INTRODUCTION

Training can be introduced simply as a process of assisting a person for enhancing his efficiency and effectiveness to a particular work area by getting more knowledge and practices !lso training is important to establish specific skills" abilities and knowledge to an employee #or an organi$ation" training and development are important as well as organi$ational growth" because the organi$ational growth and profit are also dependent on the training %ut the training is not a core of organi$ational development Training is different form education& particularly formal education The education is concerned mainly with enhancement of knowledge" but the aims of training are increasing knowledge while changing attitudes and competences in good manner %asically the education is formulated with in the framework and to syllabus" but the training is not formed in to the frame and as well as syllabus It may differ from one employee to another" one group to another" even the group in the same class The reason for that can be mentioned as difference of attitudes and skills from one person to another 'ven the situation is that" after good training programme" all different type skilled one group of employees can get in to similar capacity" similar skilled group In the field of (uman Resources )anagement" Training and Development is the field concern with organi$ational activities which are aimed to bettering individual and group performances in organi$ational settings It has been known by many names in the field (R)" such as employee development" human resources development" learning and development etc Training is really developing employees* capacities through learning Training and Development is the framework for helping employees to develop their personal and organi$ational skills" knowledge" and abilities The focus of all aspects of (uman Resource Development is on developing the most superior workforce so that the organi$ation and individual employees can accomplish their work goals in service to customers

!ll employees want to be valuable and remain competitive in the labour market at all times" because they make some demand for employees in the labour market This can only be achieved through employee training and development (ence employees have a chance to negotiate as well as employer has a good opportunity to select most suitable person for his vacancy 'mployees will always want to develop career+enhancing skills" which will always lead to employee motivation There is no doubt that a well trained and developed staff will be a valuable asset to the company and thereby increasing the chances of his efficiency in discharging his or her duties

Trainings in an organi$ation can be mainly of two types& Internal and ',ternal training sessions Internal training involves when training is organi$ed in+house by the human resources department or training department using either a senior staff or any talented staff in the particular department as a resource person

On the other hand e,ternal training is normally arranged outside the firm and is mostly organi$ed by training institutes or consultants -hichever training" it is very important for all staff and helps in building career positioning and preparing staff for greater challenges in developing world (ow ever the training is costly %ecause of that" people who work at firms do not receive e,ternal trainings most of times The cost is a ma.or issue for the lack of training programmes in /ri 0anka %ut nowadays" a new concept has come with these trainings which is 1Trainers through trainees2 -hile training their employees in large 3uantities" many countries use that method in present days to reduce their training costs The theory of this is" sending a little group or an individual for a training programme under a bonding agreement or without a bond -hen they come back to work" the e,ternally trained employees train the employees who have not participated for above training programme by internal training programmes

'mployers of labour should enable employees to pursue training and development in a direction that they choose and are interested in" not .ust in company+assigned directions Companies should support learning" in general" and not .ust in support of knowledge needed for the employee4s current or ne,t anticipated .ob It should be noted that the key factor is keeping the employee interested" attending" engaged" motivated and retained #or every employee to perform well" especially /upervisors and )anagers" there is a need for constant training and development The right employee training" development and education provides big payoffs for the employer in increased productivity" knowledge" loyalty" and contribution to general growth of the firm In most cases e,ternal trainings for instance provide participants with the avenue to meet new set of people in the same field and network The meeting will give them the chance to compare issues and find out what is obtainable in each others environment

It is not mentioned in any where that the employers" managers and supervisors are not suitable for training programmes They also must be highly trained if they are e,pected to do their best for the organi$ation Through that they will have best abilities and competencies to manage the organi$ation Training employees not only creates a more positive corporate culture" but also add a value to its key resources

Raw human resources can make only limited contribution to the organi$ation to achieve its goals and ob.ectives (ence the demands for the developed employees are continuously increasing Thus the training is a kind of investment

Off-the-job Methods
Off+the+.ob training is conducted in a location specifically designated for training It may be near the workplace or away from work" at a special training center or a resort Conducting the training away from the workplace minimi$e distractions and allows trainees to devote their full attention to the material being taught+ (owever" off+the+.ob training programs may not provide as much transfer of training to the actual .ob as do on+ the+.ob programs

)any people e3uate off+the+.ob training with the lecture method" but in fact a very wide variety Definitions: 'mployee training at a site away from the actual work environment It often utili$es lectures" case studies" role playing" simulation" etc /ee also on the .ob training Advantages of Off-the-Job Training Trainers are usually e,perienced enough to train It is systematically organi$ed 'fficiently created programs may add lot of value Disadvantages of Off-the-Job Training: It is not directly in the conte,t of .ob It is often formal It may not be based on e,perience It is e,pensive Trainees may not be much motivated It is artificial in nature of methods can be used

Off the Job Training Methods

1. Classroom Lect res: under the off the .ob methods of training" classroom method or lecture method is well+known to train white collar or managerial level employees in the organisation under this method employees are called to the room like that of classroom to give training by trainer in the form of lectures This method is effectively used for the purpose of teaching administrative aspects or on management sub.ect to make aware of procedures and to give instructions on particular topic !dvantage 5 It can be used for large groups Cost per trainee is low Disadvantages 5 0ow interest of employees It is not learning by practice It is One+way communication No authentic feedback mechanism 0ikely to lead to boredom for employees !. A dio-"is al: 6roviding training by way of using #ilms" Televisions" 7ideo" and 6resentations etc This method of training has been using successfully in education institutions to train their students in sub.ects to understand and assimilate easily and help them to remember forever New companies have come up for providing audio visual material for students in their concern sub.ects In the corporate sector" mainly in customer care centres employers are giving training to their employees by using audio visuals material to teach how to receive" talk and behaviour with the customer !dvantages 5 -ide range of realistic e,amples" 3uality control possible Disadvantages 5 One+way communication" No feedback mechanism No fle,ibility for different audience #. $im lation: the simulation )ethod of training is most famous and core among all of the .ob training methods in the simulation training method" trainee will be trained on the especially designed e3uipment or machine seems to be really used in the field or .ob %ut" those e3uipment or machines are specifically designed for training a trainees were making them ready to handle them in the real field or .ob This method of planning is mostly used where very e,pensive machinery or e3uipment used for performing 8ob or to handle that .ob

%. "estib le Training: + )ostly this method of training will be used to train technical staff" office staff and employees who deal with tools and machines 'mployees learn their .obs on the e3uipment they will be using" but the training is conducted away from the actual work floor by bringing e3uipments or tools to certain place where training is provided" but not work place 7estibule training allows employees to get a full feel for doing task without real world pressures !dditionally" it minimi$es the problem of transferring learning to the .ob vestibule training is provided to employees when new or advanced e3uipment or tools introduced in to the organisation to do a particular .ob by using them #or this purpose such e3uipment is brought to a separate place to give demonstration and train how to use and that handle it by employees safely &. Case $t dies: It is a written description of an actual situation in the past in same organisation or somewhere else and trainees are supposed to analy$e and give their conclusions in writing This is another e,cellent method to ensure full and whole hearted participation of employees and generates good interest among them Case is later discussed by instructor with all the pros and cons of each option It is an ideal method to promote decision+making abilities within the constraints of limited data '. (ole )la*ing: During a role play" the trainees assume roles and act out situations connected to the learning concepts It is good for customer service and training This method is also called 9role+reversal*" 9socio+drama* or 9psycho+drama* (ere trainees act out a given role as they would in a stage play Two or more trainees are assigned roles in a given situation" which is e,plained to the group There are no written lines to be said and" naturally" no rehearsals The role players have to 3uickly respond to the situation that is ever changing and to react to it as they would in the real one It is a method of human interaction which involves realistic behaviour in an imaginary or hypothetical situation Role playing primarily involves employee+employer relationships" hiring" firing" discussing a grievance problem" conducting a post appraisal interview" disciplining a subordinate" or a salesman making presentation to a customer +. )rogrammed ,nstr ctions: This involves two essential elements: ;a< a step+by+step series of bits of knowledge" each building upon what has gone before" and ;b< a mechanism for presenting the series and checking on the trainee*s knowledge =uestions are asked in proper se3uence and indication given promptly whether the answers are correct This programme may be carried out with a book" a manual or a teaching machine It is primarily used for teaching factual knowledge such as )athematics" 6hysics" etc -. Management .ames /ith com0 teri1ed management games2 trainees divide into five+ or si,+person groups" each of which competes with the others in a simulated marketplace 'ach group typically must decide" for e,ample

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how much to spend on advertising how much to produce" how much inventory to maintain" and how many of which product to produce

Usually" the game itself compresses a two+ or three+year period into days" weeks" or months !s in the real world" each company team usually can4t see what decisions ;such as to boost advertising< the other firms have made" although these decisions do affect their own sales )anagement games can be effective 6eople learn best by being involved" and the games can gain such involvement They help trainees develop their problem+solving skills" as well as to focus attention on planning rather than .ust putting out fires The groups also usually elect their own officers and organi$e themselves This can develop leadership skills and foster cooperation and teamwork

On-the-job training ;OJT<

O8T is a form of training taking place in a normal working situation

On+the+.ob training" sometimes called direct instruction" is one of the earliest forms of training ;observational learning is probably the earliest< It is a one+on+one training located at the .ob site" where someone who knows how to do a task shows another how to perform it In anti3uity" the kind of work that people did was mainly unskilled or semiskilled work that did not re3uire speciali$ed knowledge 6arents or other community members" who knew how to do a .ob necessary for survival" passed their knowledge on to the children through direct instruction O8T is still widely in use today In fact" it is probably the most popular method of training because it re3uires only a person who knows how to do the task" and the tools the person uses to do the task It may not be the most effective or the most efficient method at times" but it is normally the easiest to arrange and manage %ecause the training takes place on the .ob" it can be highly realistic and no transfer of learning is re3uired It is often ine,pensive because no special e3uipment is needed other than what is normally used on the .ob The other side is that O8T takes the trainer and materials out of production for the duration of the training time In addition" due to safety or other production factors" it is prohibitive in some environments O8T" which stands for On the 8ob Training" is a program which is specially designed for young people in which they can combine work e,perience with learning the skills and re3uirements that are necessary for entering or re+entering the working world It allows those who otherwise may not seek further education to carry on with work whilst still improving their skills and how employable they are The program also aims to provide worthy potential employee s for employers to source work from" helping both employer and employee in their success

The ob.ectives of the On the 8ob Training program cover a wide base of points It targets those who have finished either high school or the first years of college and are looking for employment" whilst still in need of skill building and more teaching It reaches out to those in the community between the ages of >B and @C who are in need of the basic training and .ob skills that will provide them with more opportunities for work than they would have received without the help This will allow them to stand a real chance in the

incredibly competitive .obs market that today4s society has created" with everybody running out of money as fast as the .obs are running out

The scheme also endeavors to provide skilled workers who can match the skills necessary in terms of both academia and vocational skills that are seen in other prospective apprenticeships It aims to inspire the young people that work with the scheme to adopt their own ways of coping with the working world and its demands" whilst finding their own skills that set them aside from the rest of the competition" helping them get a foothold in such a difficult environment #inally" it aims to encourage self respect and a higher sense of self esteem to those who have been pushed back from work opportunities continually in the past and have since struggled to get back on their feet

On-The-Job Training Methods

3a4 Job (otation: This type of training involves the movement of the trainee from one

.ob to another The trainee receives .ob knowledge and gains e,perience from his supervisor or trainer in each of the different .ob assignments Though this method of training is common in training managers for general management positions" trainees can also be rotated from .ob to .ob in workshop .obs This method gives an opportunity to the trainee to understand the problems of employees on other .obs and respect them 8ob rotation method has been using in the Indian banking sector mainly by /tate bank group for the probationary officers for the period of appro,imately ? years to finally post them as assistant bank manager Under this method of training candidates are placed in each and every .ob starts from clerical .ob" assistant" cashier and managerial .ob for the purpose of knowing importance in nature of every .ob before handling !sst bank manager position

3b4 Coaching: The trainee is placed under a particular supervisor who functions as a coach in training the individual The supervisor provides feedback to the trainee on his performance and offers him some suggestions for improvement Often the trainee shares some of the duties and responsibilities of the coach and relieves him of his burden ! limitation of this method of training is that the trainee may not have the freedom or opportunity to e,press his own ideas 2Experience is simply the name we give our mistakes." - Oscar Wilde. 3c4 Job ,nstr ction: This method is also known as training through step by step Under this method" trainer e,plains the trainee the way of doing the .obs" .ob knowledge and skills and allows him to do the .ob The trainer appraises the performance of the trainee" provides feedback information and corrects the trainee

3d4 Committee Assignments: Under the committee assignment" group of trainees are given and asked to solve an actual organisational problem The trainees solve the problem .ointly It develops team work

3e4 A00renticeshi0: !pprenticeship is a formali$ed method of training curriculum program that combines classroom education with on+the+.ob work under close supervision The training curriculum is planned in advance and conducted in careful steps from day to day )ost trade apprenticeship programs have a duration of three to four years before an apprentice is considered completely accomplished in that trade or profession This method is appropriate for training in crafts" trades and technical areas" especially when proficiency in a .ob is the result of a relatively long training or apprenticeship period" e g " .ob of a craftsman" a machinist" a printer" a tool maker" a pattern designer" a mechanic" etc

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1. Less cost

It*s cheaper to have someone working right away than paying them for even a day of training If the .ob is fairly simple and the new hire is fairly intelligent they should catch on 3uickly !. 8igher : alit* training !s good as any training program may be it is no substitute for the realities of the front lines of your organi$ation On the .ob training gives a new employee a chance to 3uickly find out what it*s really like to work for your company" not .ust what it should be like according to the training program -hile the reality of working for your company may not be as rosy as what you might try to convey during training the sooner a new employee knows what they*re getting into the sooner they*ll either buckle down and get to work or decide this .ob isn*t for them #. ;se of e<isting em0lo*ees If you don*t have the time or interest in training a new employee yourself the chances are good there is someone on your e,isting staff who would love the chance to 1break the new guy in2 and teach the new hire all that they know !n enthusiastic employee" a self+ centred employee or a know+it+all employee will work for this purpose" but if you can find a seasoned" trustworthy employee who*s been around for a long time and is good at what they do they would be an even better choice as a trainer %. 6m0o=ering ne= hires sooner ! new employee who takes 3uickly to the .ob will find greater satisfaction in it sooner than someone who is slowly feeling their way along Training on the .ob can build confidence and make people take the leap of faith necessary to succeed in their .ob that much sooner !nd the sooner a new employee gains some e,perience the sooner the nervousness and disbelief in their abilities to do their .ob will evaporate and the more productive a new employee will be

There are many advantages to on the .ob training" .ust as there are many drawbacks It*s also possible to consider a mi, of formali$ed training sessions and on the .ob e,perience as a way to get new employees working faster without suffering through as much of their learning curve while they get up to speed -hat works will depend more than anything else on the uni3ue operating realities of your particular organi$ation

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1. Lo= )rod ctivit* The trainees are taken at the actual work station for training& hence" they are in the process of learning skills !/ a result" the organi$ational productivity will be lower !. 6rrors On )rod ction /ince the trainees are not involved with production activities" the will be the possibility of errors on production activities The goods produced by trainees will be 3ualitative #. Costl* O8T method is costly in the sense that the workers are disturbed by training activities& the goods produced by the trainees will have less 3uality and there will be chances of damage of goods These all result in higher cost of production %. Dist rbance Disturbance may arise during the work process as trainees are in learning phase The e,isting workers may feel disturbed due to the trainees and the supervisors &. )ossibilit* Of Accidents Under O8T" the learners are directly involved in production process who do not have ade3uate knowledge and skill of working with the given e3uipments and materials (ence" the possibility of accidents e,ists in the work station

On the job training methods

1. Apprenticeship training
Theoretical instruction and practical learning are provided to trainees in training institutes In India government has established industrial training institutes;ITI< for this purpose Under !pprenticeship act" >DB? employers in specified industries are re3uired to train the prescribed number of persons in 1designated trades2 Its aim is to develop all around craftsmen or skilled workforce Eenerally a stipend is paid during the training period hence it is an 1earn when you learn2 scheme

Merits of A00renticeshi0 training

It combines theory and practice Trainee ac3uires skills valuable in .ob market !pprenticeship program provides skilled workforce to industry

Demerits of A00renticeshi0 training

It is time consuming and e,pensive )any persons leave training program midway as training period ranges from one year to five years

2. Team training
It co+ordinates the performance of individuals who work together to achieve a common goal The components of team performance include knowledge" attitude and behavior Fnowledge concerns with mental models or memory structures that allow team members to function effectively in new situations !ttitude concerns with tasks" feelings and beliefs of team members towards each other %ehavior concerns with actions which allow to communicate co+ordinate" adapt and complete comple, task to accomplish their o.ectives

3. Action learning
!ction learning gives teams or work groups an actual problem" then these teams work on solving it and committing towards an action plan and then they are accountable for carrying out the plan Companies use action learning to solve important problems" develop leaders" 3uickly build high performance teams and transform the organi$ation culture /everal types of problems addressed in action learning are:

(ow to change businessG (ow to utili$e technology in a better wayG (ow to remove barriers between customer and companyG (ow to develop global leadersG

A On specific 8obHThe most common or formal on the .ob training programme is training for specific .ob Current practice in .ob training has been strongly influenced by the war time training within industry which was first designed to improve the .ob performance through .ob instruction training There are following methods of training: ;!< ',perienceHThis is the oldest method of on+the+ .ob training %ut as a sole approach" it is wasteful" time consuming and inefficient It has been observed that it should be followed by other training methods to make it more effective In a survey" it was found that they kept up to date through a variety of activities which were largely unrelated to formal continuing education courses On the .ob" problem+solving and colleague interactions were prompted as being most important for professional growth by B? per cent respondents

;%< Coaching+On+the+.ob coaching by a superior is an important and potentially effective approach if superior is properly trained and oriented The techni3ue involves direct personnel instruction and guidance" usually" with e,tensive demonstration and continuous critical evaluation and correction The advantage is increased motivation for the trainee and the minimisation of the problem of learning transfer from theory to practice The danger in this method lies in the possible neglect of coaching by superior I UnderstudyHThe understudy method is considered a somewhat different approach from those described above" that a certain person is specifically designated as the heir+ apparent The understudy method makes the trainee an assistant to the current .ob holder The trainee learns by e,perience" observation and imitation If decisions are discussed with the under study" he can become informed the policies and theories involved The advantage of this method is that training is conducted in a practical and realistic situation (owever disadvantages are many The method tends to perpetuate mistakes and deficiencies of e,isting managereial practices )orever" the understudies are fre3uently neglected by those they assist

;C< 6osition RotationHThe ma.or ob.ective of .ob rotation training is the broadening of the background of trainee in the organisation If trainee is rotated periodically from one .ob to another .ob" he ac3uires a general background The main advantages are: it provides a general background to the trainee" training takes place in actual situation" competition can be stimulated among the rotating trainees" and it stimulates a more co+ operative attitude by e,posing a man to other fellow4s problems and viewpoints There are certain disadvantages of this method The productive work can suffer because of the obvious disruption caused by such changes skills to move from one Rotations become less useful as area to another specialisation proceeds" for few people have the breadth of technical knowledge and functional

;B< /pecial 6ro.ectsHThis is a very fle,ible training device /uch special pro.ect assignments grow ordinarily out of an individual analysis of weaknesses The trainee may be asked to perform special assignment& thereby he learns the work procedure /ometime a task force is created consisting of a number of trainees representing different functions in the organisation Trainees not only ac3uire knowledge about the assigned activities" but also learn how to work with others

;J< /elective ReadingHIndividuals in the organisation can gather and advance their knowledge and background through selective reading The reading may include professional .ournals and books 7arious business organisations maintain libraries for their own e,ecutives )any e,ecutives become members of professional associations and they e,change their ideas with others This is a good method for assimilating knowledge& however" some e,ecutives claim that it is very difficult to find time to do much reading other than absolutely re3uired in the performance of their .obs

;K< 7estibule /choolsH0arge organisations fre3uently provided what are described as vestibule schools" a preliminary to actual shop e,perience !s far as possible" shop conditions are duplicated" but instructive" not output" are ma.or ob.ective" with special instructors provided 7estibule schools are widely used in training for clerical and office .obs as well as for factory production .obs /uch training is usually shorter and less comple, than that adaptable to the apprenticeship system 7estibule training is relatively e,pensive" but these costs are .ustified if the volume of training is large" or if uniform" high+standard results are important

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Coaching" defined as an ongoing approach to managing people:

creates a genuinely motivating climate for performance improves the match between an employee4s actual and e,pected performance increases the probability of an employee4s success by providing timely feedback" recognition" clarity and support

In a performance management cycle" coaching means providing ongoing feedback and support to the employee throughout the year Coaching gives the employee an opportunity to hear about aspects of his or her performance in Lreal timeL and to play a role in figuring out how to best adopt or modify their behavior for success

Definition : coaching is a directive process by manager to train and orient an employee to the realities of the workplace and to help the employee to remove the barriers to optimum work performance
Coaching" is a teaching" training or development process via which an individual is supported while achieving a specific personal or professional result or goal The individual receiving coaching may be referred to as the client or coachee Occasionally" the term coaching may be applied to an informal relationship between two individuals where one has greater e,perience and e,pertise than the other and offers advice and guidance as the other goes through a learning process This form of coaching is similar to mentoring The structures" models and methodologies of coaching are numerous" and may be designed to facilitate thinking or learning new behavior for personal growth or professional advancement There are also forms of coaching that help the coachee improve a physical skill" like in a sport or performing art form /ome coaches use a style

in which they ask 3uestions and offer opportunities that will challenge the coachee to find answers from within himMherself This facilitates the learner to discover answers and new ways of being based on their values" preferences and uni3ue perspective -hen coaching is aimed at facilitating psychological or emotional growth it should be differentiated from therapeutic and counseling disciplines" since clients of coaching" in most cases" are considered healthy ;i e not sick< The purpose of the coaching is to help them move forward in whatever way they want to move" not to 4cure4 them In addition the therapist or counsellor may work from a position of authoritative doubt" but cannot claim the position of ignorance so vital for coaching" because of the assessment knowledge that underpins their work The UF4s Chartered Institute of 6ersonnel )anagement reports that C>N of companies ;sample of COO< 4consider coaching as a key part of learning development4 and 4crucial to their strategy4" with DON reporting that they use coaching )ore recent research in ?O>> by =a Research" an independent marketing research agency in the UF" found that KON of organisations surveyed had used or are now using coaching" but also found that while DON of organisations with over ?"OOO employees had used coaching in the past five years" only BKN of companies with ?@O5COO employees had done the same The basic skills of coaching are often developed by managers within organi$ations specifically to improve their managing and leadership abilities" rather than to apply in formal one+to+one coaching sessions These skills can also be applied within team meetings and are then akin to the more traditional skills of group facilitation Origins The first use of the term coaching to mean an instructor or trainer arose around >K@O in O,ford University slang for a tutor who LcarriesL a student through an e,am PAQ Coaching thus has been used in language to describe the process used to transport people from where they are" to where they want to be The first use of the term in relation to sports came in >K@> (istorically the evolution of coaching has been influenced by many other fields of study including those of personal development" adult education" psychology ;sports" clinical" developmental" organi$ational" social and industrial< and other organi$ational or

leadership theories and practices /ince the mid+>DDOs" coaching has developed into a more independent discipline and professional associations such as the !ssociation for Coaching" The International Coach #ederation" and the 'uropean Coaching and )entoring Council have helped develop a set of training standards 8anet (arvey" president of the International Coach #ederation" was 3uoted in a New Rork Times article about the growing practice of 0ife Coaching" in which she traces the development of coaching to the early >DJOs (uman 6otential )ovement and credited the teachings of -erner 'rhard4s L'/T Training"L the popular self+motivation workshops he designed and led in the 4JOs and early 4KOs The facilitative approach to coaching in sport was pioneered by Timothy Eallwey& before this" sports coaching was ;and often remains< solely a skills+based learning e,perience from a master in the sport Other conte,ts for coaching include e,ecutive coaching" life coaching" emotional intelligence coaching and wealth coaching A00lications There are many definitions of coaching" mentoring and various styles of management and training -hat follows are more succinct definitions of the various forms of helping (owever" there may be overlap between many of these types of coaching activities P>OQ )anaging is making sure people do what they know how to do Training is teaching people to do what they don*t know how to do )entoring is showing people how the people who are really good at doing something do it Counselling is helping people come to terms with issues they are facing Coaching is none of these 5 it is helping to identify the skills and capabilities that are within the person" and enabling them to use them to the best of their ability 6rofessional coaching uses a range of communication skills ;such as targeted restatements" listening" 3uestioning" clarifying etc < to help clients shift their perspectives and thereby discover different solutions to achieve their goals P>>Q These skills are used when coaching clients in any field In this sense" coaching is a form of 4meta+profession4 that can apply to supporting clients in any human endeavor" ranging from their concerns in personal" professional" sport" social" family" political" spiritual dimensions" etc

Life coaching 0ife coaching draws upon a variety of tools and techni3ues from other disciplines such as sociology" psychology" positive adult development and career counseling with an aim towards helping people identify and achieve personal goals /pecialty life coaches may have degrees in psychological counseling" hypnosis" dream analysis" marketing and other areas relevant to providing guidance (owever" they are not necessarily therapists or consultants& psychological intervention and business analysis may lie outside the scope of some coaches4 work The phrase Llife coachL dates from at least >DA> Contemporary life coaching can be traced to the teachings of %en.amin Farter" a college football+coach turned motivational speaker of the late >DJOs and early >DKOs )any life+coach training+schools and +programs operate worldwide" providing options ;classroom attendance or home study< for the individual who wants to gain a certificate or diploma and to take up paid work in the field of life coaching )any certificates and a few diplomas are available within the profession Regulation Critics see life coaching as akin to psychotherapy but without restrictions" oversight" regulation" or established ethical policies Regulators have addressed some of these concerns on a state+by+state basis In ?OOD" the /tate of Tennessee issued a memorandum emphasi$ing that life coaches may be sub.ect to discipline if they perform activities construable as personal" marital" or family counseling /ome other states have made no formal statement but have legal statutes that broadly define mental+health practice (awaii" for e,ample" defines the practice of psychology as any effort aimed at behavior change or to improve Linterpersonal relationships" work and life ad.ustment" personal effectiveness" behavioral health" PorQ mental health L !lthough such states usually provide some e,clusions to licensure re3uirements ;such as for ordained clergy<" life coaches usually fall under such statutes )ore favorably to life coaches" in ?OOA the Colorado Eeneral !ssembly specifically e,empted trained life+coaches from licensure re3uirements

that apply to other mental and behavioral health professionals in that state Career coaching Career coaching focuses on work and career or issues around careers It is similar in nature to career counseling and traditional counseling Career coaching is not to be confused with life coaching" which concentrates on personal development !nother common term for a career coach is career guide" although career guides typically use techni3ues drawn not only from coaching" but also mentoring" advising and consulting #or instance" skills coaching and holistic counseling are increasingly of e3ual importance to careers guidance in the UF 6<ec tive coaching ',ecutive coaching is designed to help facilitate professional and personal development to the point of individual growth and improved performance Coaches need to have a strong understanding of individual differences in a work place as well as the ability to adapt their coaching style or strategies It is suggested that those coaches who are unable to acknowledge these differences will do more harm than good )any e,ecutive coaches have a specific area of e,pertise: sports& business or psychology Regardless of specific area of focus" coaches still need to be aware of motivational needs and cultural differences ',ecutive coaches work their clients towards specific professional goals These include career transition" interpersonal and professional communication" performance management" organi$ational effectiveness" managing career and personal changes" developing e,ecutive presence" enhancing strategic thinking" dealing effectively with conflict" and building an effective team within an organi$ation !n industrial organi$ational psychologist is one e,ample of e,ecutive coaching 9 siness coaching %usiness coaching is a type of personal or human resource development It provides positive support" feedback and advice to an individual or group basis to improve their personal effectiveness in the business setting %usiness coaching includes e,ecutive coaching" corporate coaching and leadership coaching

The 6rofessional %usiness Coach !lliance" The International Coach #ederation" the International Coaching Council and the -orldwide !ssociation of %usiness Coaches provide a membership based association for business coaching professionals These and other organi$ations train professionals to offer business coaching to business owners P?OQ !ccording to a )arketData Report in ?OOJ" an estimated AO"OOO people in the U/" work as business or life coaches" and the S? A billion industry is growing at rate of >KN per year !ccording to the National 6ost" business coaching is one of the fastest growing industries in the world There are almost as many different ways of delivering business coaching as there are business coaches /ome offer personal support and feedback" others combine a coaching approach with practical and structured business planning and bring a disciplined accountability to the relationship 6articularly in the small business market" business coaching is as much about driving profit as it is about developing the person Coaching is not a practice restricted to e,ternal e,perts or providers )any organi$ations e,pect their senior leaders and middle managers to coach their team members to reach higher levels of performance" increased .ob satisfaction" personal growth" and career development %usiness coaching is not the same as mentoring )entoring involves a developmental relationship between a more e,perienced LmentorL and a less e,perienced partner" and typically involves sharing of advice ! business coach can act as a mentor given that he or she has ade3uate e,pertise and e,perience (owever" mentoring is not a form of business coaching )ersonal coaching 6ersonal coaching is a process which is designed and defined in a relationship agreement between a client and a coach It is based on the client4s e,pressed interests" goals and ob.ectives ! professional coach may use in3uiry" reflection" re3uests and discussion to help clients identify personal andMor business andMor relationship goals" and develop action plans intended to achieve those goals The client takes action" and the coach may assist" but never leads or does more than the client 6rofessional coaching is not counseling" therapy or consulting These different skill sets and approaches to change may be ad.unct skills and professions

Conflict coaching Conflict coaching may be used in an organi$ational conte,t or in matrimonial and other relationship matters 0ike many other techni3ues of this nature" it is premised on the view that conflict provides an opportunity to improve relationships" to create mutually satisfactory solutions and attain other positive outcomes when differences arise between and among people

The fo ndations of coaching

/everal basic assumptions form the underpinnings of successful coaching:

'mployees want to succeed at work 'mployees can contribute ideas on how work should be performed 'mployees will work hard to achieve goals that they have played a role in developing 'mployees are open to learning if they recogni$e the value to them in terms of improved success on the .ob and subse3uent reward and recognition

These assumptions are the basis for the trust that is imperative in any coaching relationship Research has shown that when a manager operates under these assumptions" employees respond positively This is true even if the employee is new or is e,periencing some performance problems

The coaching role

There are four main dimensions to the coaching role:

)roviding Direction
This involves articulating the department4s goals and values in a clear concise manner and is especially important in the planning phase of the performance management cycle 'mployees need to understand the conte,t in which they work so that they can see the link between their performance and the department4s overall success The clearer the department goals are" the easier it will be for employees to translate them into their own individual goals Coaching direction involves ensuring that employees stay focused and understand priorities 'mployees may also need technical direction in terms of learning new tasks or taking on new assignments #inally" the manager as coach is responsible for establishing the commitments that will move employees toward achieving results

,m0roving )erformance
!s a coach" the manager is responsible for creating a learning environment where employees are supported in their efforts to continuously improve to meet today4s challenges The coach does this by:

assessing current capability providing feedback helping the employee to identify what is needed creating opportunities to fill in the gap

If continuous improvement is to occur" the coach must provide a LsafeL environment for creativity and risk taking )istakes must be viewed as lessons learned /etbacks are opportunities for development -ith this kind of support" the employee will have the confidence necessary to attain the ne,t level of ability

O0ening 0 )ossibilities
One of the goals of coaching is to develop capabilities for the employee to solve problems and make decisions This is done by asking the right 3uestions" challenging the employee4s thinking" offering new options" supplying additional information that e,pands employee4s understanding or providing a new interpretation to a situation Coaching empowers the employee to be part of the decision making process

(eso rce for (emoving Obstacles

In some cases the coach may take an active role in paving the way for the employee by confronting" when necessary" those people who are obstacles to the employee4s progress or providing additional resources if necessary !t other times" the coach serves as a sounding board for the employee as heMshe develops hisMher own strategy for overcoming the obstacle

/ill coaching =or> for the 0roblem em0lo*ee?

Too often managers deal with employees who have performance problems by vaguely referring to a problem area The specific facts that indicate a problem and the specific measures that must be taken in order to address the problem are rarely articulated Too often" an employee who is e,hibiting a problem is left out of the process when a solution to the problem is being developed 6erformance management coaching calls for swift" clear and concrete identification of the performance or behavior problem" as well as .oint resolution of the problem before it becomes a serious obstacle to good performance

Misconce0tions abo t coaching

There are several misconceptions about coaching /ome managers may feel that coaching is .argon that enables abdication of responsibility for supervision 'mployees are under the impression that coaching means managers can no longer tell them what to do Neither assumption is correct Coaching is a sophisticated management style that re3uires developing a relationship that empowers employees by building confidence and competence Rather than being a Lhands offL approach" coaching means being very involved in the employee4s progress The emphasis is not on checking and monitoring but on developing a higher level of performance 'mployees are not free to do as they wish" but are held accountable for meeting mutually established performance plans The overall ob.ective is always employee commitment to achieving better performance and organi$ational goals