhaps this is why consistent use of coaching is “virgin territory” for “three-quarters of businesses” – the initial investment appears to be very high!

 

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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