Coaching refers to the skill of helping others unleash their potential in order to achieve their desired goals (Rosinski, 2003). According to Sir John Whitmore (2009), ‘Coaching is unlocking a person’s potential to maximise their own performance. It is helping them learn rather than teaching them.’ In addition to this coaching, a series of conversations occurs between the coach and coachee (Starr, 2008). Coaching also refers to a systematic process to improve a person’s ability and performance in the teaching and learning process by giving guidance and feedback (Redshaw, 2000). Moreover, coaching enables individuals to acquire the knowledge and skills they need to develop their professional practice and work to become more effective (Stone, 1999). In general, it is a method for helping people to achieve their goals or objectives. These goals or objectives refer to an individual’s desire: e.g. improving teaching practices, career promotion, improving student-teacher relationships.
What are the benefits of coaching? Coaching helps improve not only a person’s ability, skills, and performance but also his or her job satisfaction and motivation (NHS, 2005). According to Thomas and Smith (2009), the benefits of coaching in education are different for students, educators, and institutions. For students, coaching can improve motivation, decision making, and relationships with peers, teachers, or lecturers. It also can increase resilience and self-awareness. In addition, it can enhance student’s understanding of how to think or learn and create readiness to accept and act upon feedback. For educators, coaching can improve teaching practices and students’ academic performance. Through coaching, teachers become more reflective and creative, and at the same time, it assists their professional development. Lastly, for institutions, coaching can improve student achievement as well as the performance of teachers and support staff. It can also improve interpersonal relationships and teamwork between staff members. A survey conducted by the Chartered Institute of Personnel and Development found that 99% of the 500 respondents agreed that ‘Coaching could produce tangible benefits, both to individuals and organisations.’ In addition, 96% of respondents agreed that ‘Coaching is an effective way to promote learning in the organisation’(NHS, 2005).
Why coaching? What are the coaching principles that set this approach apart from others? The principles of coaching are as follows: The coach should guide the coachee to reach an objective by supporting, listening, and helping the coachee to stay focused on moving forward (Shaker, 2012). According to Shaker (2012), coaching should follow seven principles. 1) Awareness: The coach needs to raise the coachee’s self-awareness so that he or she can attain the greatest possible benefits from the coaching process. 2) Responsibility: The coachee is responsible for all decisions that have been agreed upon. This is more beneficial to the coachee than just listening to another’s instructions and following them. Thus, the coachee is responsible for the content, and the coach is only responsible for the process. 3) Self-confidence: Coachees may have convinced themselves that if anything goes wrong, they have to correct it during the coaching process. The encouragement of a coach will increase the coachees’ confidence level. 4) Never blame others: Mistakes in coaching are considered the coachee’s learning experience, not a punishment. However, the coach should explain any mistakes with value added for the purpose of the coachee’s improvement. 5) Solution-focused: Coaching focuses on finding solutions to a problem. 6) Challenges: Most people prefer to be challenged, with encouragement and support given. Through coaching, coachees can review the past and evaluate themselves. 7) Action: The coach reveals new perspectives and raises coachees’ awareness to ensure they react to improve the existing situation with a variety of options.
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