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A Handbook for Coaches
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A Handbook for Coaches
Preamble
The importance of coaching is augmenting rapidly because of its abilities to enhance skills, motivation and confidence as well as increased quality of professional training and teaching. Throughout the coaching process, an individual learns attitudes, knowledge and skills through interconnectivity with the coach. The following handbook seeks to proffer a universal approach for explaining coaching and its interrelated aspects to elucidate the efficacy and scope of the practice.
1. Management of theCoach-Trainee Relationship
Throughout the training sessions, the relationship between coach and trainees carries significant importance. Coaching is a short-term relationship that pivots on some specific objectives and issues (Grover Furnham, 2016). The main idea of coaching is to focus on the present performance and developmental issues from an individual standpoint.
Accessing trainees for managing appointments, session timings/days
All the information regarding training sessions and other meetings should be communicated clearly with the relevant person through emails, and a copy of such scheduling needs to be sent to resource third parties including fellow coaches and director.
It is better to utilize formal channels to communicate with trainees instead of informal ones such as social media and chat rooms etcetera.
The communicational content includes time, locations and other scheduling information for all the practices and sessions.
Guidelines and regulations for the training sessions are also subject to be relayed properly.
In some cases, trainees and the coach can decide on the most feasible mode and timings of communication. In this context, emails, face-to-face meetings, and telephone calls are considered.
Coachs Expected Behaviour During Coaching Programs And Sessions
Coach should be an inspiring role model and leader
Promote motivational attitudes and positivity
Avoid all the biases based on race, ethnicity, or gender
Supervise trainees throughout the coaching session and program
Never leave trainees unattended during coaching sessions
Hierarchical Relationship
Coaches and trainees do not have a superior-inferior archetype of hierarchy
Coaches are not entitled to exert power on trainees in any case
Coaches and trainees hierarchy based on reciprocal interaction and learning process.
Coaches are subject to report their progress to the supervisors or directors in the start, mid, and at the end of the training program.
Performance Outcome Standards and Indicators
Knowledge and learning retention and practical implementation of learning. Retainment of knowledge and learning is the utmost parameter to evaluate the efficacy of learning and training program, and practical implication of such learning is the peak of achievement
Number and frequency of trained individuals.
Learners satisfaction is another key indicator that reflects upon the attainment of a training program. In the absence of learning satisfaction, the trainee cannot feel confident and in turn, become fail to apply the acquired learning in a real-life situation.
Accommodating Learning Styles Of Trainees
Maximum, applicable and satisfactory learning is the underlying objective of the coaching, and therefore coaches have to understand that every trainee carries a different and unique learning style and for this purpose, the training content should be designed accordingly (Bahrami, 2016).
Implementation of VRAK (Visual, Aural, Read/Write, and Kinaesthetic) model is useful in delivering learning skills and knowledge to the trainees (Othman Amiruddin, 2010).
Aural learners tend to learn better through audio aids. Such students depict improved learning efficiency while trained in conventional in-house sessions.
Visual aids such as graphs, charts, videos and other pictorial material are extremely helpful in transferring learning to the visual learners and for their knowledge retaining.
Reader and writer faction of trainees learn better when written content is used during learning and training sessions.
Kinaesthetic learners retain training-based learning through experiences and stimulations. Such learners need to explore learning factors through senses to fully grasp the idea.
Preferred Communication Styles
The communication between coaches and trainees should be open and based on mutual respect and trust.
The communication process between coaches and trainees should be necessarily interactive and straightforward.
Coach should be a good listener as well as describer
Non-verbal communication is important and known as the advantage of face-to-face training. Non-verbal communication adds animation to learning and depicts empathy and other notions of emotional intelligence (EQ).
A clear understanding of trainees language and cultural background. Trainees from different lingual and ethnic backdrops can pose some challenges for the coach, but a smart and expert coach knows to tackle such issues effectively.
Setting Of Coaching Sessions And Meetings
A clear communication is needed to relay the exact location and timings of training meeting and sessions
All trainees should be informed before 24 hours in case of any alteration in generally communicated schedule or location
Location of meetings can be decided with mutual consent of coaches and trainees
The training setting should be supporting and well-equipped in facilitating a smooth learning process
Professional and Personal Attributes of Coaches and Trainees
Coaches may have some prominent personal and professional attributes including commitment, organization, consistency, process orientation, objective-oriented, participative provider of feedbacks, skilled and knowledgeable, fair, balanced, adjustable and flexible, tolerant and patient.
Trainees may have some particular set of attributes including, eagerness to learn, participation, obedience, observation, exploring thirst, curiosity, openness for change, adaptability, and flexibility.
2. Legal, Regulatory and Compliance Requirements for Coaches
The coaching facilities should comply with the Australian Competition and Consumer Act.
Compliance with the federal government and National VET Regulator Act 2011 is also necessary.
Coaches may be accredited from the International Coach Federation (ICF-Australia) or International Association of Coaching (IAC).
3. Organisational Policies, Codes of Practice and National Standards
Organizational policies return, and refund policies follow fair exchange practices and a predetermined fraction of fee will be refunded in case of a relevant dispute.
All the training material regardless of its oral, verbal or written format is belonged to the coach and is a subject of copyright and protection.
All the basics of governing laws are applied to the coaching practice.
Complaints and appeal policy are provided to the trainees with an opportunity to approach facilitating procedures for the dispute and complaint resolution.
4. Security of Information
The information security and protection measures of the coaching comply with Australian Privacy Law.
The privacy policy and other details are subject to be published on the website.
The collected personal information of trainees will be stored and protected from any unprofessional individual or usage.
The personal data will be comprised of necessary details including full name, job details, educational and other learning backgrounds, email and contact details and similar credentials.
The personal information of trainees and coaches is subject to be updated on request.
5. Procedure for Recruiting and Matching Coaches and Trainees
The recruiting process defines the reasons for the engagement and scope of coaching.
The process identifies the prospective coaches.
Conducting interviews of potential coaches
Scheduling the interviews and introductory sessions
Selecting the coach
The coach-trainee matching process underlines some fundamental aspects such as level of comfort between coach and trainee while conversing, the ability of coach in expanding the thinking horizons of the trainee, the training approach and background experiences of coach, the role of the coach in supporting the success of a trainee
Reference
Bahrami, R. (2016). Training Employees According To Their Learning Style - eLearning Industry. online eLearning Industry. Available at https//elearningindustry.com/training-employees-according-learning-style Accessed 15 Nov. 2019.
Grover, S. and Furnham, A. (2016). Coaching as a Developmental Intervention in Organisations A Systematic Review of Its Effectiveness and the Mechanisms Underlying It. PLOS ONE, 11(7), p.e0159137.
Othman, N. and Amiruddin, M. (2010). Different Perspectives of Learning Styles from VARK Model. Procedia - Social and Behavioral Sciences, 7, pp.652-660.
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