| ace coaching revolves around establishing a mutual | | | | action: |
| relationship between staff members and the | | | | Being rational in nature, people pursue a common |
| supervisor or manager. As a coach, the supervisor is | | | | motto to perform, keeping in mind the beliefs, |
| not limited to remedial or corrective coaching. | | | | subjective norms, attitudes and perceived behavioral |
| History of the Coaching Models: | | | | control. |
| Many of the early coaching models made an attempt | | | | Solution focused theory: |
| to formulate a coaching model based on the static | | | | This particular model is known to assume that the |
| models of learning. This was seen from the 1950s to | | | | client knows the answers. Considering the critical role |
| the 1980s. However, the 90s saw the additional | | | | of commitment, trust and collaboration, formulating |
| option of sports coaching. | | | | solutions encourages change. |
| Coaching models should be assessed individually. They | | | | Multi-modal approach to coaching models: |
| are expected to be flexible and adaptable, to | | | | The multi-modal approach to coaching models uses |
| facilitate easy implementation according to the need. | | | | features of various coaching models and techniques. |
| Coaching models are also expected to follow certain | | | | It is considered one of the most systematic and |
| criteria like: | | | | technically diverse approaches. The success of this |
| . Presenting a complete, comprehensive description of | | | | professional approach lies in the coach training |
| all the processes involved. | | | | method and the fulfillment of the client or employer |
| . Establishing the connection and nature of the | | | | needs. |
| component parts. | | | | Role of a workplace coach: |
| . Predictive enough to make attaining goals easy. | | | | Coaches not only help in reaching the goals but also |
| . Ability to produce sustainable and measurable | | | | motivate the team members in performing better, |
| changes. | | | | like sports coaches do. Coaching is not merely telling |
| Types of coaching models: | | | | someone what to do or offering advice. An efficient |
| Traditional coaching methods were constructed | | | | coach presents the team members with more |
| around outdated change models, like the grow model, | | | | challenges, while considering a different approach to |
| action planning, simplistic personality profiling and goal | | | | deal with workplace problems. |
| setting. Most of these models fall short of formulating | | | | Coaching is a lesson in self-improvement and |
| measurable and long-lasting behavior competences. | | | | self-discovery. In the workplace, the managers act as |
| Commonly used coaching models and the change | | | | coaches. It is part of their duty to be firm with the |
| factors addressed: | | | | team members and monitor their progress. They are |
| Stages of the trans-theoretical or change model: | | | | expected to act in a specific manner towards the |
| Willingness to make or attempt to bring about a | | | | different challenges faced at work. Moreover, |
| change in behavior differs from individual to individual. | | | | coaches double up as mentors. They generally use |
| A reversion to the old model is a part of the process. | | | | questionnaires and feedback from the co-workers |
| Social learning theory or social cognitive theory: | | | | and role-play exercises to assess the leadership style. |
| The main criteria under this theory are environmental | | | | To attain all the goals in the workplace, it is essential |
| influences, personal factors and behavior. | | | | for the coach to be efficient. |
| Theory of planned behavior or theory of reasoned | | | | |