Coaching | Coachande | Coachning | Rådgivare

Kunskapscenter

Vad är coaching?

Coaching kan beskrivas som en metod och tekniken kan användas till att vägleda, en individ till ett nytt lärarande inom definierade tidsramar.  

Det finns många definitioner på coaching. Med så många varierande och motsägande definitioner har det föreslagits att ge sig in i debatten om att definiera coaching vid denna tidpunkt är en övning i abstraktion (Jackson, 2005).  Även produktiva akademiska författare (Clutterbuck och Megginson, 2005) förändrar deras syn och som indikerar på att området fortfarande håller på att utvecklas och flyter på. Så långt tillbaka som 1994, Garvey (1994) refererar till ”en-till-en hjälpen” och föreslår sålunda ett koncept för om definering av begreppet, med ett liknade Esperanto hopp om att ”en-till-en hjälp” kanske kan bli pånyttfödd av ett ovårdat begrepp, fastän effektfullt som ett skildrande begrepp men är inte lika ”gångbart” i varumärkes sammanhang.

Några författare har föreslagit att mentorskap är modellen för coaching och att mentorskap som en arbetstitel är för formellt. De använder uttrycket coach, då det är mer tydligt aptitligt (Hudson, 1999). För en tid sedan, i ett heroiskt försök att skapa någon form av sammanhang inom denna förvirrade vy, ser vi att framstående författare inom området inte är nöjda med att acceptera endera av dem som underliggande den andre. De påstår kategoriskt att skillnaderna mellan dessa två begrepp orsakar förvirring och att de berörda bör starta att följa med till den överenskomna Coach-Mentor begreppet (Parsloe & Wray, 2005).

Coaching definitioner kan vara så enkelt och innehållande som, ”processen av att ge kraft och styrka för andra” (Whitmore, 1997). Eller mer definitivt: ”en process som möjliggör lärande och utveckling till att uppstå och sålunda att förbättra prestationen ”. Att vara en lyckad coach kräver kunskap och en förståelse för processen, såväl som variationen av stilar, kunskaper och tekniker som är lämpliga i det sammanhang som coaching äger rum (Parsloe, 1999). Perspektivet spelar också en enormt stor del i tolkningen av de individuella bidragsgivarnas definition. Mentorer betraktar coachning som huvudsakligen kunskapsbesläktade, med specifika kapaciteter som anknyts till resultat (Cranwell et al, 2004). Coachen skiftar fokus till resultaten i jobbet (Megginson och Clutterbuck, 1995) och ett primärt fokus på prestationen inom det nuvarande jobbet och betonar utvecklingen av kunskaper (Clutterbuck, 2004).

Definitioner som coacher använder har utvecklats över åren. Från det något pittoreskt, potentiellt farliga och trångsynta tilltron att ”den mest viktiga aspekten av coaching är att bli accpeterad, respekterad och omhändertagen snarare än utbytet av information mellan coachen och coachee (mottagaren) (Olalla, 1998). Till företagsdefinitionen som uttalar att ”coaching är en möjliggörande process till att öka prestationen, utvecklingen och uppfyllelsen” (Alexander & Renshaw, 2005). Intressant är at Megginson (1988) så långt bak som år 1988 erbjöd synen att coachingen är mer effektfullt i en persons utveckling om den gjorts vid specifika skeden. Således i ett näringslivssammanhang är coaching mera roll, jobb och projektspecifik (Williams, 2000). Om vi följer denna linje av tankar som specifika interventioner på lämpliga tider i en personutveckling är den mest effektfulla metodologin, då ett ganska utbrett urval av coaching interventioner krävs. Och vi kommer att se att vad är nytt är att coaching har tagit till sig psykologi, sportpsykologi och utbildning (Zeus & Skiffington, 2000) och är nu upptagen med att bygga upp ”säljbarheten och trovärdigheten”.
 

Ursprunget till Coaching. Historia

Begreppet ”coach” sågs först under 1500 talet som refererande till en metod med vagn, faktiskt en häst draget fordon som har sitt ursprung i den lilla ungerska staden Kócs (som uttalas ”koach”). I mitten av 1850 talet användes begreppet coach på engelska universitet och som refererar till en person som bistod deltagarna i examensförberedelser (Zeus och Skiffington, 2005) och verkar att ha kopplingar till ”tentamenspluggande” och som till synes återuppväcker den kunskapen med många uppgifter som var associerade med att kontrollera laget av hästar som drar en diligens (Wikipedia, 2005). Coaching ser sina rötters upphov i den Humanistiska Psykologin (Zeus & Skiffington, 2000) som fokuserar på en persons förmågor och inre verkligt värde.

Coaching i näringslivet

Då humaniströrelsen kom att dyka upp börjar vi att se en parallell till utvecklingen av coaching inom näringslivet vilket man kan se i de framträdande granskade tidskrifterna. Gorby (1937) beskriver äldre anställda som arbetande som coach åt nya anställda för att minska på slöseri för att uppnå en prestationsbonus. Bigelow (1938) återberättar att säljchefer som coachar säljare. Mold (1951) rapporterade om ”chefen som coach” -programmet. Hayden (1955) förordade att ”uppföljning” coaching förbättrade utvärderingarna. Mahler (1964) indikerade svårigheterna för organisationer att få deras chefer att vara effektiva coacher. Gersham (1967) utvärderade effekten av arbetsledarna på ”attityd- & jobbresultat”. Tobias (1996) rapporterar om en tekniskt ”utmärkt” 44 år gammal chef, som arbetar som coach på ”mjuka färdigheter. Fastän det som rapporterats ”i de framträdande recenserade akademiska journalerna” så är referaten huvudsakligen ”fallstudier”, och ”kommentarer” som kontrasterar till det nyligen rigorösa analytiska arbetet så som studien från Manchester Consulting Group (Zeus & Skiffington, 2005). Denna grupp skriver om 5.7 gånger ROI i anslutning till ett coachingprogram som lanserades mellan 1996-2000. Även forskningen fokuserades och inriktades mot en tillverkning eftersom detta stod för den finansiella maktbasen på den tiden och koncepten av ”mer makt till arbetsstyrkan” och ”humant kapital” annat än just bara operativ resurs kan komma att dyka upp senare.

Till synes ”livscoaching” konceptet visades första gången med moderna definitioner i en coach liknande aktivitet i ett program som siktade på högstadie och gymnasieskolans avgångar. Detta arbete låg i förgrunden för bekämpningen av fattigdom som påbörjades under 50-talet från ett YMCA-sponsrat träningprogram i Bedford-Stuyvesant, Brooklyn, N.Y. Dess syfte var att söka en mer kraftfull rådgivnings/lärande metoder i att hjälpa personer lära sig psykologiska och sociala färdigheter för att klara av de mer förutsägbara utvecklingsproblemen i livet (Adkins, 2006). I slutet på 60-talet blev forskningen mer rigorös (Grant & Cavanagh, 2004). Detta fokuserade på mer akademiska metodiker där katalysatorn för den trovärdighet som krävdes av de mer progressiva kommersiella personerna. Och som sådan kom födelsen av exekutiv & affärscoaching att dyka upp från ledarskapsprogrammen under 80-talet (Zeus & Skiffington, 2005).

Det verkliga genombrottet av Coaching kom med mixen av sport och näringsliv, faktiskt återuppfann sig själv. Tim Gallwey (1974) med sitt inre tennisspel , var en primär katalysator för att arbeta som privatlärare i ett affärssammanhang med den snabba övergången av andra noterbara sportcoacher, liksom: John Whitmore (mästare inom tävlingsracing), David Hemery (Olympiska Häck Medaljör) och David Witaker (Olympisk Hockeycoach).

Coaching i sin moderna klädsel föddes ut ur Constructionist Learning Theory (Teorin om Byggsatslärande) (Williams & Irving, 2001), med en kärntro på att det inte finns bara en enda sann verkliga tolkare eller tolkningen av verkligheten (Zeus & Skiffington 2005). Man kan se födelsen av coaching från principer som påstår: alla konstruerar vi vår egen förståelse till världen som vi lever i med hjälp av reflektion utifrån våra erfarenheter”. Och intressant nog kan man se att 90-talet vad några  trodde skulle bli en våg i ”quasi-filosofiska” grupper som finner särskild favör för de som är engagerade i ledning och kommunikationsutveckling (Parsloe & Wray, 2005), det är möjlighet att ser hur fenomen som NLP (Grinder & Bandler, 1989) ”har plockat godsakerna” från sådana områden som Constructionist Learning Theory Bateson's ( 2000) Cybernetics, Chomskys (1972) Språkteorin och Landamatics (Landa, 1974). Det är denna en approach med ”plockandet av godsakerna” och behoven av en kommersiell företagsvärld, som har genererat behovet av en 'forskningsutövningsmodell för coaching', där en mer akademisk och rigorös metodologi kommer att agera som en jämförelse och validering på detta området. För många är coaching långt ifrån att vara ett yrke ännu, trots förekomsten av alla de som arbetar som coach professionellt (Grant, 2003b). Det nuvarande intresset kring definitionen och dess giltighet kan förklaras med ett yrke som ”har konvergerat” i stället för ”att ha dykt upp” på dess nuvarande position.

Användningen av Coaching. Användningsområden

• Företagscoach.
• Exekutiv (Lednings-) coach.
• Livscoach, (Idag även hälsocoach, PT etc).
• Prestationscoach.
• Sportcoach.
• Arbetsplatscoach.

Stegen i Coaching (Coachande, Coachning, Coach, Rådgivare). Process

Som inte är allmänt vedertagen.

Styrkor med Coaching. Fördelar

• Den dominerande fördelen av att arbeta som coach individuellt och med företag är underlättat av själv-inriktat lärande. Fastän att lärandet möjliggörs via en coach så är den verkliga bakomliggande fördelen med coaching i förmågan hos individen av att ”gå vidare” från erfarenhet och framåt mer som en kapabel bidragsgivare.
• Vad beträffar att behålla och utveckla begåvning indikerar att studier på betydliga fördelar för företag som uppmuntrar till aktiv coaching under övergångs-/förändringsfaser.
• ROI för coaching är betydligt högre än vanlig klassrumsträning speciellt i exekutiva miljöer där studier visar att de skiljer ut sig upp till 30 gånger snabbare än i gruppen bestående av mellanchefer.

Begränsningar med Coaching. Nackdelar

• Coaching är inte terapi. Om det är så att coachee:n (mottagaren) därefter kan bli beroende.
• Kan ses som en prestigeposition i ett företag och kan därmed skapa en kliché av coacher och politiska påverkare.
• Försök att tala om för din chef att han är en dålig coach!

Antaganden i Coaching. Villkor

• Coaching bygger verkligen vidare på idén från Malcolm Knowles och ”vuxenlärandet”, som i huvudsak säger att individen har ansvar för sitt eget lärande och allt engagemang, bör ”vägledas, i stället för att ledas”.
• Detta är ett otroligt invecklat ämne för en ganska enkel sak. Skälen till att coaching inte i sig själv är en modell som definierats, modeller liksom GROW, är verktygen för coaching.
• För närvarande finns det inte någon central modell som erbjuder en vedertaget accepterad definition.

Bok: Zeus & Skiffington - The Coaching at Work Toolkit

Bok: Mary Beth O'Neill - Executive Coaching with Backbone and Heart

Bok: Bruce Peltier - The Psychology of Executive Coaching

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Kurser om Coachning. Nybörjarkurs Avancerad Kurs Kurs för Experter

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Johan Cruijff on Coaching Coaching, Mentoring, Goal Setting, Teamwork In this video legendary Dutch football player and coach Johan Cruijff (1947-2016) presents some of his inimitable ideas ... Young Steve Jobs on the Role of Managers Management, Leadership, Talent Management, Talent Acquisition, Talent Development This video is a nice start for any management course. Jobs shares some ideas on managers (in a high-tech environment) an... How you can Change and Improve Yourself Self Development, Coaching, Mentoring, Management Development, Leadership Development Coach Tony Robbins explains that you can only achieve good results in changing or improving yourself if you: Not onl... Peer and Co-worker Relationships Relationship Management, Emotional Intelligence, Coaching, Emotional Work, Relationship at Work, Employee Relationships This presentation is about the relationship between peer and co-workers, and includes the following sections: 1. Nature... 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