Building Excellent Workforce through Effective Coaching for Coachees' Development

By Abiddin, Norhasni Zainal; Ismail, Affero | International Journal of Education, January 1, 2012 | Go to article overview

Building Excellent Workforce through Effective Coaching for Coachees' Development


Abiddin, Norhasni Zainal, Ismail, Affero, International Journal of Education


Abstract

Coaching is a part of educational training especially in Technical and Vocational Education Training (TVET) to develop people in the professions. Coaching is related to self-development, professional growth and career development of the coachee. Not only do coaches have to play role but the coaches too and all this must be placed within the specific institutional context. This article is designed to summarize existing literature on coaching in order to assist coach-coachee in enhancing the best practices for effective coaching. Thus, it focuses on model of coaching, role of coach and the nature of the coach-coachee relationship.

Keywords: Coaching, Coach, Coachee, Practices, Coachees' Development

1. Introduction

Recently, issue of excellent workers has become vital and widely debated across the countries. It is in synchronizing with the development of K-workers. The global changes in technology and particularly in the Malaysian industries have created a dire need for skilled workforce and comprehensive training. A holistic skills training and technical training program to train K-worker should encompass not only technical competences but also human and social competences. This can be achieved through effective coaching during their training and practical in Public Skills Training Institute (ILKA) and industries as well. The coaching relationship has been described as an invaluable learning activity for beginners as well as experienced practitioners such as teachers, administrators, trainers and other professionals.

Many scholars have mentioned the importance of the relationship between a student and a supervisor in this context (Acker, Hill and Black, 1994; Cryer, 2000; Graves and Varma, 1999; Phillips and Pugh, 2000) particularly where the two work closely over a number of years. The relationship between the teacher and student plays an important role in promoting the student's objectives. However, sometimes a problem of compatibility occurs between them and therefore, Hockey (1997) and Wilkin (1992) suggest that they both need to know their roles in order to ensure a good relationship. Learning involves two parties, the teacher (also known as supervisor, mentor, coach) and the student (known as the trainee, mentee, mentoree, coachee, protégée). This article will discuss the supervisory approach commonly adopted towards student/trainee in order to help them achieve their objectives. In this, roles and practices of coach-coachee are described. Both parties either a coach or coachee should play their roles effectively. Hence, this article explores a review of the literature on coaching. It focuses on coaching model and the nature of the coach-coachee relationship.

2. The Coaching Model

Coaching models help to provide a framework for a session, helping it to be a meaningful conversation with a defined outcome rather than just a chat with no clear purpose. Different models provide alternative perspectives prompting different questions to help the coachee in a variety ways. The skill of the coach is in knowing what the client needs at a particular moment so a toolkit of different models is helpful to draw upon and use as appropriate.

There are many models of coaching. Each model has their own strengths, which can be seen by looking at the coaching goals. Coaching integrates many fields of knowledge. If we look closely, most coaching approaches share things in common: (1) The establishment of a relationship built on trust, unfeigned communication and confidentiality; (2) The formulation of client-based, agreed upon goals and expectations; and (3) A deep questioning and learning dynamic in relation to your goals. There are three models that will be discussed in this section which are Schon's Three Models, The GROW Model and The Coaching Method Model.

3. Schon's Three Models

This model area as follows: (1) Joint Experimentation Model; (2) Follow Me; and (3) Hall of Mirrors. …

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