Table of Contents
Introduction
The National Health Service (NHS) has become more accepting of coaching and mentoring as there is ample evidence to show that both practises have a positive impact on improving the morale and overall performance of employees (Woodhead 2011). Coaching is defined as a collaborative, result-oriented, solution-focused, and systematic process that aids in the improvement of work performance, personal development, and self-directed learning of the coachee (Flaherty 2006). On the other hand, mentoring, although similar to coaching in many ways, it differs because it is less structured and emphasises personal and career development. Mentoring is also considered to take the form of a long-term commitment as compared to coaching (Garvey, Strokes and Megginson 2010). Social care jobs are arguably some of the most stressful jobs, and the workers need a lot of help to maintain their wellness and enhance job productivity (Hardy, 2016). It is the main reasons why I chose this topic and activity.
I am a physician who seeks to venture into management after realising that more change can be brought about by strong policies which fall under the purview of management. I have found that coaching and mentoring play an important role within the NHS, and I hope to use my position to advocate for both practises to improve the wellness of employees while also enhancing their privacy. I prefer the top-down mentoring due to its ease of applicability since mentors are not only attached to ensure that their mentees develop their skills but also to provide them adequate guidance for prolonged periods (Bachkirova, Jackson and Clutterbuck 2011). The non-directive coaching and mentoring approach are preferred as it allows the coachee to develop individual solutions through the questioning of the coach (Ives 2008). It has tremendous benefits such as ownership of solutions and increased commitment to development. This paper will provide a reflection on the various coaching sessions conducted to show areas that need improvement.(HireEssayWriter for a similar paper)
Approach
The preferred methodology of coaching and mentoring is non-directive mentoring and coaching. The main reason for the selection of this approach is the tremendous long-term benefits offered. Every individual case is different, and as such, I do not think that a coach can use one solution for all those under his/her guidance. The non-directive approach ensures that properly structured questions are posed to motivate the subject in developing a solution to their case (Thompson 2013). The approach also enhances the relationship between the mentee and the coach as they spend a lot of time working on solutions. It also allows anyone with the capacity to ask open-ended questions to pose as a mentor and coach. Therefore, the system will have numerous mentors for employees to choose from instead of burdening existing industry experts (Foster-Turner 2006). The solution developed from this approach is owned by the mentee and is more likely to be the right solution. The empowerment gained through this approach allows the mentee to take charge of their career development and overall wellness.
Context
I have been acting as the coach to my client Sara, and she sought my services due to challenges of cultural differences at the workplace. Some of her characteristics include empathy, anxiety, soft-spoken, hardworking, and resilient. The problems at work have weighed heavily on her, and she is unable to speak out or seek other forms of readdressing due to her fear of being singled out within the workplace.
Reflection
Sara is an immigrant who came into the country, and she has had trouble adjusting within the paediatric hospital. The first session began with the development of a draught contract outlining the objectives of the coaching session as per the NHS’s provisions (Bhatti, N. and Viney 2010). We agreed on three sessions of 50 minutes of coaching and 10 minutes for reflection and feedback. Her main learning requirement was her personal development in response to adapting within the new environment and dealing with cultural challenges that made the hospital a hostile environment. As a coach, I used the GROW model to identify Sara’s fundamental disquietude.(OrderCustomerPaper from us)
Within the first session, we established a rapport, and Sara shared that she was a middle-level care manager at the paediatric hospital. It represents a unique opportunity for her career development, and therefore, coaching was the right call. Sara indicated that her colleagues often spoke in their native tongue, often secluding her alongside other micro-aggressions. Although she loves her job, these practices have been very frustrating. The main coaching decisions pointed to within the session concerned how she could develop competence in a new language or seek the management to enforce cultural competence training for all employees to enhance inclusion. Sara was very receptive to the non-directive coaching as she was quick to review and discuss her various options. The session allowed Sara to freely express herself and workout her challenges (Thompson 2013). It, in turn, resulted in enhanced confidence to tear down these barriers and begin a campaign for inclusion through competence training for employees. It indicates that coaching sessions have far-reaching effects since in her case, it allows for the development of her entire team.
In reflection, the GROW model contends that the first thing should be setting goals for the sessions. While setting the goals, an objective review of the current situation before exploring possible options and committing to them (Palmer 2008). The coaching sessions followed this structure, and I saw first-hand the benefits of the non-directive approach couple with the GROW model. Given the opportunity to have further sessions with the coachee, I would put greater emphasis on her personal development and skills. For instance, the questions developed would learn towards her professional and personal development. I would try to ensure Sara discerns that she has the power to learn new skills while also advocating for change. These will be geared towards empowering her to pursue greater responsibilities and become the change she wants. In future coaching sessions, I will require more sessions since the effects of the non-directive approach are better arrived at gradually to enhance the feeling of ownership in the client (Thompson 2013).
One of the major things I have acquired from this session is that despite the focus being on the client, coaching provides a unique opportunity for the development of the coach. I have learnt the benefits of using a structured approach and allowing the client freedom to express themselves. The session has also allowed me to appreciate the benefits of the non-directive approach. Even in future sessions, I will not try to use the directive approach as it shows less commission to actions and deprives the client of owning the solutions developed (Enescu and Popescu 2013). Longer and better-structured sessions will allow me to aid the client in developing confidence, new skills, networking, and pursuing their careers (through specialisation) (De Souza and Viney 2014).Coaching and Mentoring Sara has been one of the best moments in my career, and I am more convinced that I can make real change and benefits others while in a management position. Here, the top-down approach can be used together with the non-descriptive. I am looking forward to other similar opportunities.
